The Gary and Jerri-Ann Jacobs HIGH TECH HIGH · Jerri-Ann Jacobs High Tech High (“HTH”) charter petition was approved by the San Diego Unified School District (“District”)

The Gary and Jerri-Ann Jacobs

H I G H T E C H H I G HR e n e w a l C h a r t e r

J a c o b sT h e G a r nr d J e r ry a n i - A n n

Presented to the San DIego Unified School DistrictCharter term July 1, 2019 - June 30, 2024

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TABLEOFCONTENTS

PAGE NUMBER

INTRODUCTION...........................................................................................................................1

THEFIFTEENREQUIREDCHARTERELEMENTS(A-O).....................................................................6

ElementOne(A):EducationalProgram...........................................................................................6ElementTwo(B):MeasurableOutcomes......................................................................................21ElementThree(C):MethodofMeasuringofStudentProgress....................................................25ElementFour(D):Governance......................................................................................................28ElementFive(E):HumanResources..............................................................................................30ElementSix(F):HealthandSafetyProcedures.............................................................................34ElementSeven(G):RacialandEthnicBalance..............................................................................35ElementEight(H):StudentAdmissionsandAttendance..............................................................36ElementNine(I):AnnualIndependentFinancialAudits................................................................39ElementTen(J):StudentSuspensionsandExpulsions..................................................................40ElementEleven(K):RetirementSystems......................................................................................48ElementTwelve(L):PublicSchoolAttendanceAlternatives.........................................................49ElementThirteen(M):EmployeeReturnRights............................................................................50ElementFourteen(N):DisputeResolutionProcess.......................................................................51ElementFifteen(O):ClosureProcedures......................................................................................52

ASSURANCES.............................................................................................................................53

APPENDICES AppendixA:BudgetandCashFlow AppendixB:LocalControlandAccountabilityPlan2018-19 AppendixC:ArticlesofIncorporation AppendixD:ActiveCorporationStatus AppendixE:ConflictofInterestCode AppendixF:UniformComplaintPolicyandForms AppendixG:BoardRoster AppendixH:Bylaws AppendixI:Student&ParentHandbook2018-19 AppendixJ:WesternAssociationofSchoolsandCollegesAccreditationLetter

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INTRODUCTION

OriginallydevelopedbyacoalitionofSanDiegocivicleadersandeducators,thefirstGaryandJerri-AnnJacobsHighTechHigh(“HTH”)charterpetitionwasapprovedbytheSanDiegoUnifiedSchoolDistrict(“District”)onSeptember14,1999,andopenedasasmallhighschoolonSeptember1,2000.

Today,sevenHTHcharterschoolsareauthorizedbytheDistrict.Thetablebelowprovidesanoverviewofthelocationsandgradelevelsoftheseschools.

HIGHTECHHIGHBOARD

HighTechElementary

HighTechElementaryExplorer

HighTechMiddle

HighTechMiddle

MediaArts

HighTechHigh

HighTechHigh

MediaArts

HighTechHigh

International

GradesK-5 GradesK-5 Grades6-8 Grades6-8 Grades9-12 Grades9-12 Grades9-12

2150CushingRoad,SanDiego

2230TruxtunRoad,SanDiego



2861WombleRoad,SanDiego


2855FarragutRoad,SanDiego

HTHisseekingrenewalofitscharterforafive-yeartermbeginningJuly1,2019,andendingJune30,2024.ThefollowingtableprovidesasummaryofHTH’sinitialcharterpetition,renewals,andterms.

DistrictAction MeetingDate CharterTerm

Initialcharterpetition September14,1999 July1,2000–June30,2004

Renewalofcharter February24,2004 July1,2004–June30,2009

Renewalofcharter June2,2009 July1,2009–June30,2014

Renewalofcharter December3,2013 July1,2014–June30,2019

HTHMeetsRenewalCriteria

AccordingtoEducationCodeSection47607,“theauthoritythatgrantedthechartershallconsiderincreasesinpupilacademicachievementforallgroupsofpupilsservedbythecharterschoolasthemostimportantfactorindeterminingwhethertograntacharterrenewal.”Section47607(a)(3)(A).Forthispurpose,“allgroupsofpupilsservedbythecharterschool,”meansanumericallysignificantpupilsubgroupasdefinedbyparagraph(3)ofsubdivision(a)ofSection52052,servedbythecharterschool.”Section47607(a)(3)(B).

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Forachartertoberenewed,a“charterschoolshallmeetatleastoneofthefollowingcriteria:”

1. AttaineditsAcademicPerformanceIndex(“API”)growthtargetintheprioryearorintwoofthelastthreeyears,bothschoolwideandforallgroupsofpupilsservedbythecharterschool.

2. Rankedindeciles4to10,inclusive,ontheAPIintheprioryearorintwoofthelastthreeyears.

3. Rankedindeciles4to10,inclusive,ontheAPIforademographicallycomparableschoolintheprioryearorintwoofthelastthreeyears.

4. Theentitythatgrantedthecharterdeterminesthattheacademicperformanceofthecharterschoolisatleastequaltotheacademicperformanceofthepublicschoolsthatthecharterschoolpupilswouldotherwisehavebeenrequiredtoattend,aswellastheacademicperformanceoftheschoolsintheschooldistrictinwhichthecharterschoolislocated,takingintoaccountthecompositionofthepupilpopulationthatisservedatthecharterschool.Section47607(b)(1)-(4).

HTHhasdemonstratedincreasesinpupilacademicachievementtosupportarenewalofitscharterbasedonthefollowinginformation.

StateRankandSimilarSchoolsRankforHTH

API StateRank SimilarSchoolsRank

2011 805 8 6

2012 796 7 6

2013 807 8 8

SchoolwideCaliforniaAssessmentofStudentPerformanceandProgress(“CAASPP”)forHTH

ELAPercentMetorExceeded

MathPercentMetorExceeded

2014-15 66% 42%

2015-16 63% 42%

2016-17 82% 49%

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ComparisonofCAASPPfor2016-17



HTH 82% 49%

ScrippsRanchHigh 86% 67%

PointLomaHigh 66% 35%

ClairemontHigh 58% 27%

HooverHigh 46% 20%

LincolnHigh 27% 11%

KearnyHighComplex 74%–87% 35%–43%

SanDiegoHighComplex 28%–85% 10%–47%

SubgroupCAASPPforHTH2016-17



StudentswithDisabilities 45% 18%

SocioeconomicallyDisadvantaged 69% 35%

EnglishLearners -- --

HispanicorLatino 74% 41%

White 93% 61%

AfricanAmerican -- --

Twoormoreraces 83% 67%

Asian -- --

Filipino -- --

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2016-17Four-YearAdjustedCohortGraduationRate

CohortGraduationRate

HTH 99.3%

SanDiegoUnifiedSchoolDistrict 82.0%

StateofCalifornia 82.7%

EducationCodeSection47607(b)(4)supportsthepresentationofmultiplemeasuresofschoolaccountability.Additionaldatapoints,includingprogressonHTH’sLocalControlandAccountabilityPlan(“LCAP”)aredetailedinthedescriptionofElementTwo(B):MeasurableOutcomes.

LikeallotherHTHcharterschools,HTHworkswithintentionatbeinganintegratedschoolthatisrepresentativeofthedemographicsofthelargercommunitywhichitserves.ThetablebelowillustratesthemostrecentdemographicrepresentationofHTHstudentbody.

StudentDemographics2017-18HTH

TotalEnrollment 558Students

SocioeconomicallyDisadvantaged 40.5%

EnglishLearners 4.1%

StudentswithDisabilities 11.6%

HomelessYouth 0.5%

HispanicorLatino 46.2%

White 33.5%

AfricanAmerican 5.2%

Twoormoreraces 8.1%

Asian 3.4%

Filipino 2.5%

AmericanIndianorAlaskaNative 0.7%

PacificIslander 0.4%

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TheenrollmentatHTHhasremainedconsistentthroughouttheyears.Admissionsapplicationsindicateastronginterestintheeducationalprogram.Overall,thecombinedgroupofHTHcharterschoolsannuallyreceivesfarmoreapplicationsthanspacesavailable,demonstratingcommunitysupportforrenewalofthischarter.Basedonhistoricaldata,theprojectedenrollmentforHTHisdescribedbelowinthetable.

ProjectedEnrollmentforHTH

2019-20 2020-21 2021-22 2022-23 2023-24

Grade9 157 157 157 157 157

Grade10 134 134 134 134 134

Grade11 129 129 129 129 129

Grade12 138 138 138 138 138

Total 558 558 558 558 558

AspartoftheHTHorganization,HTHisguidedbyfourconnecteddesignprinciples—equity,personalization,authenticwork,andcollaborativedesign.HTHstrivesforacommonmission:toprovideallstudentswithrigorousandrelevantacademic,civicandlifeskills,whilepreparingallgraduatesforpostsecondarysuccessandproductivecitizenship.Withthesedesignprinciplesandcommonmissioninmind,HTHaimstocreatesociallyintegrated,non-trackedlearningenvironments.

Studentsareknownwellbytheirteachers,engageinandcreatemeaningfulwork,andarechallengedtodevelopgrowthmindsetsastheymeethighexpectationsatHTH.Studentsareencouragedtothinkofthemselvesasinquisitive,resilient,andlifelonglearners,andtodevelopasenseofbelongingnessinacademicandreal-worldsettings.Fromtheearlyyearsonforward,universityispartofthediscourseatHTH,wherefacultyandstudentsdemystifyanddiscusscollegeasanaccessible,viablegoal.

TheteachersatHTHcreateanddirectdiverse,innovativecurriculatopursuerigorous,in-depthlearning,withpersonalizedandProject-BasedLearningpractices.Theprogramisrigorous,providingthefoundationforentryandsuccessattheUniversityofCalifornia(“UC”)andelsewhere.Assessmentisperformance-based:studentsofallagesregularlypresenttheirlearningtotheirpeers,family,andcommunity-at-large.

AcomprehensivedescriptionofHTH’seducationalprogramandotherrequiredelementsareprovidedinthischarter.

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THEFIFTEENREQUIREDCHARTERELEMENTS(A-O)

ElementOne(A):EducationalProgram

BelowHTHdescribestheeducationaldesignprinciples,and,morespecifically,theeducationalprograminaccordancewithEducationCodeSection47605(b)(5)(A).

1. DesignPrinciples

Asnotedpreviously,theworkatHTHandallHTHschoolsisguidedbyfourconnecteddesignprinciples—equity,personalization,authenticwork,andcollaborativedesign—thatsetaspirationalgoalsandcreateafoundationforunderstandingHTH’sapproach.

a. Equity:HTHisanequityproject.Teachersworktoaddressinequitiesandhelp

studentsreachtheirfullpotential.HTHisintentionallydiverseandintegrated,enrollingstudentsthroughazipcode-basedlotteryaimedatcreatingschoolsthatarereflectiveofthecommunitiesweserve.Teachersrecognizethevalueofhavingstudentsfromdifferentbackgroundsworkingtogether,andemployavarietyofapproachestoaccommodatediverselearnerswithoutacademictracking.HTHhasanacutefocusoncollegeentranceandcollegecompletionforallstudents.

b. Personalization:Teacherspracticealearner-centered,inclusiveapproachthatsupportsandchallengeseachstudent.Studentspursuetheirpassionsthroughprojectsandreflectontheirlearning.Recognizingthatidentitydevelopmentandpersonalgrowthoccurinthecontextofcommunity,HTHfostersrelationshipsoftrust,caring,andmutualrespectamongstudentsandadultsthroughprogramdesignelementssuchassmallschoolsize,smallclasses,homevisits,advisories,andstudentcollaborativework.

c. AuthenticWork:Projectsforstudentsintegratehandsandmindsandincorporateinquiryacrossmultipledisciplines,leadingtothecreationofmeaningfulandbeautifulwork.Studentsengageinworkthatmatterstothem,totheirteachers,andtotheworldoutsideofschool.Studentsconnecttheirstudiestotheworldthroughfieldwork,communityservice,internships,andconsultationwithoutsideexperts.HTHfacilitiesarecollaborativeworkplaceswithsmall-grouplearningandprojectareas,relevanttechnology,andcommonspaceswhereartwork,prototypes,andotherartifactsofstudentthinkingarecreatedanddisplayed.

d. CollaborativeDesign:Teacherscollaboratetodesigncurriculumandprojects,leadprofessionaldevelopment,andparticipateinhiring,whileseekingstudent

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experienceandvoiceineachoftheseareas.Withstudentsasdesignpartners,stafffunctionsasreflectivepractitioners,conductinginquiryintoequitableteachingandlearning,schoolculture,projectdesign,andauthenticassessment.Weareallstilllearning.

2. MissionandGoals

AllHTHschools,whetherattheelementary,middle,orhighschoollevel,striveforacommonmission:toprovideallstudentswithrigorousandrelevantacademic,civicandlifeskills,whilepreparingallgraduatesforpostsecondarysuccessandproductivecitizenship.Inthiscontext,HTH’sprimarygoalsare:

a. ToprovideallHTHstudentswithameaningfuleducation,andtograduatestudentswhowillbethoughtful,engagedcitizenspreparedtotakeontheleadershipchallengesofthe21stcentury.

b. Topreparestudentsforpostsecondaryeducationandforleadershipinahightechnologysocietybyintegratingtechnicalandacademiceducation.

c. Toincreasethenumberofsocioeconomicallydisadvantagedstudentswhosucceedinhighschoolandpostsecondaryeducation,andinthefieldsofmath,computerscience,engineering,andrelatedfields.

d. ToimprovepubliceducationinCaliforniabytrainingandpreparingeducatorstoteachin,andlead,innovativepublicschools.

TeacherscreatelearningexperiencesdesignedtofosterDeeperLearningcompetencies1instudentsincluding:

● CriticalThinkingandProblemSolving● Collaboration● EffectiveCommunication● Self-DirectedLearning● AcademicMindset● MasteryofCoreAcademicContent

DevelopmentoftheseDeeperLearningcompetenciesishowHTHdefinesaneducatedpersoninthe21stcenturyandpreparesstudentstonavigatethecomplexchallengesofanincreasinglymulticulturalsocietyandglobaleconomy.HTHimplementsaninstructionalstrategyalignedwiththeStudentCenteredLearningModeldevelopedbyJobsfortheFuture.2Thismodeldescribesthe

1Definitionof“DeeperLearning,”fromTheHewlettFoundation. 2Seehttps://www.jff.org

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followingcharacteristicsaskeytostudentscenteredpractice:learningispersonalized,competencybased,takesplaceanytime/anywhere,andstudentsexertownershipovertheirlearning.Thismodelbringstogetherresearchfromvariousfieldsincludingthelearningsciencestoarguethatanemphasisonstudentcenteredpracticesordeeperlearningleadstotheknowledge,skills,anddispositionstosucceedincollege,career,andciviclife.3Thisresearch-basedstrategythatastudentcenteredapproachenhancescollegereadinessandcapacitysupportsthetheoryofactionattheheartofHTH.

3. CurriculumandInstructionalDesign

HTH’steachersworkinteamstocreatecurriculumthatisintegratedacrosssubjectsandalignedwithCommonCoreStateStandardsthroughthreekeyintegrationsthatunifyHTH’seducationalprogram.TheseintegrationsreflectHTH’sbeliefofhowlearningbestoccurs.

a. IntegratingStudents:HTH’sinstructionaldesignisrootedinitscommitmenttoservingstudentsfromacrosstheacademicspectruminafullyintegratedenvironment.ThereisnotrackingatHTH--acommitmentthatextendstospecialeducation.Ratherthanseparatingstudentsonthebasisofperceivedability,studentsworkalongsidepeersfromwidelydifferentbackgrounds.Underlyingthisapproachisabeliefthatheterogeneousgroupingbenefitsstudentsfromacrosstheacademicspectrum.Ratherthanmis-predictingstudents’futuretrajectoriesonthebasisofperceivedacademicability,HTHpreparesallofitsstudentsforadmissiontoafour-yearuniversity.

b. IntegratingSchoolandCommunity:HTHlearningenvironmentextendswellbeyondthewallsofitsclassroomstoleverageeducationalopportunitiesinthecommunity.Studentsinvestigateauthenticproblemsconfrontingthecommunity,conductscientificandethnographicresearchinthefield,partnerwithadultprofessionals,andcreateproductsthatbenefitstakeholdersinthecommunity.Eachstudentmustcompleteaworkplace“academicinternship,”anexperiencethatteachershelptofacilitatebyprovidingacontextwherestudentscanreflectontheirpersonalandprofessionalgrowth.

c. IntegratingHandsandMinds:StudentsatHTHusetechnologytoengageinscientific,mathematical,literary,historical,andartisticpursuits.BothacademicandtechnicalstrandsarestronglyinevidenceatHTH.HTHhasreverseda100-yearhistoryofseparatingtechnicalandacademicsubjectsinAmericanhighschoolsbylinkingthetwoinaProject-BasedLearningenvironment.

3Seehttps://studentsatthecenterhub.org/about/

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HTH’sguidingpedagogy,whichbindsthethreeintegrations,isProject-BasedLearning.Project-BasedLearningcanbedefinedas4:

● Engaginglearningexperiencesthatinvolvestudentsincomplex,real-worldprojectsthroughwhichtheydevelopandapplyskillsandknowledge

● Astrategythatrecognizesthatsignificantlearningtapsstudents’inherentdrivetolearn,capabilitytodowork,andneedtobetakenseriously

● Learninginwhichcurricularoutcomescanbeidentifiedupfront,butinwhichtheoutcomesofthestudent’slearningprocessareneitherpredeterminednorfullypredictable

● Learningthatrequiresstudentstodrawfrommanyinformationsourcesanddisciplinesinordertosolveproblems

● Experiencesthroughwhichstudentslearntomanageandallocateresourcessuchastimeandmaterials

HTH’sProject-BasedLearningapproachisthekeytoitssuccessinservingadiversepopulationofstudents.Studentsbecomeactiveparticipantsintheirlearningandarerequiredtodemonstratetheirlearningpubliclythroughexhibitions,presentations,andportfolios,introducinganadditional,andarguablymoreauthentic,elementofaccountabilityforqualitywork.

4. StructuresthatSupportEducationalExcellence

HTHworksdiligentlytoprovideexemplarsofoutstandingproject-basedinstructiontoitsteacherssothatallteachersmayachievebasemasteryinteachingpractices.Projectdesignsaredocumentedandsharedonteachers’digitalportfolios,andprojectworkiscuratedpubliclyinHTHfacilitiestomakeproductsandprocesstransparent.

TopromoteexcellenceinprojectdesignandfacilitationacrossallHTHschoolsandteachers,HTHplacesgreatemphasisonprofessionaldevelopmentandadultlearning.AllnewfacultyparticipateinanintensiveNewTeacherOdysseyweekthatincludesexperientiallearning,workshops,projecttunings,andcollaborationtimewithexperiencedfaculty.Teachersengageinongoingprofessionaldevelopmentthroughweeklymorningmeetingtimeanddedicatedstaffdays.

Teachersworkincross-disciplinaryteamstoincreasetheintegrationanddepthofsubjectmatter,aswellastoincreasecollegiallearningthroughcollaboration.Tofacilitatethiscollaboration,teachingpartnersoftenshareacommonprepperiod,acommonoffice,and

4 DefinitionfromAutodeskFoundation.

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adjoiningclassroomsthatopenupintoacommonspacewherethepartnerscanco-teachtheirsharedgroupofstudents.

SchoolDirectorsprioritizeinstructionalcoachingandspendasignificantpercentageoftheirtimeobservinginclassroomsanddebriefingwithteachers.HTHhasstructuresforcollegialcoaching,aswellasofficialmentor-menteepartnershipsforteachersundergoinginduction.

TheHTHCredentialingProgramandtheHTHGraduateSchoolofEducationprovideHTH’sfaculty,andteachersthroughouttheneighboringdistricts,andelsewhere,withabundantopportunitiesforprofessionaldevelopment,enrichment,andgrowth.

5. PlanforStudentsWhoAreNotAchievingAtorAboveExpectedLevels

HTHhasdevelopedanumberofstrategiestoaddresstheneedsofstudentswithawiderangeofpriorexperienceandachievement.

a. SmallClassSizes:HTH’ssmallclasssizesandfocusonProject-BasedLearningallowteachersincreasedflexibilitytospendtimewithstudentsneedingextrasupportonbothprojectsandcoreskills.

b. StaffMeetingsandProtocols:RegularmorningstaffmeetingtimeisdedicatedtoEquityProtocolsthroughwhichteachershavetheopportunitytoconsultwithcolleaguesaboutstudentswhoarestrugglingandbrainstormadditionalstrategiesforsupportingtheiracademicgrowth.TheEquityProtocolsalsoinviteteacherstoexaminecriticallytheircurriculumandinstructionalstrategiestoincreaseaccesstolearningforallstudents.

c. AcademicTutoring:Studentsmayreceivetutoring,includingorganizationskillssupport,fromteachersduringXBlock,lunch,beforeschool,andafterschool.

d. SupplementalSchoolLearningResources:Supplementallearningmaterialsaremadeavailabletostudentsthroughtextresources,aswellasinformationtechnology.

e. AcademicCoachesandEducationSpecialists:Duringthecoreday,academiccoachesembeddedintheclassroomsprovideadditionalsupporttostudentswhoarestrugglingwithintheclassroomcontext.Educationspecialists,whotrainandsupervisetheacademiccoaches,alsospendsignificanttimeinclassroomsobservingstudentswhoarestrugglingacademicallyorsociallyandcollaboratewithcoreteachers,aswellastheacademiccoaches,todevisesupportplansandstrategies.

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f. StudentSupportConferencesandAdvisors:Whenastudentisidentifiedtobeprogressingatanunsatisfactoryrate,astudentsupportconferenceiscalled,duringwhichfacultyandparents/guardiansdiscussstrategiesforsupportingthestudent’slearning.Eachstudenthasadedicatedadvisorwhomonitorsthestudent’sgradesandconvenesthesemeetingsasnecessary.Eachadvisor,withthesupportofthedean,director,andeducationspecialists,monitorsprogressandensuresthatactionstepsareimplemented.

g. SummerPrograms:HTHoffersasummerbridgeprogramfornewstudents,includingstudentswithbelowgrade-levelskillsinmathandEnglish.HTHalsoofferssummerschoolprogramsforexistingstudentswhoneedadditionalacademicsupportandgraderecovery.

h. SocialEmotionalSupportPractices:Manystudentswhostruggleacademicallyarealsoinneedofsocial-emotionalsupport.Inadditiontoprovidingacademicsupport,teachersoffersocial-emotionalsupportthroughintentionalclassroomstrategies,includinggroupcirclesandrestorativejusticepractices.Schoolpsychologists,social-emotionalcoordinators,and/ordeansdevelopandmodelthesepractices.Schoolpsychologistsalsocoachteachersandconsultwithstaffaboutspecificstudentswhoneedadditionalsupport.

i. TeachingTeamStructureandIntegrationofSubjects:Theteamstructure(whereapairofteacherssharesagroupofapproximately50students)andtheintegrationofsubjects(forexample,Englishandsocialstudiescombinedintohumanities)allowstudentstorotatethroughfewerteachersoverthecourseofaday,resultingingreaterattentionforstrugglingstudents.Theintentionalteamstructure--sharingacoregroupofstudents,alongwithcommonprepperiodsandasharedoffice--facilitatesincreaseddialogueaboutstudentneeds,withdedicatedtimetodiscussstrategiesforsupportingstrugglingstudents.

6. PlanforStudentsWhoAreAchievingSubstantiallyAboveGradeLevelExpectations

HTHdoesnottrackstudents.Rather,withineachclass,teacherschallengeandsupporteachstudenttoaimfortheirpersonalbest,employingavarietyofstrategiesforinspiringandrecognizinghighachievement,including,butnotlimitedto,thefollowing:

a. SmallClassSizes:HTH’ssmallclasssizesandfocusonProject-BasedLearningallowteachersincreasedflexibilitytospendtimewithstudentstoofferenrichmentopportunitiesonbothprojectsandcoreskills.

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b. StaffMeetingsandProtocols:Regularmorningstaffmeetingtimeisdedicatedto

EquityProtocolsthroughwhichteachershavetheopportunitytoconsultwithcolleaguesaboutstudentswhoarehighachievingandbrainstormadditionalstrategiesforsupportingtheiracademicgrowth.TheEquityProtocolsalsoinviteteacherstoexaminecriticallytheircurriculumandinstructionalstrategiestoincreaseaccesstolearningforallstudents.

c. SupplementalSchoolLearningResources:Supplementallearningmaterialsaremadeavailabletostudentsthroughtextresources,aswellasinformationtechnology.

d. AlternativeAssignments:Alternative“challenge”assignmentsforreading,writing,problemsolving,andinquiryareroutinelyofferedtoallstudentstogivethemtheopportunitytogainadeeperunderstandingofcoursecontent.Anystudentmaychoosetopursueany,all,ornoneofthese“challenge”assignments.

e. AcademicEnrichment:StudentsmayreceiveenrichmentfromteachersduringXBlock,lunch,beforeschool,andafterschool.

f. HonorsOption:Studentsmayelectatthebeginningofthetermtopursueanhonorsoptionincertainacademiccorecoursesbypreparingaseparateportfolioofcumulative“honorswork”inadditiontotheregularcoursework.Requirementsandperformancestandardsforthehonorsoptionaresetandannouncedbythecourseinstructor.Studentswhosuccessfullypursuethehonorsoptioninacoursehavethatcoursedesignatedasanhonorscourseandweightedaccordinglyontheirtranscript.

7. PlanforEnglishLearners

HTHaimstoensureeducationalequityforEnglishLearners(“ELs”),whichmeansthateachstudentreceiveswhatheorsheneedstodevelophisorherfullacademicandsocialpotential.5InordertoeffectivelyeducateELs,HTHstrivestocreateaneducationalprogramthatdoesthreethingsforELs:(i)promotethestudents’socioculturalintegration;(ii)cultivatetheirlanguageproficiency;and(iii)holisticallysupporttheiracademicachievement6.

5NationalEquityProject 6 Scanlan,M.,&Zisselsberger,M.(2015).TheFormationofCommunitiesofPracticeinaNetworkofSchoolsServingCulturallyand

LinguisticallyDiverseStudents.JournalofEducationforStudentsPlacedatRisk(JESPAR),20(1-2),58–78.

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HTHmeetsapplicablelegalrequirementsforELsastheypertaintoannualnotificationtoparents/guardians,studentidentification,placement,programoptions,ELandcorecontentinstruction,teacherqualificationsandtraining,reclassificationtofluentEnglishproficientstatus,monitoringandevaluatingprogrameffectiveness,andstandardizedtestingrequirements.HTHwillimplementpoliciestoensureproperplacement,evaluation,andcommunicationregardingELsandtherightsofstudentsandparents/guardians.ThegoalfortheELprogramistodevelopcollege-readystudentswhoareproficientinEnglishandtocapitalizeonstudents’multilingualandmulticulturalproficiencies.HTHwilladministerahomelanguagesurveyuponastudent’sinitialenrollmentintoHTHifthisisthestudent’sfirstenrollmentinaCaliforniapublicschool.StudentswhoindicatethattheirprimarylanguageisotherthanEnglishwillbegiventheInitialEnglishLanguageProficiencyAssessmentsforCalifornia(“ELPAC”)todeterminetheirEnglishlanguageproficiencystatus.HTHwilladministertheSummativeELPACtostudentswhohavepreviouslybeenidentifiedasanEL.TheSummativeELPACmeasureshowwelltheyareprogressingwithEnglishdevelopmentineachofthefourdomains:Listening,Speaking,Reading,andWriting.HTHwilladministertheSummativeELPACtoELsonanannualbasisuntiltheyarereclassifiedasfluentEnglishproficient.HTHwillnotifyparents/guardiansofELsannuallyoftheirchild’sstatus,assessmentresults,andotherrequiredinformation.EmbeddedinHTH’sProjectBasedLearningapproachschoolwidearemanypedagogicalpracticeswhichareinformedbyandalignedwiththeoriesofEnglishlanguageacquisition.ThefollowingtheoriesinformHTH’swork:

a. MerrillSwain’swork7highlightstheimportanceofmeaningfuloutput.AccordingtoSwain,meaningfuloutputiscentraltolanguageacquisitionbecauseitprovideslearnerswithopportunitiestoworkwithdevelopinglanguageincontextualized,meaningfulsituations.InHTH’sproject-basedsetting,ELshaverichcontextandauthenticpurposesfortheirinteractions.TheyregularlyengageingrouptaskswhichallowthemtonegotiatemeaningandproducemeaningfuloutputinEnglish.Inshort,HTHstudentsareconstantlyengagedinconversationswithpeersandteachersthatfostermeaningfuloutput.

7Swain,M.(1985)Communicativecompetence:Somerolesofcomprehensibleinputandcomprehensibleoutputinitsdevelopment.InS.Gass&C.Madden(Eds.),Inputinsecondlanguageacquisition(pp.235-53).Rowley,MA:NewburyHouse.

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b. ResearcherJimCummins8underscorestheimportanceofembeddingacademiclanguageincontext,makingacademicallydemandingcontenteasierforELstounderstand.Throughthehands-onlearningthathappensatHTH,academiccontentisregularlyembeddedinrichcontext.Studentsfrequentlyengageinhands-onlearning,withmaterials,tools,andmanipulativesthatgiveELscontextfortheiracademiclearning.

c. StephenKrashen9assertsthatlearnershaveanaffectivefilterthatinfluenceshowmuchlearningcantakeplace.Studentswhohavehighlearneranxiety,lowself-confidence,andlowmotivationaresaidtohavehighaffectivefiltersthatcanpreventthemfromlearning.ELsareespeciallypronetohavingahighaffectivefilter.HTH’ssmallclasssize,thedesignprincipleofpersonalization,aswellasHTH’sfocusonsocial-emotionallearning,createsaschoolcultureinwhichELscanexperiencealoweraffectivefilter,makingthelearningmoreaccessibletothem.Inaddition,thehighmotivationthatresultsfromengaginginProjectBasedLearningalsoreducesthisfilterforELs.KrashenalsohypothesizesthatEnglishlearningrequirescomprehensibleinput--meaningfulinputbasedonrealcommunicationthatisimmediatelycomprehensibletothelanguagelearner.Histheoryisrepresentedbytheformulai+1,withthe“i”representingtheinputand“+1”representingthenextlevelwherelanguageisadvancedjustenoughsothatthelearnerischallengedbutabletolearn.EmbeddedwithinHTHclassroomsareampleopportunitiesforstudentstoreceivecomprehensibleinput.ELsarestrategicallygroupedwithpeerswhocanprovidethisi+1input.Inaddition,teachersdifferentiatereadingselectionstobecomprehensibletoELs.BecauseHTHteachersoftenusewebresourcesandauthentictexts(ratherthantextbooks),theycanselecttheappropriatetextsforemergingreaders.

InadditiontothepedagogicalpracticesthatsupportELsintheclassroom,HTHalsoprovidesadditional,personalizedsupportwhereappropriate.HTHemploysacademiccoacheswhoprovideextrasupporttostudents,includingELs,withintheclassroom.HTHeducationspecialists,inconjunctionwithclassroomteachers,overseetheworkoftheacademiccoachesandtheprogressofELs.HTHalsoemploysanELcoordinator.ELcoordinatorsthroughouttheHTHorganizationleadprofessionaldevelopmentrelatedto

8Cummins,J.(1984).Bilingualismandspecialeducation:Issuesinassessmentpedagogy.SanFrancisco:College-HillPress.9Krashen,S.(1982).Principlesandpracticeinsecondlanguageacquisition.Oxford:PergamonPress.

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Englishlearning,supportteachersinemployingstrategiestosupportELs,andtracktheprogressofELstomakesuretheyareshowinggrowth.ELsneedsupportinhowEnglishworks.ThisinstructiontakesplacethroughdailylessonsinEnglishLanguageDevelopment(“ELD”).ThepurposeofthisDesignatedELDistodevelopEnglishlanguageproficiencyasrapidlyandeffectivelyaspossible.TeacherswillbeguidedbytheCaliforniaELDStandardsinplanningtheirlessons.Research-basedstrategies10,11toprovideELsfullaccesstothecurriculumsothattheyunderstandthecontentinclude:● Realia:realobjectsandmaterials● Manipulatives:drawings,posters,brainstorming-clusters,graphs,tables,

maps,props,multimediapresentations,storyboards,andstorymaps● Visuals:study-prints,textbookillustrations,overheads-projected

prints,reproductionsofpaintingsanddocuments,anddocuments● Graphicorganizers:matrices,Venndiagramsandwebs● Plannedopportunitiesforinteractionbetweenallindividualsinthe

classrooms:creatingaskitandactingitout,cooperativelearning,collaborativegroupsandstudent-generatedwritingbasedonpersonalexperience

● Embeddedlanguageinstructionwhilestudentsarelearningcontent● Opportunitiesforlearningthataremeaningfulandrelevant● Explicitinstructionofkeyvocabularyandcognates● Scaffoldingtext,suchasanticipatorypre-readingoftext● Leveledreadingmaterial● Teachersexplicitlymodelthetypeoflanguagestudentsareexpectedtouse,

providingappropriatesupportsforELs,suchassentencestartersandleveledquestions

TheCommonCoreStandardsraisetheexpectationsforallstudentsandwillrequireahigherlevelofexpertiseandsupportforELs.HTHwillusetheCaliforniaELDStandardsintandemwiththeCommonCoreStandardsandNextGenerationScienceStandards.TeachersreceiveongoingprofessionaldevelopmentonservingELsinanumberofways.

a. TeachersearningapreliminaryteachingcredentialthroughtheHighTechHighteacherinterncredentialingprogramcompleteaCCTCapprovedcourseentitled“PreparationtoTeachEnglishLanguageLearners.”Inthiscourse,newteacherslearnstrategiestohelpensurethesuccessofELsinanacademicenvironment.They

10Rubinstein-Avila,E.(2006).ConnectingwithLatinolearners.EducationalLeadership,63(5),38-43.11HTHteachersareencouragedtolookatExpeditionaryLearning’s“GuidetosupportingEnglishLanguageLearners.”AlthoughfocusedonK-8,therearemanypracticesusefulacrosstheK-12continuum.

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examinethetheoreticalperspectivesofsecondlanguageacquisition,exploreteachingstrategiesforELs,andpracticeapplyingsuchstrategiesinaProjectBasedLearningenvironment.

b. TeachersintheirfirsttwoyearsatHTHreceiveInductionsupportwhichincludesamoduleonteachingELs.

c. NewteachersreceiveongoingcoachingfromaninstructionalcoachtrainedinteachingELs.

d. NewteachersarriveaboutthreeweeksbeforethestartofschoolforanOdysseyexperienceaimedatdevelopingtheirunderstandingofHTHteachingpractices,includingpracticesaimedatsupportingELs.

e. ReturningteachersarriveaboutoneweekbeforethestartofschoolforongoingprofessionaldevelopmentincludingsupportformeetingtheneedsofELs.

f. Teachersparticipateinmorningorafternoonmeetingseveryweekthroughouttheyearfocusedonprofessionaldevelopmentforimprovingteachingpractices,includingELsupport.

ELswhomeetestablishedcriteriawillbereclassified.MultiplecriteriawillbeusedindeterminingwhethertoclassifyapupilasproficientinEnglish.TheELcoordinatorimplementsfollow-upprocedurestomonitorandsupportReclassifiedFluentEnglishProficientStudents(“RFEPs”)aswellasassureELsshowyearlyprogresstowardsmeetingthecriteriatobecomeEnglishproficient.

8. PlanforStudentswithDisabilities

Asrequiredbyfederalandstatestatutesandregulations,eachspecialeducationstudenteligibleundertheIndividualswithDisabilitiesEducationAct(“IDEA”)willbeprovidedafreeappropriatepubliceducationintheleastrestrictiveenvironment.Tomeeteachstudent’suniqueneeds,HTHfocusesontheprovisionofeducationalenhancementservicessuchasassistivetechnology,in-classtutorialassistance,smallgroupandindividualinstruction,andnote-takingservicesinthegeneraleducationenvironmentratherthanamorerestrictivespecialeducationnon-inclusivelearningenvironment.DecisionsregardingtheabovearetheresponsibilityoftheIndividualizedEducationProgram(“IEP”)team,asformulatedinawrittenplanandwithfullconsentoftheparent/guardian.WhileHTHfullysupportsthefederalandstatestatuteandregulatoryprovisionsthatrequirespecialeducationservicesbeprovidedintheleastrestrictiveenvironment,itiscognizantoftheneedtocraftthedeliveryofsuchservicesappropriately.

ThedeliveryofspecialeducationservicestoHTH’sstudentsshallbeprovidedbyacredentialedspecialeducationteacher,knownasanEducationSpecialistatHTH.TheEducationSpecialistshallalsoserveasthecasemanagerforeachspecialeducationstudent

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andoverseetheprovisionsofallservicesincludedwithineachIEP.HTHshalldirectlyemploy,orindependentlycontractwith,serviceprovidersforanyrequiredelementofspecialeducationsupportsuchaspsychologicalservices,speechtherapy,occupationaltherapy,andotherrelatedservicesnecessaryfortheprovisionofafreeappropriatepubliceducation.

Theprimarymethodofidentifyingstudentseligibleforspecialeducationservicesisthroughtheadmissionsandregistrationprocess,althoughspecialeducationstatushasnoimpactonadmissiontoHTH.Studentsarealsoeligibleforspecialeducationidentificationandeligibilitydeterminationthrougha“childfind”process.Instructionalstaffaretrainedinandknowledgeableofreferralprocedurestoidentify,respond,andmeettheneedsofstudentswithdisabilities.HTHprovidespsycho-educationaldiagnosticservicestoassessstudentsforeachofthedisablingconditionsasdefinedbystateandfederallaw.

HTHparticipatesasalocaleducationalagency(“LEA”)memberoftheDesert/MountainSpecialEducationLocalPlanArea(“SELPA”).HTHreservestherighttoparticipateinanalternativeSELPAduringthischarterterm,subjecttorequestingtheDistrict’sapprovalofamaterialrevisiontothecharter.

AsamemberoftheDesert/MountainSELPA,HTHmakesthefollowingassurances:

a. FreeAppropriatePublicEducation:HTHshallassurethatafreeappropriatepubliceducationwillbeprovidedtoallenrolledstudentsincludingchildrenwithdisabilitieswhohavebeensuspendedorexpelledfromHTH.

b. FullEducationalOpportunity:HTHshallassurethatallstudentswithdisabilitieshaveaccesstothevarietyofeducationalprogramsandservicesavailabletonon-disabledstudents.

c. ChildFind:HTHshallassurethatallstudentswithdisabilitiesareidentified,located,andevaluated.

d. IEP:HTHshallassurethatanIEPisdeveloped,reviewedandrevisedforeachchildwithadisabilitywhoiseligibleforspecialeducationservices.

e. LeastRestrictiveEnvironment:HTHshallassurethat,tothemaximumextentappropriate,studentswithdisabilitiesareeducatedwithstudentswhoarenotdisabled.Placementsintheleastrestrictiveenvironmentshallbepursuedforstudentswithdisabilitiesthroughtheutilizationofsupplementaryaidsandservicesinthegeneraleducationlearningenvironment.

f. ProceduralSafeguards:HTHshallassurethatchildrenwithdisabilitiesandtheirparents/guardiansshallbeprovidedwithsafeguardsthroughtheidentification,evaluation,andplacementprocessandprovisionsforafreeappropriatepubliceducation.

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g. AnnualandTriennialAssessments:HTHshallassurethatanIEPreviewshallbeconductedonatleastanannualbasis.Additionally,areassessmentshallbeconductedatleastonceeverythreeyearsormoreoftenifconditionswarrant,orrequestedbythestudent’sparent/guardianorteacher.

h. Confidentiality:HTHshallassurethattheconfidentialityofpersonallyidentifiabledatashallbeprotectedatcollection,storage,disclosure,anddestruction.

i. PersonnelStandards:HTHshallassurethatitwillmakegoodfaitheffortstorecruitandhireappropriatelyandadequatelytrainedpersonneltoprovidespecialeducationandrelatedservicestochildrenwithdisabilities.

j. ParticipationinAssessments:HTHshallassurethatstudentswithdisabilitiesareincludedingeneralStateandDistrict-wideassessmentprogramswithappropriateaccommodations,whennecessary.

TheoversightofthespecialeducationprogramsatHTHisprovidedbytheDirectorofSpecialEducationwhoconcentratesontheareaofspecialeducationservicedeliveryandstateandfederalstatutesandregulations.Additionally,HTHisrequiredtodemonstrateanadequatecapacitytoprovidestudentsinspecialeducationwithafreeandappropriatepubliceducation.HTHdevelopsanannualspecialeducationbudget,hiresnecessarypersonnel,contractsforappropriateservicesasneeded,anddocumentsthequalificationsandcompetencyofsiteadministrativestafftomeetspecialeducationqualityandcompliancerequirements.

TheDirectorofSpecialEducationisaccessibletoHTHthroughpersonalschoolsitevisitsandreviews,aswellasvideoandtelephoneconferencing.Inaddition,theDesert/MountainSELPAcurrentlyhasthetechnologicalresourcestoengageindistancelearningthroughtheuseofinteractivevideoconferencing.ThisactivityisenhancedbyregularlyscheduledpersonalvisitstoallparticipatingLEAsbyateamofhighlyqualifiedEducationSpecialists.AllEducationSpecialistsareengagedincollegialcommunitiesofpracticeandthoseintheinductionprogramreceivesubstantialmentoringfromInductionMentors.SpecificandtargetedstaffdevelopmentopportunitiesarealsoprovidedbyHTHandtheDesert/MountainSELPAduringtheAnnualSummerInstitutethatisco-sponsoredbyHTH.

9. IndependentStudyProgram

HTHreservestherighttoimplementanindependentstudyprogramcalled“Flex”todemonstratehowHTH’sinnovativedesignprinciplesandteachingmethodologiescanexistwithinahybridonlineandin-personlearningenvironment.ThedevelopmentworkunderlyingtheFlexoptionisstillaworkinprogress.

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10. TransferabilityofCoursesandGraduationRequirements

HTHhasreceivedasix-yearaccreditationfromtheWesternAssociationofSchoolsandColleges(“WASC”)throughJune30,2023.Studentsareinformedofthetransferabilityofcoursestootherpublichighschools,andtheeligibilityofcoursestomeetcollegeentrancerequirements,throughtheStudent&ParentHandbook.Graduationrequirements,whicharesummarizedinthetablebelow,arealignedwiththeminimumentryrequirementsoftheUniversityofCalifornia(“UC”)andCaliforniaStateUniversity(“CSU”)systems.Inaddition,inordertograduate,studentsmustcompleteasemester-longacademicinternshipandasuccessfulTransitionalPresentationofLearning(“tPOL”)attheendofeachschoolyear.

GraduationRequirements

SUBJECTAREA

REQUIREMENT

English 4years

History 3years

Mathematics 4years

LabScience 4years

LanguageotherthanEnglish 2years(ofthesamelanguage)

VisualorPerformingArts 1year(ofthesameartcourse)

CollegePreparatoryElective 1year

PrinciplesofEngineering 1semester

AcademicInternship 1semester

SeniorProject Projectcompletion

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HTH’scorecoursesareapprovedorareintheprocessofbeingapprovedbytheUC.WehaveseenthatcoursescompletedatHTHareastransferableasthoseofatraditionaldistricthighschooltootherschools,andarerecognizedassuchbycollegesanduniversities.However,HTHdoesnotofferthesamecoursesorthesamesequenceofcourses,asdomanyotherschools.Insomeinstances,thishascaused11thand12thgradestudentstransferringtootherschoolstoneedtomake-upcoursesthatwerenotofferedinthetraditionalsequence,oratall,atHTH.Forexample,HTHdoesnotofferhighschoolcreditforPhysicalEducation,whichmaybeagraduationrequirementatotherschools.Studentsandparents/guardiansareadvisedtotakeHTH’suniqueacademicprogramintoaccountwhenmakingdecisionstoenrollatHTHandtotransfertootherschools.

HTHrequiresthatstudentsreceiveaC-orhigherinallcoreacademiccoursestoreceivecredit,consistentwithUCentrancerequirements.StudentsnotreceivingaC-orbetterinallcorecourseshavetheoptionofattendingsummerschoolorrepeatingthegradeinordertoachievetheminimumgraderequirementforcorecourses.

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ElementTwo(B):MeasurableOutcomes

ThetablesbelowdescribeHTH’sprogressonmeasurableoutcomesandalignmentwiththestate’seightpriorities.Theseoutcomesspecifytheskills,knowledge,andattitudesthatreflectHTH’seducationalobjectivesandaresufficientlydetailedenoughtodeterminewhetherstudentsaremakingsatisfactoryprogress.HTH,throughtheLCAPannualupdateandothermeans,frequentlyevaluatestheeffectivenessofitsoutcomesandmodifiesinstructionforindividualstudentsandforgroupsofstudents.

LCAPAnnualUpdate2017-18asofMay30,2018

LCAPGoal StatewidePriority

ExpectedAnnualMeasurableOutcomes

ReportedActualAnnualMeasurableOutcomes

ReduceChronicAbsenteeism

5 ChronicAbsenteeismRate10.5%ChronicAbsenteeismRateSEDStudentsof11.5%P2Attendance94.4%

ChronicAbsenteeismRate11.2%ChronicAbsenteeismRateSEDStudentsof14.9%P2Attendance94.9%

RestorativePracticestoReduceSuspensions

5 SuspensionRate0.5%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair83%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity68%

SuspensionRate3.8%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair86%YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity81%

ImproveoutcomesforEnglishLearners

4,7 ImproveELReclassificationRateYouthTruthstudentsurveysummarymeasuredescribingthedegreeofEnglishLearnerstudentengagement66%

ELReclassificationRate85%YouthTruthstudentsurveysummarymeasuredescribingthedegreeofEnglishLearnerstudentengagement80%

ImproveLiteracyInstruction

2,4,7 Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS95%

Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%

ImproveMathematicsInstruction

2,4,7 Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS96%

Studentprojectexhibitionswillincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%

ImproveScienceInstruction

2,4,7 SciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity67%

SciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity76%

ImproveprocessesforrespondingtostrugglingstudentsbyimplementingCPSmodel

3,4,7 Have25studentsparticipatinginCPS(problemsolving)

MonitorstudentparticipationinCPSprocess

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LCAPGoal StatewidePriority


ReportedActualAnnualMeasurableOutcomes

Supportstudentsinpubliclypresentingtheirlearningtofamiliesandthebroadercommunity

2,3 Percentageofstudentsparticipatingeachyearinanexhibition,presentationsoflearning,and/orstudent-ledconference100%Percentageoffamiliesattendanexhibition,presentationsoflearning,orstudent-ledconference91%

Percentageofstudentsparticipatingeachyearinanexhibition,presentationsoflearning,and/orstudent-ledconference100%Percentageoffamiliesattendanexhibition,presentationsoflearning,orstudent-ledconference80%

IncreaseCollegeAccessandPersistence

4,8 PercentageofstudentsinA-Gcoursework96%PercentageofstudentscompletingtheSATorACT94%Percentageofstudentsreportingenrollingincollege95%PercentageofstudentscompletingFAFSA91%PercentageoflowincomestudentsawardedaCalGrant72%

PercentageofstudentsinA-Gcoursework(pending)PercentageofstudentscompletingtheSATorACT(pending)Percentageofstudentsreportingenrollingincollege(pending)PercentageofstudentscompletingFAFSA77%PercentageofHTHlowincomestudentsawardedaCalGrant61%

Improveuseofsurveydatatoguideimprovementefforts

3,5,6 YouthTruthstudentsurveymeasuredescribingthedegreeofstudentengagement67%nationalpercentilePercentageofteacherswhohavecompletedaprocessofanalyzingYouthTruthresults50%

YouthTruthstudentsurveymeasuredescribingthedegreeofstudentengagement83%nationalpercentilePercentageofteacherswhohavecompletedaprocessofanalyzingYouthTruthresults100%

Maintainbasicservices

1 Percentofcredentialedteachers100%Percentofteacherswithaccesstoabudgettopurchaseinstructionalmaterials100%Percentofmaintenancerequestsfilledwithinaweek75%

Percentofcredentialedteachers100%Percentofteacherswithaccesstoabudgettopurchaseinstructionalmaterials100%Percentofmaintenancerequestsfilledwithinaweekmet/exceeded75%

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LCAPGoalsandOutcomes2018-19asofMay30,2018

Goal StatewidePriority


EnsureHighQualityWork:Studentscreatehigh-qualityworkcharacterizedbycomplexity,authenticity,andcraftsmanshipthatinvitesfamilyandcommunitymemberstoparticipateinstudentlearningandreflection.

2,3,5,7,8 Percentageofstudentprojectexhibitionsthatincludeevidenceofreading,writing,ormathematicalreasoningskillsalignedwithCCSS98%Percentageoffamiliesattendinganexhibition,presentationsoflearning,orstudent-ledconference91%EstablishbaselineoffacultyreportingcreatingprojectsthatmeetcommunityneedsYouthTruthfamilysurveydescribingthedegree:Iunderstandmyschool'sgoals.NationalPercentileRanking57%YouthTruthfamilysurveydescribingthedegree:Iwouldrecommendmyschooltoparentsseekingaschoolfortheirchild.NationalPercentileRanking59%

ImproveStudent-CenteredInstruction:Teachersdesignclassroominstructionthatprovideaccessandchallengeforallstudents,encouragingthemtograpple,sharetheirthinking,andconstructknowledgetogether.

2,4,5,7 ELReclassificationStatusIndicator85%IncreasepercentageofsciencefacultyexposedtoatleastoneNGSSprofessionaldevelopmentopportunity79%

NurtureaCultureofBelonging:Createsafe,inclusiveenvironmentswhereallstudentsfeelasenseofbelonging,aresupportedwithsocio-emotionalneeds,developstrongrelationshipsandexperiencejoy.

5,6 Improvechronicabsenteeismratesschoolwide(11%)andforSEDstudents(14.5%),improveP-2attendancerate(95%),andlowersuspensionratesschoolwide(2%)andforSEDstudents(3%).YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelievethatdisciplineisfair.Nationalpercentilerankingof86%.YouthTruthstudentsurveydescribingthedegreetowhichstudentsbelieveIampartofthecommunity.Nationalpercentilerankingof82%YouthTruthstudentsurveysummarymeasuredescribingthedegreeofEnglishLearnerstudentengagement.Nationalpercentilerankingof81%YouthTruthfamilysurveydescribingthedegreetowhichteachersandstudentscareabouteachother.Nationalpercentilerankingof88%

IncreaseSupportforStrugglingStudents:Providetargetedinterventionstostudentsinneedofadditionalsupport.

4,5,6 IncreasenumberofPlanBmeetingsto30

EnsureCollegeAccess&Persistence:Supportallstudentsinaccessingandexcellingin

4,7 IncreasepercentageofstudentsinA-Gapprovedcourseworkto96%

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Goal StatewidePriority


college. IncreasepercentageofstudentscompletingtheSATorACTto95%Increasepercentageofstudentsreportingenrollingincollegeto96%IncreasepercentageofstudentscompletingFAFSAto82%IncreasepercentageofSEDstudentsawardedaCalGrantto65%Increasepercentageofstudentsenrollinginafour-yearcollegeto70%Increasesix-yearcollegegraduationrate54%

MaintainBasicServices 1 Maintain100%ofcredentialedteachersMaintain100%ofteacherswithaccesstoabudgettopurchaseinstructionalmaterialsIncreasepercentofmaintenancerequestsfilledwithinaweekto76%

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ElementThree(C)–MethodofMeasuringofStudentProgress

HTH implements a wide assortment of ongoing authentic assessments. The assessments are linked to the standards for literacy, mathematics, science, history-social science, and applied learning. The goal of assessment is to provide information for:

● Curriculumplanning,determiningandplanninginstructionalpractices● Specialneedsandinterestsofstudents● Feedbacktostudentsregardingtheirindividualprogress● Programevaluationandaccountability● Studentstobeself-assessorsoftheirownwork● Communicationtoparents,guardian,andthelargercommunity

Inadditiontostandardizedtesting,HTHimplementsperformance-basedassessmentsinwaysthatenablestudentstodemonstratewhattheyknowandwhattheyareabletodoinmeetingthestatewidestandards.Performance-basedassessmentsinclude,butarenotlimitedto:

1. Exhibitions,PresentationsofLearning,andOthers:Theseprojectsrepresentaculminationofthestudent’slearningincurricularareas;theymaybewrittenororal.Theymayalsoreflectinterdisciplinarythemesappliedtocorecurriculum.

2. CalendaredClassroomAssessments:Teachersassessstudentsregularlyinreading,writing,andmathematics.

3. TeacherPreparedAssessmentInstruments:Teachersdesignappropriatetasksthatmeasureunderstandingsandmasteryofclassroomwork.

4. StudentJournals:Studentskeepjournalsinwriting,science,andinterdisciplinarythematiccurriculum.Thesereflecttheirunderstandingandthinkingskills.

5. FormalAssessmentReportstoParents/Guardians:Aformalprogressreporttoparents/guardiansissenthometwotimesperyear.Studentsareassessedinallacademicareas.Manycurricularareasareassessedbasedonrubricscoring.

6. Conferences:Avarietyofconferencesareconductedthroughouttheschoolyearandinclude:

a. StudentLedConferences:Studentssharetheirgoalsandexpectationsfortheyear.Parents/guardiansmayshareanyconcernstheyhave.Theteacherreportsacademicaswellassocialprogress.

b. Student/TeacherConferences:Meetingsarescheduledwiththestudentandteachertodiscussandevaluateastudent’sprogress.

c. OtherConferences:Thesearescheduledasneededtoensurethattheprogramismeetingthestudent’sneeds.

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ThefollowingtableoutlinessomeoftheassessmentandstudentoutcomestoolsusedbyHTH.

ASSESSMENTS/OUTCOMES PURPOSEFORADMINISTERING/MONITORING

PresentationsofLearning(“POL”) Toensurelearninggoalsaremetforeachindividualstudent.

Exhibitions Demonstratepresentationsoflearningtoteachers,parents,andcommunity.

CaliforniaAssessmentofStudentPerformanceandProgress(“CAASPP”)

TestsstudentproficiencyoftheCaliforniaStateStandards.

FITNESSGRAM Ensurestudentsarephysicallyfit.

EnglishLanguageProficiencyAssessmentsforCalifornia(“ELPAC”)

ToassessEnglishlanguageproficiencyandreclassifystudents.

Surveys Solicitspecificfeedbacktogaugeparent/guardianandstudentsatisfactionwithlearningoutcomesandprogramdesignofHTH.

AttendanceandChronicAbsenteeism EnsurestudentshaveaccesstothecurriculumandhavesupportstoaddressanybarrierstoattendingHTHregularly.

“A-G”collegerequirementsandhighschoolgraduationrate

Preparestudentsforcollegeentrywithrigorouscurriculum.

Collegeacceptanceandcompletionrates

Measuretheextenttowhichstudentsarepreparedandabletoimplementtheirpreparationathigherlearninginstitutions.

HTHmakesregularuseofstudentperformancedatatoinforminstructionalpracticesandreportsachievementtostaff,parents,andguardiansonanongoingbasis.Inthecontextofweeklymorningstaffmeetings,staffmembersmayreviewstudentworkanddiscusshowpracticesmaybeadjustedtomeettheindividualneedsofstudents.Teachersreceivesupportfromoneanothertoassiststudentsinachievingthestandards,andteachersmaygiveadvicesothattheymaygobacktotheirclassroomandprovideadditionalsupport.Thesediscussionsmaybebroadenedtoincludeparents/guardianaswellasthestudentsthemselvessothatcoordinatedinterventionandsupportservicescanbeofferedtoimprovestudents’learning.Assuch,thisstaffdevelopmentprotocolensuresthatthecontemporaneousanalysisofstudentperformancedataisinformingrefinementofpracticeintheclassroom,providingabasisforregularcommunicationwithparents/guardiansandstudents,andsupportingstudentachievement.

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Attheclassroomlevel,teachersuseavarietyofstrategiestomonitorstudentunderstandingandprogressonadailyandweeklybasis.Theseincludequizzes,weeklystudentreflections,anddaily“check-ins,”forexample,askingstudentsattheendofaclasssessiontowriteandsubmitaquickreflection.Inaddition,teachershaveestablishedprotocolsforweeklyreviewsofstudentworkincludingusinglearninglogsorjournals,andusingweeklycheck-instogaugeprogressonprojects.

HTHissuesregularprogressreportstoinformresponsiblestaffwhotoofferinterventionstosupportstudentswhomaybeindangerofnotreceivingpassinggrades.Suchinterventionincludesthehostingofmeetingswithstudents’parents/guardianstoassesswhatadditionalsupportsneedtobemadeavailabletoassistthestudentswiththeirlearning.HTHalsoprovidesparents/guardianswithcurrentinformationaboutstudents’gradesviaweb-enabledpasswordaccesstoHTH’sStudentInformationSystem.

HTHcollectsandanalyzesdataonitseffortstoimproveeducationaloutcomes.Improvementteamsusethatdataandanalysistoinformtheirpractice,teaching,andlearning.

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ElementFour(D):Governance

Since2000,theHighTechHighnetworkhasevolvedandgrowntoincludeanintegratedgroupofatotaloffourteencharterschoolsspanninggradesK-12acrossfourcampuses.AsnotedintheIntroduction,theDistricthasauthorizedsevenofthecharterschoolsoperatedbyHighTechHigh,aCalifornianonprofit,publicbenefitcorporation.ThesesevencharterschoolsarelocatedonthePointLomaCampusandcollectivelyservegradesK-12.Inaddition,HighTechHighoperatessevenothercharterschoolsauthorizedbytheCaliforniaStateBoardofEducation(“SBE”)underasingularStatewideBenefitCharter.ThespecificlocationsofeachcampusaredetailedintheStudent&ParentHandbook(AppendixI)aswellasthewww.hightechhigh.orgwebsite.TheBoardofDirectorsofHighTechHigh(“HighTechHighBoard”)governsoverandoperatesalloftheDistrict-authorizedandSBE-authorizedcharterschools.TheHighTechHighBoardhaslegalandfiduciaryresponsibilityforallofthecharterschoolsthatitoperates.TheHighTechHighBoardmeetsatleastquarterlyandholdsitsmeetingspursuanttotheRalphM.BrownAct(“BrownAct”).Moreover,theHighTechHighBoardoperatesunderaConflictofInterestCodefiledpursuanttotheCaliforniaPoliticalReformAct,GovernmentCodeSection81000,etseq.TheHighTechHighBoardiscomprisedoffivemembers,inaccordancewithitsbylaws,whichareattachedasAppendixH.PotentialboardmembersarescreenedtoensurethattheypossesstheskillsandexperiencenecessarytofulfilltheresponsibilitiesentrustedtotheHighTechHighBoard.Boardmembersrepresentthebusinesscommunityandthecommunity-at-large.Boardmembersserveoneyeartermsandreceivetrainingregardingtheirlegalandfiduciaryresponsibilities,includingtherequirementsoftheBrownActandconflictofinterestlaws.IntheeventtheDistrictappointsarepresentativetotheHighTechHighBoard,anadditionalboardmembermaybeselectedbytheHighTechHighBoard.HTHsecuresparentalinvolvement,participation,andinputinavarietyofways.Forexample,theSchoolDirectormeetsformallywithparentsandguardiansatleasttwiceayearregardingTitleIspendingandtheLCAP.MeetingagendascoversubjectsincludingreviewandanalysisofCAASPPresults,aswellasbudgetdevelopment,asitpertainstoTitleIfundsandtheLCAP.HTHfeaturesactiveparentalinvolvement,asparentinvolvementisakeyfactorinstudentacademicachievement.HTHhasaParentAssociation.ActivitiesthattheParentAssociationmayundertakeincludes,butisnotlimitedto:

● CreatinganddistributingaParentAssociationNewsletter

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● SendingParentAssociationannouncementsviaemailand/orothermeans

● MeetingregularlyandservingasaliaisontootherstakeholdergroupssuchasHTH’sadministrators,associatedstudentbodygroups,andothers

● Sponsoring/supportingcommunity-buildingactivities,suchasorientations,schoolphotos,socials,specialfundraisingevents,andcommunity-serviceactivities

● Supportingclassroomsdirectly,suchasRoom/TeamParentcoordination,teacherwishlists,andchaperoning

● Coordinatingschool-widefundraising,suchasbookfairs,eScrip,andotherfundraisingpartnershipswithlocalbusinesses

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ElementFive(E):HumanResources

ThegeneralqualificationsforallemployeesofHTHarethattheymeetspecificqualificationsidentifiedfortheirpositionandsubmittoacriminalbackgroundcheckandtuberculosisriskassessment.Candidates’resumesandapplicationinformationarereviewed,andengagementwithcandidatesmayincludephoneinterviewsandin-personinterviews.1. DelineationofSchool-BasedandCentralResponsibilities

AmongtheHTHcharterschools,thereisahighlevelofcoordinationandcooperationbetweenschool-basedstaffmembersandcentralstaffmembers.

School-BasedStaffResponsibilities CentralStaffResponsibilities

● SchoolDirector–responsibleforoverseeingallaspectsoftheschool’slocaloperationsincludingresponsibilityforensuringthattheschool’sinstructionalprogramfeaturesfullimplementationofDesignPrinciplesanddeliversthemeasurableoutcomes.TheSchoolDirectorisresponsibleforhiringallsite-basedstaffand,workingincollaborationwithcentralstaff,forpreparingabudgetforapprovalbytheHighTechHighBoard.

● DeanofStudents–worksinclosepartnershipwiththeSchoolDirectortoensurethatstudentsafetyismaintainedatalltimesandthatacultureandstandardofdisciplineconducivetostudentlearningissupportedbyallsitestudentsandparents/guardians.

● ITDirector–workscloselywithcentralstafftoensurethatITsystemsarchitectureisfullyimplementedattheHTHsitelevel,providingthesite’sstudents,parents/guardians,andstafffullaccesstothearrayofITservicesthatsupportteaching,learningandsiteoperations.

● SiteManager–ensuresthatadministrative,clerical,andfrontoffice

Atthecentrallevel,theHTHorganizationoffersadministrativesupportservices.Servicesperformedatthecentrallevelinclude,butarenotlimitedto:

● HighTechHighBoardSupport ● GovernanceSupport ● StrategicPlanning ● OperationandFiscalPlanning ● Property/FacilitiesAcquisitionand

Financing ● FacilitiesDesign,Renovationand

Maintenance ● Payroll,Benefits ● HumanResourcesSupport ● ITServices ● BusinessServices ● LunchProgramOperations ● Admissions ● LegalSupport ● AdministrativeServices ● CharterDevelopment ● CommunityEngagement ● TeacherCredentialing ● CurriculumDevelopmentSupport ● ProfessionalDevelopmentfor

DirectorsandTeachers ● ProgramMonitoring,Compliance,and

QualityAssurance

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School-BasedStaffResponsibilities CentralStaffResponsibilities

functionsareperformedattheHTHsitelevelandworkscloselywiththecentralstafftomakesurethatinformationfromthesiteisavailableonatimelybasisregardingcompliancemattersandfiscalcontrol.

● Custodian–ensuringthatthefacilityismaintainedinamannerthatsupportsteachingandlearning.

● CollegeAdvisor–ensuresthatallstudentsinHTHhavethesupportneededtoearnacceptancetoandenrollinaninstitutionofhigherlearning.

● SpecialEducationServices ● Fundraising ● GrantGeneration ● EnvironmentalHealthandSafety

2. SchoolDirectorHTHiscommittedtocarefullyselectingathoughtful,inspired,andtalentedSchoolDirectorasakeypositionintheadministrativecategory.TheSchoolDirectormusthaveagraspofHTH’sdesignprinciplesandacommitmenttoHTH’smissionandgoals.TheSchoolDirectormustdemonstratetheskillsetsnecessarytoworkwellwithstudents,teachers,parentsandguardians,andthecommunity-at-large.TheSchoolDirectorshouldunderstandtheeducationalprogramsufficientlytosupportandinspiretheirfaculty.TheSchoolDirectormusthavetheskillstohireandmanagestaffmembers,managebudgets,andthedemandsoftherigorouseducationalprogram.HTHmayfinditsSchoolDirectorinavarietyofways,includingwithinitsownteachertalentpool,inworkingwiththeHTHGraduateSchoolofEducation,orrecruitingfromotherorganizations.

3. Teachers

HTHiscommittedtohiringtalented,knowledgeable,andpassionateteachersaskeypositionsintheinstructionalcategory.HTHdoesthisbyholdinghiringfairs,workingwiththeHTHGraduateSchoolofEducation,postingpositionswithotheruniversitiesandeducationwebsites,recruitingfromindustry,andsupportingnewteachersthroughitsowncredentialingprograms,amongotherthings.Interviewsaretypicallyfollowedbyarigorousfull-dayreviewduringwhichcandidatesteachaclass(andareevaluatedbystudents),havealuncheoninterviewwithstudents,andinterviewwithcurrentteachersandadministrators.

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TeachersamongtheHTHcharterschoolsrepresentarangeofexperiences,includingformerbiotechengineers,communitycollegeprofessors,andgraphicdesigners.InAugust2004,theHTHorganizationwasthefirstcharterschooltoreceiveapprovalfromtheCaliforniaCommissiononTeacherCredentialing(“CTC”)tooffersingle-subjectcredentials.TheHTHorganizationhasexpandeditscredentialingworkandnowhasauthorityfromtheCTCtoofferamultiple-subjectcredentialinternprogramelementaryschoolteachers,amongothercredentials.

HTHrecognizesthatitsteachersofcoreacademicsubjectsmustmeettheEveryStudentSucceedsAct(“ESSA”)requirements.HTH’steachersarerequiredtoholdaCTCcertificate,permit,orotherdocumentequivalenttothatwhichanypublicschoolteacherisrequiredtohold.However,HTHbelievesthataninterdisciplinarystructureisanimportantcomponentofitsProject-BasedLearningapproach,andteachersmaybecalledupontoteachmorethanonesubject.Inaccordancewithapplicablelaw,HTHmayexerciseflexibilitywithregardtothoseteachingnon-core,non-collegepreparatorycourses.Moreover,withintheprovisionsofthelaw,HTHreservestherighttorecruitandhirethebestqualifiedpersontofillanyofitspositionvacancies.

4. OtherStaffMembers

OtherstaffmemberswhomaybeemployedbyHTHinclude,butarenotlimitedto,theDeanofStudentsandAcademicCoachesforinstructionalsupport,aswellasSiteManagersfornon-instructionalsupport.Theexpectationisthatallemployeeswillmeetthespecificqualificationsidentifiedfortheirpositions.

5. PolicyAgainstDiscrimination

HTHdoesnotdiscriminateagainstanyapplicantoremployeeonthebasisoftheactualorperceivedcharacteristicsofrace,religion,creed,color,gender,genderidentity,genderexpression,nationality,nationalorigin,ancestry,ethnicgroupidentification,geneticinformation,age,medicalcondition,maritalstatus,sexualorientation,pregnancy,physicalormentaldisability,childbirthorrelatedmedicalconditions,oronthebasisofaperson’sassociationwithapersonorgroupwithoneormoreoftheseactualorperceivedcharacteristics,oranyotherbasisprotectedbyfederal,state,locallaw,ordinanceorregulation.

6. ProfessionalDevelopment

Professionaldevelopmentconsistsofbothschool-basedandorganization-widelearningopportunities.Bydesign,professionaldevelopmentislargelycontextual,integratedintoteachers’day-to-dayworkandaddressingissuesthatemergetherein.

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Morningstaffmeetingsareheldatleastonceaweekandaffordtheopportunityforregularcheck-insanddiscussionsaboutpractice.Thesemeetingsmayincludediscussionsaboutexhibitions,presentationsoflearning,assessments,andothertopics.Veteranandnewteachershavetheopportunitytocollaborateatmorningmeetings.

CollegialcoachingisanotherimportantpartofHTH’sprofessionaldevelopmentprocess.StartingatfirstwithobservationandconsultationbytheSchoolDirector,colleagues,and,attimes,otheradministrators,teachersareengagedinclassroomobservationandfeedback.

Staffretreatsanddesignatedstaffdayspresentadditionalopportunitiesforschoolteachingcommunitiestogatherandengageindeeperdivesonparticularsubjects.

Additionaltrainingsareofferedtotheteachers,deans,schooldirectors,andotherstaffmembersthroughHTH’sCredentialingProgram,theHTHGraduateSchoolofEducation,andotherformaladultlearningprogramsaswellasthefollowing:

a. TheNewTeacherOdysseyheldeveryAugustbeforethestartofthenewschoolyearwhereSchoolDirectors,veteranteachers,andothermembersoftheHTHcommunitycometogetherforaweekofnewteacherpreparationandprojectdevelopmentandtuning.

b. WinterOdysseyheldnearthemid-yearforallteachersasaforumforacheck-inandprojectdevelopmentandtuning,amongotherpracticesupport.

c. WeeklyDirectorsMeetingsheldatthestartofalmosteveryweekwhereSchoolDirectorscometogetherwithcentraladministratorstodiscusspertinentandtimelyschoolmanagementmattersandprogramdelivery.

d. DirectorProfessionalDevelopmentMeetingsareheldapproximatelytentimesayear.ThesemeetingsofferSchoolDirectorstheopportunitytodivedeeperintokeytopics.

e. DeanMeetingsareheldapproximatelysixtimesayear.Deansgettogethertodiscusscurrentissues,engageincasestudies,andreviewdataregardingstudentdisciplineandschoolculturematters.

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ElementSix(F):HealthandSafetyProcedures

HTHwillcomplywithallapplicablehealthandsafetylaws.Towardthisend,HTHhasadoptedacompletesetofhealthandsafetypolicies.ThesepoliciesincludeanInjuryandIllnessPreventionProgram,HazardousCommunicationProgram,BloodbornePathogensExposureControlProgram,andEmergencyPlansandProcedures.HTHwilldevelopfurtherhealth,safety,andriskmanagementpoliciesinconsultationwithitsinsurancecarriersandriskmanagementexpertsasrequiredbylaw.HTHwillassessitsfacilitiesforstructuralsafety,usingtheapplicablestate,county,andcitystandards.HTH,atitsowncostandexpense,willberesponsibleforobtainingappropriatepermitsfromthelocalpublicentitywithjurisdictionovertheissuanceofsuchpermits,includingbuildingpermits,occupancypermits,fire/lifesafetyinspectionsandconditionalusepermits,allasmayberequiredtoensuresafefacilitiesforstudentsandstaff.HTHrequiresthateachemployeeandcontractorfurnishHTHwithacriminalrecordsummaryasdescribedinEducationSections44237and45125.1,includingtherequirementthat,asaconditionofemployment,eachnewemployeenotpossessingavalidCaliforniaTeachingCredentialmustsubmittwosetsoffingerprintstotheCaliforniaDepartmentofJusticeforthepurposeofobtainingacriminalrecordsummary.HTHwillcomplywithEducationCodeSection44830.1regardingtherestrictiononhiringofapplicantswithseriousfelonyrecordsasdefinedinthatsection.HTHshallensurethatallemployeesprovideappropriatedocumentationofmandatedtuberculosisriskassessment.HTHshallrequirestudentimmunizationsasaconditionofattendancetothesameextentaswouldapplyifthestudentsattendedanon-charterpublicschool.HTHshallprovidestudenthealthscreenings,includingvisionandhearing,arecompletedtothesameextentaswouldberequiredifthestudentsattendedanon-charterpublicschool.

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ElementSeven(G):RacialandEthnicBalance

HTHshallnotdiscriminateonthebasisofthecharacteristicslistedinEducationCodeSection220(actualorperceiveddisability,gender,genderidentity,genderexpression,nationality,raceorethnicity,religion,sexualorientation,oranyothercharacteristicthatiscontainedinthedefinitionofhatecrimessetforthinSection422.55ofthePenalCodeorassociationwithanindividualwhohasanyoftheaforementionedcharacteristics).HTHfocusesitsrecruitmenteffortsonachievingdiversitywithintheparametersofapplicablelawinanefforttoservestudentbodiesthatarereflectiveoftheracial,ethnic,andsocioeconomicdemographicsofthebroadergeographicareaswherethecampusislocated.HTHworkscooperativelywiththeDistrict,theSanDiegoCountyOfficeofEducation,otherlocalcharterschools,preschools,andcommunity-basedorganizationstoengageinoutreachtostudentsandcommunitymembersinordertoprovideprograminformationandapplicationstoeligibleapplicants.Staffmembersconductinformationalpresentationsthroughoutthesurroundingareatoprovideinformationtoprospectiveapplicants.PublicinformationmeetingsareheldaboutHTH.SpecialemphasisisplacedonholdingsuchmeetingsincommunitiesthatstaffmembershaveidentifiedasthoserepresentingdemographicsthatareunderrepresentedintheapplicantpoolandthatwillbringHTHtowardthegoalofsocio-economicandculturaldiversity.Programdescriptionsandstudentrecruitmentinformationispresentedinamannerthatprovidesaccesstoabroadgroupofstudentsandtheirparentsandguardians.

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ElementEight(H):StudentAdmissionsandAttendance

1. AdmissionsInformationAdmissionsinformationonHTH’swebsiteisaccessibleinmultiplelanguagesthroughtheuseofatranslationfeature.PaperapplicationsarealsoavailableattheHTHoffice.

2. GeneralProceduresforNewApplicantsforAdmission

Thefollowingareadmissionsrequirementsfornewapplicants:

a. Aparentorguardianmustcompleteandsubmitasimple,non-discriminatory

applicationformbyapublisheddeadlinebeforetheendingoftheopenenrollmentperiod.

b. AparentorguardianmustsignastatementagreeingtoabidebyallpoliciesandproceduressetforthintheStudent&ParentHandbook.

HTHinformsparentsandguardiansthatvolunteeringatHTHisencouraged,butitisnotrequiredforadmissionorenrollment.Applicationswillbeacceptedduringapubliclyadvertisedopenenrollmentperiodeachyearforenrollmentinthefollowingschoolyear.Moreinformationregardingtheadmissionsprocessandprocedures,includinganonlineapplication,maybefoundatwww.hightechhigh.org/admissions.

3. MatriculationandTransfersofCurrentHTHStudents

StudentswhoareenrolledatoneoftheHTHcharterschoolsmaycontinuetomatriculatethrough12thgrade,providedtheysatisfactorilycompletethecourseofstudyofferedbytheirpriorHTHcharterschool,andremainingoodacademicstanding.Forexample,astudentattendingHighTechElementaryorHighTechElementaryExplorerwhosatisfactorilycompletesthecourseofstudythrough5thgrade,maymatriculatetoHighTechMiddleorHighTechMiddleMediaArts,and,uponsatisfactorycompletionthrough8thgrade,mayproceedtoHTH,HTHInternational,orHTHMediaArts.HTHmayconsideratransferforanycurrentstudentingoodstandingwhosubmitsatimelytransferrequestseekingtotransferfromoneHTHcharterschooltoanother.However,transfersareanexceptionandareapprovedinlimitedcircumstances.

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Forpurposesofmatriculationandtransfers,satisfactorycompletionmeansthatthestudentpassedthecourseshe/shetookinthepreviousgrade.Forexample,astudentwhofailshis/her8thgradecourseswouldnotbeconsideredfora9thgradeseat,asthatstudentisstillconsideredtobean8thgrader.

4. AdmissionsPriorities

Intheeventapplicationsforadmissionexceedavailability,priorityforadmissionshallbeassignedinthefollowingorder:

a. ReturningorexistingstudentsingoodstandingareexemptfromthelotteryinaccordancewithEducationCodeSection47605(d)(2)(B).

b. ChildrenofemployeesorboardmembersofHTH,HTHFoundation,orHTHLearning.Thispriorityiscappedat10%oftotalenrollment.

c. StudentsbeingpromotedfromortransferringfromanotherschoolthatisoperatedbyHTH(whoalsocompletetheapplicationprocessinatimelyfashion).

d. SiblingsofstudentscurrentlyattendingschoolsoperatedbyHTH,ifthereisspaceavailablewithintheapplicant’szipcodecluster(seebelow).

e. Allotherstudentspermittedbylaw.5. AdmissionsLottery

IfHTHreceivesmoreapplicationsthantherearespacesavailable,apublic,computerizedlotterywillbeheldtodetermineadmissions.Notificationofthelotterydatewillbemadetothepublicandmembersofthepublicwillbeabletowitnessthecomputerizedlotteryprocess.Withinthecontextofthisadmissionprocess,HTHseekstodeliveronthespiritandintentofBrownvs.BoardofEducationbyusinglegally-permissiblemeanstoenrollaprofileofstudentsrepresentativeoftheracial,ethnic,andsocioeconomicdiversityoftheregionwhereHTHoperates.Inthisregard,HTHemployscertainweightingmechanismsinrelationtoitscomputerizedlotterythatfosterdiversityandthatfitsquarelywithinacceptableadmissionsprotocols.Weightingsforgeographyandsocioeconomicstatusareemployedasdescribedbelow.Theseweightingsareadjustedtoaccountforthenumbersofstudents

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fromaparticularzipcodeclusterthathavebeenadmittedfromreturning,promotingandtransferringstudents,siblingpreferencesandboardmemberoremployeepreferences.

a. GeographicZipCodeWeighting:InordertomeettherequirementthatpreferenceforadmissionbeofferedtostudentswhoresideintheschooldistrictwhereHTHislocated,HTHensuresthatapproximately85%ofslotsforadmissionwillbeallocatedtostudentsresidingwithintheattendanceboundariesoftheDistrict.AspartoftheHTHcharterschools,HTHidentifiesattendanceregionsconsistingofseveralcontiguouszipcodeareasor“clusters.”UsingUnitedStatesCensusdata,HTHdeterminesthepercentageofschool-agedstudentsresidingwithineachzipcodeclusterandprovidesweightingwithinthelotteriesdesignedtoencourageacorrespondinglevelofenrollmentfromeachzipcodecluster.

b. SocioeconomicStatusWeighting:Similartothezipcodeweightings,weightingsareimplementedtoencouragesocioeconomicstatusdiversity.Weightingsforsocioeconomicstatusaredesignedtoensurethatatleastapproximately40%ofadmittedstudentsareeligibletoreceivefreeorreducedpricemealsundertheNationalSchoolLunchProgram.

6. Acceptance,NotificationandWaitingPool

Oncetheinitialopeningshavebeenfilledusingtheproceduresdescribedabove,HTHwillnotifychosenapplicantsandinformthemoftheiroptiontoenrollinHTH.Applicantswhohavenotbeenchosenwillhavetheirnamesmaintainedwithintheapplicantwaitingpool.Asadditionalopeningsbecomeavailableaftertheinitialstageofdrawingnames,nameswillbedrawnfromthewaitingpoolinkeepingwithHTH’sadmissionspoliciesasdelineatedabove.Whennamesaredrawn,HTHwillnotifytheapplicantsthattheyhavetheoptionofenrollinginHTH.Notificationswillgiveapplicantsatleastthreefullbusinessdaystoinformtheschooloftheapplicant'sintentions.Intheabsenceofanaffirmativeandtimelyresponsebyphone,letter,oremail,HTHwilleliminatetheapplicantfromconsiderationanddrawanothernamefromthewaitingpool.Theapplicantwaitingpoolexpiresannuallyattheendoftheformalacademicyear,orasotherwisedeterminedbyHighTechHighBoard.

7. InternationalExchangeStudents

HTHseekstoprovideitsstudentswithadditionalopportunitiesforculturalexchange.Tothisend,intheeventthatHTHdeterminesthatitcanaccommodateexchangestudentswithinanygivenschoolyear,HTHreservestherighttoadmitoneortwohighschooljuniorsand/orseniorsforoneexchangeyeareach.

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ElementTen(J):StudentSuspensionsandExpulsions

HTHregardssuspensionandexpulsionasalastresort.TheproceduresbywhichastudentcanbesuspendedorexpelledfromHTHfordisciplinaryreasonsorotherwiseinvoluntarilyremovedfromHTHforanyreasonwillbeconsistentwithallapplicablefederalandstateconstitutionalproceduralandsubstantivedueprocessrequirements.1. OverviewofDisciplinaryActions

ThepurposeofdisciplinaryactionatHTHistoensurethatindividualstudents,theirparents/guardiansandtheHTHcommunitystayfocusedongrowthandlearning.Promptresolutionoftheproblemorissuesisexpected.Disciplinemayincludeanyone,acombinationand/orallofthefollowingdependingonthecircumstances,andatHTHadministration’ssolediscretion.

● Verbaland/orwrittenwarningtothestudent● Lossofprivilegesorremovalfromextra-curricularactivities● Parent/guardiannotification● Awrittencommitmentbythestudenttoimprovehis/herbehaviorand/orperformance

and/ortotakecertainaffirmativeactionstoimprove● AmeetingwiththeDeanofStudents,Director,orsomeotherschooladministratoror

facultymember● AcademicConsequences● Suspension● Expulsion● DenialofRe-admission● OtherformsofdisciplinethatHTHmaydetermineappropriate

2. SuspensionandExpulsionasDisciplinaryActionsCriteriaforsuspensionandexpulsionofstudentswillbeconsistentwithallapplicablefederalandstatestatutesandconstitutionalprovisions.Studentswillbeaffordeddueprocess,includingahearingandrightofappeal,asdescribedbelow.AstudentidentifiedasanindividualwithdisabilitiesorforwhomthereisabasisofknowledgeofasuspecteddisabilitypursuanttotheIndividualswithDisabilitiesAct(“IDEA”)orwhoisqualifiedforservicesunderSection504oftheRehabilitationActof1973(“Section504”)issubjecttothesamegroundsforsuspensionandexpulsionandisaccordedthesamedueprocessproceduresapplicabletoregulareducation

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studentsexceptwhenfederallaworspecialeducationlocalplanarea(“SELPA”)policiesrequireadditionalordifferentprocedures.Thegroundsformandatoryanddiscretionarysuspensionandexpulsionareasfollows:

1. MandatorySuspensionandMandatoryRecommendationofExpulsion.Thefollowingoffensesrepresentgroundsformandatorysuspensionandmandatoryrecommendationforexpulsion:

a. Possession,use,sale,orotherwisefurnishinganyfirearm,explosive,orotherdangerousobject.

2. DiscretionarySuspensionandDiscretionaryRecommendationofExpulsion.Thefollowingoffensesrepresentgroundsthatmayresultinsuspensionand/orsuspensionwitharecommendationforexpulsion:

a. Possessionof,useof,offering,arrangingand/ornegotiatingtosellorprovideaknife,imitationfirearm,otherweapon,oritemthatcouldbeconstruedand/orusedasaweapon.

b. Possessionof,useof,beingundertheinfluenceof,offering,arrangingand/ornegotiatingtoselland/ordistributetobacco,alcohol,drugs,othercontrolledsubstances,and/orintoxicantsofanykind,including,butnotlimitedtoover-the-countermedicationand/orprescriptiondrugs.

c. Possessionoroffering,orarranging,ornegotiatingtosellanydrugparaphernalia,asdefinedinHealthandSafetyCodeSection11014.5.

d. Thecausationorattemptedcausationofphysicalinjurytootherperson(s),orself,includingphysicalassault,sexualassault,otherformsofassault,andincluding,butnotlimitedtoaidingorabettinginthesame.

e. Thethreatofphysicalinjurytoself,otherindividual(s),and/ortheschoolcommunity,including,butnotlimitedtothreatsofsexualassault,orschool-wideviolence.

f. Disruptionand/ordefiance,including,butnotlimitedtodisruptionofschoolactivitiesand/orwillfuldefianceoftheauthorityofschoolpersonnel.

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g. Theft,robbery,attemptedtheft,and/orattemptedrobberyofschoolorprivateproperty,including,butnotlimitedtoattemptingtostealand/orreceivestolenproperty,aidingorabettinginthesame,and/orknowinglyreceivingstolenproperty.

h. Destructionof,attempteddestructionof,damageto,and/orattempteddamagetoschoolorprivateproperty.

i. Extortion.

j. Sexualharassment.

k. Threatening,harassing,bullying,and/orattemptingtointimidateothermembersofthecommunityincluding,butnotlimitedtoactsof“cyber-bullying.”

l. Obscenity/Profanity/Vulgarity,includingthecommissionofanobsceneactand/orengagementinhabitualprofanity/vulgarity,orsharingobscenevideosorpictures.

m. ViolationsofHTH’sacademicpolicies,including,butnotlimitedtoplagiarismand/orcheating.

n. ViolationsofHTH’sInformationTechnology(“IT”)policies,including,butnotlimitedtotransmittingcomputerviruses,usingorattemptingtouseother’saccounts,trespassinginanother’sportfolio,foldersorfiles,concealingormisrepresentingone’sidentitywhileusingtheITsystem.

o. ViolationsofHTH’scommunitystandardsandconductpoliciesasarticulatedthroughouttheStudent&ParentHandbook.

Astudentmayreceiveconsequencesforthoseactslistedaboveascommittedatanytime,including,butnotlimitedto,(a)whileonschoolgrounds;(b)whilegoingtoorfromschool;(c)duringlunchperiod,onoroffcampus;(d)during,orwhilegoingtoorfrom,aschoolsponsoredactivity;and,(e)duringnon-schooltimeandwhileoffcampusiftheschooldeterminesthatthereisanexusbetweentheactiontakenandtheschoolcommunitysufficienttowarrantactionbytheschool.Ifastudentisarrestedoffcampus,s/hemaybesuspendedatthattimeoruponreturntocampus.

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4. Suspensions

a. SuspensionPendingInvestigationTheSchoolDirector(orhis/herdesignee)hasthediscretiontoandmayimposeasuspensiondirectlyifs/hedeterminesitisappropriate.IftheSchoolDirector(orhis/herdesignee)determinesthatastudentistobesuspended,theSchoolDirector(orhis/herdesignee)shallprovidewrittennoticetothestudent’sparentsand/orguardiansofthesuspensioninwriting,includingreasonsforthesuspensionandthetimeperiodforthesuspension(“SuspensionNotice”).Academicmake-upworkisrequiredduringsuspension.ReturntoschoolmaybecontingentuponsubmissionofawrittenessayaddressingtheissueathandandstatinghowthestudentintendstomoveforwardorsomeotherformofrestorativeprocessastheSchoolmaydetermineinitssolediscretion.

Forsuspensionsoffewerthanten(10)days:

● TheSchoolDirector(orhis/herdesignee)shallprovideoralorwrittennoticeofthechargesagainstthestudent.

● Ifthestudentdeniesthecharges,theSchoolDirector(orhis/herdesignee)shallprovideanexplanationoftheevidencethatsupportsthechargesandanopportunityforthestudenttopresenthis/hersideofthestory.EducationCodeSection47605(b)(5)(J)(i).

Forsuspensionsoften(10)daysormoreandallexpulsionsfordisciplinaryreasons,bothofthefollowing:

● TheSchoolDirector(orhis/herdesignee)shallprovidetimely,writtennoticeofthechargesagainstthestudentandanexplanationofthestudent’sbasicrights;and

● HTHshallprovideahearingadjudicatedbyaneutralofficer(suchasaSchoolDirectororaSchoolDeanfromanotheroneoftheHTHschools),withinareasonablenumberofdays,atwhichthestudentshallhaveafairopportunitytopresenthis/hersideofthestory,andthestudentshallhavetherighttobringlegalcounseloranadvocate.EducationCodeSection47605(b)(5)(J)(ii).

NostudentshallbeinvoluntarilyandpermanentlyremovedbyHTHforanyreasonunlesstheparent/guardianofthestudenthasbeenprovidedwrittennoticeofintenttoremovethestudentnolessthanfiveschooldaysbeforetheeffectivedate

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oftheaction.Thewrittennoticeshallbeinthenativelanguageofthestudentorthestudent’sparent/guardianor,ifthestudentisafosterchildoryouthorahomelesschildoryouth,thestudent’seducationalrightsholder,andshallinformhimorheroftherighttoinitiatetheabove-specifiedproceduresregardingahearingadjudicatedbyaneutralofficer,beforetheeffectivedateoftheaction.Ifthestudent’sparent/guardian,oreducationalrightsholderinitiatestheabove-specifiedhearingprocedures,thestudentshallremainenrolledandshallnotberemoveduntilHTHissuesafinaldecision.Forpurposesofthisclause,“involuntarilyremoved”includesdisenrolled,dismissed,transferred,orterminated,butdoesnotincludeabove-specifiedsuspensionsorexpulsionspertheprocessdescribedintheStudent&ParentHandbook.EducationCodeSection47605(b)(5)(J)(iii).

b. SuspensionPendingExpulsionHearing

IftheSchoolDirector(orhis/herdesignee)determinesattheoutsetthatanexpulsionhearingiswarranted,theSchoolDirector(orhis/herdesignee)mayimposeasuspensionpendinganexpulsionhearing.TheSchoolDirector(orhis/herdesignee)shallprovidewrittennoticetothestudent’sparentsand/orguardiansofthesuspension,thereasonsforthesuspensionandtheexpulsionhearing,givenoticeoftheexpulsionhearingandprovideinformationregardingHTH’sexpulsionprocedures(“SuspensionPendingExpulsionHearingNotice”).

c. DisciplineReviewMeetingIfastudentisplacedonasuspensionofanyform,theschoolmaycallforaDisciplineReviewMeetingwiththeparentsand/orguardians.DuringthecourseoftheDisciplineReviewMeeting,theSchoolDirector(orhis/herdesignee)willdiscusswiththeparentsand/orguardiansthe:(1)natureoftheoffense;(2)theinformationandevidencegatheredtodate;and,(3)nextsteps.IftheSchoolDirector(orhis/herdesignee)determinesthattheschoolwillmoveforwardtoanexpulsionhearing,andtheschoolhasnotyetgivenformalnoticeofanexpulsionhearing,theSchoolDirector(orhis/herdesignee)willprovidetheparentsand/orguardianswithaSuspensionPendingExpulsionHearingNotice.

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ElementEleven(K):RetirementSystems

HTHwilloffercompensationaccordingtotheapprovedcompensationframeworksapprovedbytheHighTechHighBoard.AlleligibleemployeesofHTHwillparticipateintheStateTeachers’RetirementSystem(“STRS”)andthePublicEmployees’RetirementSystem(“PERS”).PositionsatHTHparticipatinginSTRSincludeteachers,schooldirectors,schoolpsychologists,andothers.PositionsatHTHparticipatinginPERSandfederalsocialsecurityincludesitemanagers,ITdirector,andothers.TeachersandotherpersonsworkingatHTHwillretainallpreviouslyvestedrightsintheirrespectiveretirementsystems,includingbutnotlimitedtoSTRS,PERS,andfederalsocialsecurity.HTH’sfinanceandbusinessstaffmembersareresponsibleforensuringthatappropriatearrangementsforcoverage,includingappropriatecontributions,havebeenmadefortheretirementsystems.

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ElementTwelve(L):PublicSchoolAttendanceAlternatives

HTHisaschoolofchoice.NostudentisrequiredtoattendHTH.Studentschoosing

The Gary and Jerri-Ann Jacobs HIGH TECH HIGH · Jerri-Ann Jacobs High Tech High (“HTH”) charter petition was approved by the San Diego Unified School District (“District”)

Documents