FORTUNE SCHOOL OF EDUCATION SACRAMENTO COUNTYWIDE BENEFIT CHARTER PETITION

Submitted to the Sacramento County Office of Education

TABLE OF CONTENTS
DESCRIPTION OF THE EDUCATIONAL PROGRAM ........................................................... 1 MEASURABLE PUPIL OUTCOMES / METHODS BY WHICH PUPIL PROGRESS IS TO BE MEASURED ........................................................................................................................... 22 FOUNDERS AND GOVERNANCE STRUCTURE ................................................................. 46 STAFFING AND QUALIFICATIONS OF SCHOOL EMPLOYEES ..................................... 53 HEALTH AND SAFETY ............................................................................................................ 59 COMPENSATION AND BENEFITS ........................................................................................ 61 RIGHTS OF COUNTY OFFICE OF EDUCATION EMPLOYEES ........................................ 61 EMPLOYEE REPRESENTATION ............................................................................................. 62 DISPUTE RESOLUTION ........................................................................................................... 62 STUDENT ADMISSIONS, ATTENDANCE AND SUSPENSION / EXPULSION POLICIES ..................................................................................................................................... 64 NON-DISCRIMINATION..................................................................................................................................... 66 PUBLIC SCHOOL ATTENDANCE ALTERNATIVES .................................................................................... 67 FINANCIAL PLANNING, REPORTING AND ACCOUNTABILITY .................................. 75 LOCATION AND FACILITIES ............................................................................................................................ 78 AUDITS ..................................................................................................................................................................... 78 CLOSURE PROTOCOL ........................................................................................................................................ 80 GENERAL PROVISIONS OF THE PROPOSED CHARTER ................................................. 81 APPENDIX .................................................................................................................................. 83

DESCRIPTION OF THE EDUCATIONAL PROGRAM

As required by Education Code section 47605(b)(5)(A) Target Student Population Fortune School is proposing a public charter school system of 10 Pre K-12 college preparatory schools to close the achievement gap for the Sacramento regions lowest performing subgroupAfrican American students. As a countywide benefit charter, this system is designed to offer services to a pupil population that will benefit from the educational program in a way that cannot be served as well by a charter school that operates in only one school district in the county. Later in this section we provide data about the African American achievement gap in Sacramento County. We establish that the achievement gap for African American students is evident in each of the six largest districts serving 95 percent of African American students in the county and that the gap in academic proficiency levels on the California Standards Test (CST) between white and African American students has been persistent over a six year period from 2004 to 2010. The rationale for Fortune Schools countywide charter petition for ten schools with enrollment of nearly 5,000 is to increase the availability of a rigorous, college prep, Pre K-12 program for African American students throughout the county. Later in this section we provide evidence that the model school for this effort, St. HOPE Public Schools PS7, which has been in operation in Sacramento County since the 2003-2004 school year, has succeeded in eliminating the achievement gap for African American students. Fortune School is proposing to replicate the highly successful PS7 model through six Pre K-8 charter schools that will feed into three high schools that maintain the same high expectations for academic achievement and citizenship that are the foundation of PS7. There will also be one Pre K program with sites at each K-8 school, for a total of 10 schools Pre K-12. While the focus of this public charter school system is to solve the persistent and pervasive underachievement of African American students in Sacramento County, Fortune School will be open to all students. The school system will not discriminate against any students on any basis including, but not limited to: race, color, religion, gender, national origin, physical or mental disability, or any other protected class under federal, state or local law. Fortune School will target students and families living in Sacramento County, however, consistent with charter school law, the schools enrollment will be open to all students in the state. Fortune School is proposing to build this public, college prep, charter school system over time. Schools will open over the next eleven years starting in fall 2011. The public charter school system will consist of three complete feeder systems, each consisting of two, Pre K-8 schools that feed into a high school. The vision is for Fortune School students to matriculate through a seamless Pre K-12 school system. The complete build-out of three, Pre K-12 feeder systems for a total of ten schools will happen between 2011 and 2025. In total the school system will have: 1 Pre-K (240 students) 6 K-8 (2970 students) 3 High Schools (1,500 students) TOTAL ENROLLMENT 4,710 Students Pre K-12 The Pre K program will be co-located at each of the six K-8 campuses. From a parents perspective, their child(ren) will be able to attend a Pre K-8 program at the same school site and then continue their education at a college preparatory high school that has the same high expectations.

Specifically, Fortune School will open one K-8 school a year for the next six years, starting with primary grades K-3 in fall 2011 with 160 students. Each of the first six schools will grow a grade level a year until they are K-8 with enrollment of 496 students per school by fall 2021. A new Pre K program will open at each K-8 campus annually, starting in fall 2013 through fall 2019. Pre K enrollment will start with 40 students in fall 2013 and grow to 240 students by fall 2019. High schools will open starting with 9th grade every two years beginning fall 2017 until we have three campuses in fall 2022. High school enrollment will grow from 125, 9th grade students in fall 2017 to 1,500 students in grades 9-12 by fall 2025. The enrollment of a high school will be 500 students in grades 9-12. The system of 10 schools (three complete Pre K-12 feeder systems) will be fully enrolled with 4,710 students by fall 2025.

Number of Schools Open

1( K-8) 2( K-8) 3 (K-8), 1 (Pre K) 4(K-8), 1(Pre K) 5(K-8), 1(Pre K) 6(K-8), 1(Pre K) 6(K-8), 1(Pre K), 1(H.S.) 6(K-8), 1(Pre K), 1(H.S.) 6(K-8), 1(Pre K), 2(H.S.) 6(K-8), 1(Pre K), 2(H.S.) 6(K-8), 1(Pre K), 3(H.S.)

FULL ENROLLMENT

School Schedule of School Openings Year 2011-2012 to 2025-2026 3 Pre-K-12Feeder Systems 20112012 K-3 20122013 K-4 K-4 2013- Pre K2014 5 K-5 K-3 2014- Pre K2015 6 Pre K-6 K-4 K-4 2015- Pre K2016 7 Pre K-7 Pre K-5 K-5 K-3 2016- Pre K2017 8 Pre K-8 Pre K-6 Pre K-6 K-4 K-4 20172018 9th Pre K-7 Pre K-7 Pre K-5 K-5 20192020 9th-10th Pre K-8 Pre K-8 Pre K-6 Pre K-6 20202021 9th-11th 9th Pre K-7 Pre K-7 20212022 9th-12th 9th-10th Pre K-8 Pre K-8 20222023 9th-11th 9th 20232024 9th-12th 9th-10th 20242025 9th-11th 20252026 9th-12th

Why a Countywide Charter is Necessary: Specific Educational Interests, Backgrounds, and Challenges Student achievement data from the California Department of Education (CDE) clearly shows that a severe and persistent achievement gap exists for African American students across Sacramento County. We are defining this achievement gap as the difference between African American and white students proficiency on the California Standards Test (CST). According to the CDE, from 2004 to 2010, the achievement gap in English Language Arts between African American and white students widened from 24.5 to 26.3 percentage points for students in 2nd through 8th grades. In Mathematics, African American students narrowed the achievement gap by just 14 percentage points from 2004-2010. In 2010, white students out-performed African American students by 25.8 percentage points in grades 2-8. Ninety-five percent of African American students in Sacramento County are in six school districts. The chart below shows the districts and their respective African American student population. District Elk Grove Unified School District Sacramento City Unified School District Twin Rivers Unified School District San Juan Unified School District Natomas Unified School District Folsom-Cordova Unified School District District Total County African American Enrollment Total African American Student Enrollment 10,896 (31%) 10,107 (28%) 4,786 (13%) 3,692 (10%) 3,104 (9%) 1,503 (4%) 34,088 (95%) 35,718

The African American achievement gap is evident in all six of these districts, as well as all of school districts in Sacramento County. For example, Elk Grove Unified School District, the district with the largest African American student population in the county, shows the achievement gap widening in English Language Arts and Math over the past six years (See Figures 1 and 2 on following page).

Figure Figure 4 1 African American Achievement Gap in Elk Grove USD:USD: African American Achievement Gap in Elk Grove English-Language Arts, Arts, Grades 2-8 English-Language Grades 2-8
100%
90%

80%
Percent Proficie nt or Adv anced

70%
60%

White 30.2%

50%

26.4%
40%

30% 20%
10%

African American

0%

2004

2005

2006

2007

2008

2009

2010

Figure Figure 5 2 African American Achievement Gap in Elk Grove African American Achievement Gap in Elk Grove USD:USD: Mathematics, Grades 2-8 Mathematics, Grades 2-8
100%
90%

80%
Percent Proficie nt or Adv anced

70%

White
60%

33.2%
50%

29.6%
40%

30% 20%
10%

African American

0%

2004

2005

2006

2007

2008

2009

2010

Similarly, Sacramento City Unified School District has over 10,000 African American students who score significantly below their white counterparts on the CSTs. As shown in Figure 3 on the following page, the African American achievement gap widened in English Language Arts from 24.5 percentage points in 2004 to 26.3 percentage points in 2010.

Figure Figure 103 African American Achievement Gap in Sacramento City USD: USD: African American Achievement Gap in Sacramento City

English-Language Grades 2-8 English-Language Arts, Arts, Grades 2-8

100%
90%

80%
Percent Proficie nt or Adv anced

70%
60%

White
50%
40%

31.2%

29.2%
30% 20%
10%

African American

0%

2004

2005

2006

2007

2008

2009

2010

The African American achievement gap in Elk Grove and Sacramento City school districts are consistent with a larger trend in Sacramento County, showing an African American achievement gap (See Figures 4 and 5).

Figure14 Figure African American Achievement Gap in Sacramento County: African American Achievement Gap in Sacramento County: English-Language Arts, Grades 2-8 English-Language Arts, Grades 2-8
100%
90%

80%
Percent Proficie nt or Adv anced

70%
60%

White
50%
40%

26.3%

24.5%
30% 20%
10%

African American

0%

2004

2005

2006

2007

2008

2009

2010

Figure 5 Figure 2 African American Achievement Gap inin Sacramento County: African American Achievement Gap Sacramento County: Mathematics, Grades Mathematics, Grades 2-8 2-8
100%
90%

80%
Percent Proficie nt or Adv anced

70%
60%

White

50%
40%

25.8% 27.2%

30% 20%
10%

African American

0%

2004

2005

2006

2007

2008

2009

2010

However, there is proof that the African American achievement gap can be eliminated. African American achievement data from Public School 7 (PS7), located in the Oak Park community of Sacramento, shows dramatically different results. The student profile of PS7 is 79% African American and 59% socioeconomically disadvantaged. Enrollment trends at PS7 show an increasing student population from 181 K-4 students in 20032004 to 375 K-8 students in 2008-2009. In 2004, African American students at PS7 scored below African American students in the county in both English Language Arts and Math. Between 2004 and 2010, African American achievement at PS7 improved. By 2010, African American students at PS7 eliminated the achievement gap, surpassing white student performance in the county in both English Language Arts and mathematics. (See Figures 6 and 7 on the following page.)

Figure 6 Figure 19b African American Achievement Gap in PS7: African American Achievement in PS7: English-Language Arts

English-Language Arts
100%
90%

80%
Percent Proficie nt or Adv anced

African American (PS7) 72.3%

70%

60%
50%

White (SC) African American (SC)

40%
30%

20%
10%

0%

2004 Gr. 2-4

2005 Gr. 2-5

2006 Gr. 2-6

2007 Gr. 2-7

2008 Gr. 2-8

2009 Gr. 2-8

2010 Gr. 2-8

Figure 20b African American Achievement Gap PS7: African American Achievement Gap in in PS7:

Figure 7

Mathematics Mathematics
100%
90%

African American (PS7) 86.3%

80%
Percent Proficie nt or Adv anced
70%

White (SC)

60%
50%

40%
30%

African American (SC)

20%
10%

0%

2004 Gr. 2-4

2005 Gr. 2-5

2006 Gr. 2-6

2007 Gr. 2-7

2008 Gr. 2-8

2009 Gr. 2-8

2010 Gr. 2-8

Fortune School of Education has the opportunity to dramatically improve African American student achievement in the county by replicating the PS7 model. Fortune School of Education proposes a site-based countywide charter school educational program that will serve approximately 5,000 students in a Pre-Kindergarten through high school college-prep system. Again, the African American achievement gap exists in Sacramento County and this gap is evident in all of the countys school districts. PS7 has succeeded in eliminating the achievement gap for

African American students. Fortune Schools countywide charter will make the PS7 model widely available to underserved African American students throughout Sacramento County. Because of the pervasive nature of the African American achievement gap throughout the county, these students cannot be served as well by a charter school that operates in only one school district in the county. This also serves as the justification for establishing a system of schools at the county level rather than petitioning a single school district, pursuant to Education Code 47605. PS7 Student Success in High School The first class of PS7 graduates entered high school as 9th graders in the 2008-09 school year. As the first class to enter high school, the PS7 students who entered into St. HOPEs Sacramento High School have continued their progress toward graduating from high school prepared for college. In February of 2010, the first class of PS7 students took the California High School Exit Exam. 100% of the students passed the California High School Exit Exam, passing at a rate of 100% in both ELA and math. Comparatively, African American students countywide scores for 2010 California High School Exit Exam show 64% passing in math and 71% in ELA. Mission Fortune Schools mission is to graduate high-achieving students of good character prepared for college and citizenship in a democratic society. Fortune School aims to create a Pre K-12 school system where students, faculty and parents embrace and strive to achieve a standard of excellence in academic achievement, ethics and citizenship. Students will participate in a rigorous, college preparatory program that is characterized by low student-teacher ratios, an extended instructional day, frequent assessments to monitor student progress and a series of intensive interventions that are focused on quickly accelerating the learning of scholars who are performing far below grade level. When students graduate from Fortune School, they will be self-motivated, industrious, critically-thinking students who are passionate about learning and committed to service. They will be well prepared to meet the challenges of high school, higher education, and employment, and fully embrace their rights and responsibilities as citizens in our democratic society. Educated Person in the 21st Century Being an educated person in the 21st Century means to have a high level of academic mastery as well as innovative skills that will provide opportunities for higher education and beyond. Fortune School seeks to graduate students with the highest levels of academic achievement and character. These academic and life skills will give students the tools to meet the educational, professional and personal challenges of the 21st Century. How Learning Best Occurs Fortune School has adapted the Five Pillars originally developed by the Knowledge Is Power Program (KIPP) to address the needs of the pupils we will serve in this charter school system. The Five Pillars (High Expectations, Choice and Commitment, More Time, Focus on Results, and Citizenship) will guide the operation of Fortune School and serve as the values by which administrators, faculty and staff serve and interact with students. They also represent the guiding principles which enable students to become and remain selfmotivated, competent, life-long learners. Fortune Schools Five Pillars High Expectations- We have high expectations for academic achievement and conduct that are clearly defined, measurable and make no excuses based on the background of the students. Students, parents, teachers and staff create and reinforce a culture of achievement and support. Choice and Commitment- Students, their parents and staff choose to participate in the program. Everyone must also make and uphold a commitment to the school and to each other to put in the time and effort required for success.

More Time- We know that there are no shortcuts when it comes to success in academics and life. With an extended school day, week and year, students, teachers, school leaders, parents and staff dedicate more time. This ensures that students acquire the knowledge and skills that prepare them for competitive colleges, as well as opportunities to engage in diverse extracurricular activities. Focus on Results- We focus relentlessly on high student performance through standardized tests and other objective measures. Just as there are no shortcuts, there are no excuses. Students are expected to achieve a level of academic performance that will enable them to succeed in the nations best colleges and the world beyond. Citizenship- We strongly believe that the measure of a persons success is in what he or she gives to others. Through community service, students develop a strong sense of civic responsibility and establish the foundation for a lifetime of meaningful community involvement. Students also deepen and demonstrate their learning and are empowered to become productive citizens in the community in which they live. Framework for Instructional Design Fortune School will deliver all of its educational services through a site-based program. In this section, we discuss our instructional approach using the California K-12 Content Standards, as well as our curriculum and teaching methods. We will describe our criteria for curriculum selection and detail our course sequence for grades 9-12. Finally, we will discuss the Fortune School K-12 character development and parent involvement programs. In order to meet the diverse academic and character development needs of the Fortune School student body, Fortune School will provide all K-12 students with the following: California K-12 Content Standards The California State Board of Education has established rigorous world-class content and performance standards (1997-1999). Fortune School will ensure that students demonstrate mastery of these standards in the core disciplines (English/Language Arts, Mathematics, History/Social Science, and Science). Fortune School will commit to following the states timeline for implementation of the Common Core State Standards. Every student, teacher, and parent associated with Fortune School will be familiar with the standards for his/her grade level. To achieve this, grade-level appropriate standards shall be clearly articulated and posted in every classroom, integrated into all lesson plans and classroom activities, and shall be referenced in the homework assigned to students. The ultimate academic goal for Fortune School students is to graduate from a four-year university. Fortune Schools intention will be to provide students with options after high school that include the opportunity to attend a four-year university. Therefore, Fortune School has established the University of Californias a-g requirements for admission as additional graduation criteria for our high school students. The California Content Standards and the a-g requirements will guide the academic plans for all Fortune School students. Starting in Kindergarten, the academic plans will be skillfully crafted along the K-12 continuum of learning. Crucial skills needed to be successful in college will be developed during the course of each students K-12 experience. Specific focus will be on reading and math to give students the foundation to reach higher levels of learning in middle and high school. In particular, all students will stay on grade level in reading, demonstrate mastery of Algebra I by no later than the 8th grade, achieve proficiency on the California High School Exit Exam in the 10th grade, and show college readiness on the Early Assessment Program (EAP) exam in 11th grade, which is administered by the California State University and is embedded in the California Standards Tests. Each K-12 student will complete a field lesson to at least one 4-year university per academic year.

Finally, as an additional requirement for graduation, each high school student must be accepted into at least one regionally-accredited 4-year university. The most recent data (2007-2008) from the California Department of Education indicate that a mere 23% of African American students graduate from California high schools having met the entrance requirements of the UC and/or CSU systems. Fortune School high school graduates will be eligible to attend a 4-year university, even if students ultimately choose to not attend a university. Fortune School will provide support for students to complete university applications, write effective essays, obtain application fee waivers, and help to complete the Free Application for Financial Student Aid. Standards-based Curriculum & Instructional Materials Fortune Schools instructional approach is to have fidelity to standards-based, state-adopted instructional materials. We offer extensive professional development to all of our teachers in this area, helping them develop, among other things, lesson plans like the sample included in Appendix 4. Fortune School provides all teachers with a weeklong professional development on instructional materials prior to the start of school followed by ongoing coaching and professional development sessions with our inhouse expert on instructional materials, Robin Lund, throughout the school year. Fortune School takes advantage of Intersessions to provide teachers with time for professional development and planning. Robin Lund and Vicki Alterwitz, who have been curriculum specialists and professional development leaders for Action Learning Systems and the Sacramento County Office of Education, are key contributors on this project. Ms. Lund and Ms. Alterwitz were both key advisors on PS7 instructional design and professional development of teachers. Ms. Lund and Ms. Alterwitz have also consulted Fortune School on the adoption of State Board of Education-approved, standards-based curricula for all core subjects in grades K-12. Ms. Lund is now working full time with Fortune School of Education, where she leads teacher professional development on utilizing standards-based instructional materials and research-based instructional delivery strategies. Fortune Schools goal is to adopt and implement a balanced and comprehensive curriculum that provides its teachers with standards-based instructional resources. Therefore, Fortune School used the criteria described in the Frameworks for California Public Schools to select our K-12 instructional materials: Assessment. A system for placement of students in small-group or 1:1 learning environments, and a monitoring system to gauge student learning. Skills Development. A set of instructional strategies and resources to develop student mastery of each of the core subject content standards. Intervention. A specific academic plan and course of action for students who are below basic or far below grade level and whose learning must be quickly accelerated in order to be on track to meet state standards expeditiously. Re-Teach. Strategies and resources for students who did not attain mastery the first time a lesson on a specific standard was presented. Hands-on Learning. Learning should be interactive and engage all students. English Language Learners. Materials that help students develop proficiency in the academic core areas as well as literacy and oral language skills. African-American Vernacular English. Materials that help develop proficiency in the academic core areas as well as standard English Language oral and written skills.

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Core Instructional Materials for K-12 Subject Curriculum

English Language Arts Harcourt California Excursions 2008 (K-5) Holt Literature and Language Arts 2008 (6-12) Harcourt California Excursions 2008 Universal Access Support (K-5 Intermediate , Early Advanced and Advanced EL Students) Holt Literature and Language Arts 2008 Universal Access Support (6-12 Intermediate, Early Advanced and Advanced EL Students) Harcourt Math 2007 (K-5) Holt Mathematics 2007 (6-7) Holt 2007 (8-12) Algebra 1 Algebra 2 Geometry AP Geometry AP Statistics AP Calculus Harcourt Science 2006 (K-5) Holt Science 2006 (6-8) Holt 2006 (9-12) Earth and Physical Science Biology AP Biology Chemistry AP Chemistry Physics AP Physics Harcourt Social Studies 2005 (K-5) Holt Social Studies 2005 (6-8) Holt World History 2005 (10) Holt AP World History 2005 (10) Holt US History 2005 (11) Holt AP US History 2005 (11) Holt Government 2005 (12) Holt AP Government and Politics 2005 (12) Holt Economics 2005 (12) Holt AP Economics 2005 (12) Holt Spanish 2003 Avancemos! Level 1a Avancemos! Level 1b Avancemos! Level 1 Avancemos! Level 2 Avancemos! Level 3 Avancemos! Level 4

Supplemental Intervention Program

Steck-Vaughn California Gateways 2008 (grades 4-12 Intensive Intervention) Steck-Vaughn California Gateways 2008 (Beginning and Early Intermediate EL Students)

English Language Development

Mathematics

Harcourt Fast Forward Math 2007 (Grades 4-7 Intensive Intervention) Holt Algebra Readiness 2007 (8th grade Intensive Intervention)

Science

Social Science

World Languages1

Fortune School intends to operate small high schools and, as a result, will only have the student enrollment to support offering one foreign language. Fortune School has chosen Spanish as its foreign language offering because of the prevalence of the language in California.

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Fortune Schools course sequence for each grade level is outlined below. Fortune School has adopted State Board of Education-approved core curriculum in English Language Arts, Mathematics, Science, and History/Social Sciences for grades 9-12. The program curricula includes text books; teaching guides; curriculum maps; assessments (entry-level, monitoring of progress, and summative); along with resources for low-achieving and high achieving students, English Learners and students with special needs. High School Course Sequence Courses ELA ELD Mathematics Social Sciences 9th Grade English 9 10th Grade English 10 11th Grade 12th Grade English 12 AP English Literature Calculus AP Calculus Government/ Economics AP Government/ Economics Physics AP Physics AP Spanish Electives to be Determined English 11 AP English Literature Beginning ELD/ Intermediate ELD Algebra 2 Pre-Calculus Statistics AP Statistics World History US History AP World History AP US History Biology AP Biology Spanish 2 PE Other Electives to be Determined Chemistry AP Chemistry Spanish 3 Electives to be Determined

Geometry

Sciences Foreign Language Electives

Earth and Physical Science Spanish 1 PE Other Electives to be Determined

Teaching Methods & Instructional Strategies Fortune School will give students opportunities to learn academic and life skills from teachers, parents, classmates, and caring community members. The instructional strategies employed at Fortune School are described below. In addition, we provide a flow chart that outlines how Fortune School ensures that every student receives developmentally appropriate individual instruction that leads to standards mastery (Figure 8). This is the process Fortune School uses in its current charter school Hardy Brown College Prep that was developed and designed by PS7 Founding Principal, Herinder Pegany, who is now the Vice President of Academic Affairs for Fortune School of Education. We have included the academic calendar for Hardy Brown College Prep in Appendix 1 to illustrate how it interacts with the Fortune School Interventions and the Universal Access Flow Chart. See how the academic calendar includes Fall and Spring Intersessions. This is the time built in to the schedule to allow for intervention for intensive and strategic learners as described in the Interventions and Universal Access Flow Chart. Note: The mid-August start date of the academic calendar applies to the first academic year for schools proposed in this system. Thereafter, school will begin on the first Wednesday of August. The academic calendar applies to grades K-12. 1. Differentiated Instruction & Standards-based Instruction All too often, teachers teach to the middle, meaning instruction is geared toward the mid-range of academic levels in the classroom. This severely hampers students who are struggling and those who are excelling. In order to maximize the learning opportunities and attainment of California Content Standards in all core subjects for all students, Fortune School will utilize a variety of differentiated instructional strategies. Specifically, instruction at Fortune School will be delivered through a variety of modalities (auditory, visual, multi-media, hands-on) and flexible grouping strategies (whole class,

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cooperative groups, project-based learning). In addition, all teachers will collect, analyze and reflect upon student achievement data on a weekly basis to guide the instruction and ensure that all students needs are being met. 2. Low Student-Teacher Ratios Class-size reduction will be in effect in all Fortune School classrooms. We will seek to limit class sizes to 20 students in the primary grades (K-3), and 25 students in the intermediate, middle and high school grades (4-12). For students needing intense intervention in math and reading, student teacher ratios will ideally be no more than 10:1. 3. Individualized Learning Plans Students are unique individuals with specific needs. In order for instruction to be most effective, the particular levels and learning styles of students must be taken into account. Therefore, Fortune School will create Individualized Learning Plans (ILP) for each student based on assessed needs (See Figure 8 below). The ILPs map out each students entry point into their respective grade level standards, the goals being set academically, linguistically and socially for that child and what the school will do to ensure the student meets these goals. Fortune School principals, teachers, parents and students will work collaboratively to develop these plans. For a sample Individualized Learning Plan, see Appendix 2. Figure 8: Fortune School Interventions and Universal Access Flow Chart Entry Level Assessment (ELA & Math) administered before the first day of school Curriclum Embedded Harcourt (K-5) & Holt (6-12)
Intensive Intervention

Intensive 49% and below

12-18 Weeks + Intersession

Gateways (4 -12) Reading Mastery (2-3) Fast Foward Math (K-7) Holt Algebra Readiness (8-9)

Accelerate to Mastery 20-26 weeks

Grade Level Standards

Grade Level Mastery

Strategic 50% - 59% 60% - 69% 70% - 79%

Harcourt (K-5) / Holt (6-12) Universal Access

Workshop: Small Group Instruction 1:1 Tutoring Acceleration: Pre-Teach & Re-Teach Intersession Saturday School

Grade Level Mastery

Harcourt (K-5) / Holt (6-12) Universal Access

Benchmark 80% and above

Workshop: Small Group Instruction 1:1 Tutoring Challenge Projects Enrichment Programs Saturday School

Grade Level Mastery

Summative Assessment Unit Tests (Curriculum Embedded)

Progress Monitoring
Daily Quiz (Teacher-Created) Weekly/Bi-Weekly Assessments (Curriculum-Embedded) Weekly Data & Reflection (Teacher)

End of Course Tests (Curriculum Embedded)

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4. Advisory Groups Beginning in 9th grade, each high school student will be assigned an advisory group of ideally no more than 15 students. High school programs will seek to ensure that the group meets regularly with the same adult staff member throughout the groups four years at Fortune School. Advisors will be advocates for their students and the primary contact for parents. A key component of the advisory group in the development and maintenance of the Individualized Learning Plans described above. Advisory will include a curriculum with a focus on academic success. 5. Extended Day and Year Fortune School will serve populations of students who often come to school far below grade level and without the foundational academic skills necessary to thrive in an environment of high standards. A core principle of Fortune School is More Time, understanding that students will often need additional time in order to attain grade level mastery. Fortune School will follow a modified year-round academic calendar, which has been shown to be more conducive to students retention of academic information and skills. Fortune School will provide more instructional time for students through an extended-day schedule (up to 60% more instructional time annually than traditional public schools), before and after school tutoring, Saturday School, and Intersession instructional programs (45 additional days of instruction) in the Fall, Spring and Summer. Numerous studies have found that supplemental programs, such as after-school programs, can effectively address students academic, recreational and cultural needs, especially when the programs insist on structure.2 6. Field Lessons Field lessons are an important opportunity for students to receive direct experiences beyond the text and classroom discussions. Field lessons are always an extension of the standards-based classroom learning. Field lessons will provide a rich, in-depth experience with the outside world that cannot be provided by classroom activities, guest speakers, or short day-long excursions. Each teacher will work to develop a curriculum which will be enhanced by any field lesson and have appropriate follow-through in the succeeding instructional days. For the vast majority of the students we will serve who have never been outside of their community, this experience can be life-changing. Certain field lessons will be a common part of the Fortune School experience for a student. Each student in grades K-12 will visit a 4-year university annually. Each graduating senior will travel internationally during an Intersession for a study abroad experience approved and coordinated by Fortune School. Character Development Fortune School students will acquire life skills that provide a meaningful connection to their world outside of school. Unfortunately, school and the real world are often disconnected for far too many young people. As a result, they may perceive the educational process as nothing more than an exercise in obtaining useless information. The Fortune School Character Development (Life Skills) curriculum will enable students to apply classroom learning in meaningful contexts within the real world. Life skills also equip students to participate fully and positively in our society. Community Service will be a crucial component of our students character development program. All Fortune School students will complete at least 1 service learning project during each school year. Additionally, high school students will also complete an internship experience in a career field of their choice.

Bronfenbrenner, U. (1986) Alienation and the four worlds of childhood. Phi Delta Kappan, 67, (6) 430, 432-36. Summary of study results by Pierce, Hamm, & Vandell in the Review of Extended Day and After-School Programs and their Effectiveness, Olatokonbo S. Fashola, Johns Hopkins University, Report No. 24, October 1998.

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The Fortune School Character Development Curriculum will include all of the following areas of focus: Communication Caring and Respect Responsibility Cooperation Citizenship Study Skills Critical Thinking Conflict Resolution Community Service Parent Education and Participation Studies have shown that students whose parents are involved in their education generally have higher grades and test scores, better attendance, more consistently complete homework, higher graduation rates and greater enrollment in postsecondary education.3 Fortune School parents will be actively involved in the education of students. After signing a Commitment to Excellence Contract, parents will donate 40 or more service hours each academic year. Parent education and strategic involvement in the education of our students will be facilitated by a Parent Liaison. Examples of parent service hours include: Attending Student/Parent/Teacher Conferences and Parent Orientations Participating in Parent Events or Parent Group Meetings Completing at home projects for teacher or parent liaison Helping during after school Homework Hour Homework or Reading time at home with your kids Making or baking food for Classroom or Family Event Mentoring another Fortune School Parent through the Parent Peer Leaders Morning greeting (2 mornings = 1 hour of credit) Set up/clean up for school events Tutoring Volunteering in your childs classroom Plan for Pupils Not Yet Achieving at Grade Level In this section, we will discuss how Fortune School will identify and respond to the needs of pupils who are not achieving at expected levels. We will outline the intervention plan for students who require intensive or strategic interventions in reading and mathematics, as well as how we will meet the needs of students with disabilities and English Learners. Detailed Plan for Strategic Learners Students who are not yet proficient in grades K-12 (scoring 51% - 79% on the curriculum-embedded entry-level diagnostic assessment) will be considered strategic learners (See Figure 8 on page 14). Strategic learners may be 1-2 years behind in attaining mastery of their grade-level standards. These students learning needs can often be addressed by the general education teacher within the classroom environment. However, strategic learners need additional instructional time with systematic, intensive concentrated support designed through assessed needs. All Fortune School teachers will complete professional development on providing all students Universal Access to the California Content Standards for all core subjects. Weekly grade-level collaboration among our highly-qualified teachers of strategic and intensive learners will also provide powerful support for these students and allow for fluid movement in and out of strategic support. Grade-level collaborations will be highlighted by analysis of student achievement data, developing Individualized Learning Plans (See Appendix 2) for each student, grouping students according to assessed needs, building time in the instructional day for re-teaching, and the continuous development of plans to accelerate all students to the mastery of grade-level standards. Fortune School will also provide more instructional time for students through our extended-day schedule (up to 60% more instructional time annually than traditional public schools), before and after school tutoring, Saturday School, and Intersession instructional programs (45 additional days of instruction) in the Fall, Spring and
3

The National PTA. Building Successful Partnerships. Bloomington: National Education Service, 2000. 12.

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Summer. See sample Bell Schedules from Fortune Schools current charter school, Hardy Brown College Prep in Appendix 3. The Bell Schedules cover grades K-8, the grade levels for the proposed charter school system in the first six years of operation. Detailed Plan for Intensive Learners Reading Students who are significantly below grade level in reading (50% or below on the curriculum-embedded entrylevel diagnostic assessment) will be considered Intensive Learners (See Figure 8 on page 13). These students will not be prepared to access the core curriculum of Harcourt California Excursions and will need a stand-alone, intensive, accelerated reading/language arts program. The program, California Gateways, for grades 4-12, provides 2 to 3 hours of daily instruction designed to address the instructional needs of students whose reading achievement is two or more years below grade level. See below for a sample of a clearly laid-out instructional overview of a daily guide for a unit of instruction from California Gateways. NOTE: All K-3 students will be in the regular Harcourt ELA program with additional support from Reading Mastery when needed.

There are two purposes for the intensive intervention: (1) to teach students to read and (2) to teach students grade-level standards they have not previously mastered. Based on curriculum-embedded diagnostic assessment, California Gateways will position students to progress rapidly toward successful reentry into the core English-language arts program at their appropriate grade level. This program has multiple levels of entry and every student will be placed in their appropriate skill level. The students will have small group instruction to guarantee rapid advancement through the program. The California Gateways curriculum provides guidance to teachers in efficient and effective instruction- primarily in the following strands of the English-language arts content standards: Phonemic awareness and phonics

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Word recognition and spelling Oral reading fluency Vocabulary and morphology Grammar and usage Listening and reading comprehension Sentence structure Writing Intensive Reading Intervention Program for English Learners (Grades 4-12) Similar to our Intensive Learners, English Learners who are reading more than two years below grade level will not be prepared to access the core curriculum and will need a stand-alone, intensive, accelerated reading/language arts program. California Gateways, provides 2 to 3 hours of daily instruction. It is designed to address the instructional needs of English Learners. This stand-alone reading/language arts intervention program addresses literacy and language development. Based on curriculum-embedded diagnostic assessment, California Gateways will position students to progress rapidly toward successful reentry into the core English-language arts program at their appropriate grade level within two years. This program has multiple levels of entry and every student will be placed in their appropriate skill level. The class size will be small group instruction to guarantee rapid advancement through the program. Grade level Language Arts core curriculum will begin as soon as each student has mastered the prerequisite standards and will remain with the same small group and teacher. The California Gateways curriculum emphasizes academic language, vocabulary and concept development, sentence structure, grammar, organization and delivery of oral communication, and speaking applications. Materials provide guidance to teachers on how to instruct English Learners to master the English-language arts content standards so learners can read, write, comprehend, and speak English for personal use and at the proficient level for academic schoolwork. Teacher and student editions assist English Learners in developing proficiency in the English language and the concepts and skills contained in the English-Language Arts Content Standards. Emphasis is placed on: Instruction in the skills that are transferable from students primary language to English and nontransferable skills Acquisition of academic vocabulary Phonological, morphological, syntactical, and semantic structures of English The materials provide explicit, sequential, linguistically logical, and systematic instruction, practice, application and diagnostic support in areas in which students are likely to have difficulty - primarily the following strands and sub-strands of English-language arts content standards, grades one through six: Phonemic awareness and phonics Word recognition and spelling Oral reading fluency Vocabulary and morphology Grammar and usage Listening and reading comprehension Sentence structure Speaking and Writing

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Math Intensive Intervention Students who have trouble in mathematics are at risk of failing to meet the standards, becoming discouraged and eventually giving up in mathematics all together. Students in the intensive group (scoring 50% and below on the curriculum-embedded entry-level diagnostic assessment) are seriously at risk of failing to meet the standards as indicated by their extremely and chronically low performance on one or more measures. These students perform more than two years below grade level in math. All students at Fortune School will participate in the core Harcourt Math and Holt Mathematics programs in grades K-7. Students requiring intensive intervention in math will also participate in the Harcourt Fast Forward Math program for an additional 30 minutes each day. This group of students will also be required to attend Intersession and Summer Session until they meet the grade standards. One of Fortune Schools goals is that all students will be proficient in Algebra by the end of 8th grade. Students in the 8th grade who are not ready for Algebra 1 will be placed in the Holt Algebra Readiness program in the summer prior to eighth grade. Students will continue through an intense intervention until they are prepared for Algebra 1. Algebra 1 curriculum will begin as soon as each student has mastered the prerequisite standards. Students will be expected to complete Algebra 1 prior to entering the 9th grade. This means students will be required to follow an intense, structured plan that will require additional time after school, during Inter-sessions, Summer Sessions and Saturdays. Special Education Plan Fortune School of Education is a Local Education Agency (LEA), pursuant to Education Code section 47641, for our current charter school, Hardy Brown College Prep. Fortune School will apply to be a member of the El Dorado County Charter SELPA for the charter schools described in this petition as well. To offer a detailed explanation of Fortune Schools plan for special education pupils, we have included documentation (detail below) of our plan for special education that we are currently implementing at Hardy Brown College Prep. (See Appendix 5-8) This plan addresses the following critical Special Education areas: Child Find Activities, General Education Program Modifications, Referral Process (including Student Study Team model), Assessment, IEP development, Resource Specialist Services, Designated Instruction and Services, Non-Severe Special Day Class, Severe Special Day Class, Inclusion Services, Placement in Nonpublic School/Agency or Residential Facility, Transportation, and Compliance/Capacity. Documentation of Special Education Plan 1. Letter of Acceptance for Hardy Brown College Prep to El Dorado County Charter SELPA, dated May 21, 2010 (Appendix 5) 2. Fortune Schools successful application to the El Dorado County Charter SELPA for its current charter school, Hardy Brown College Prep (Appendix 6) 3. Letter of Acknowledgement from El Dorado County that the California Department of Education approved Hardy Brown College Prep as a member of the El Dorado County Charter SELPA, dated July 20, 2010 (Appendix 7) 4. Signed Agreement for Participation in the El Dorado County Charter SELPA for Hardy Brown College Prep and signed Assurance Statement (Appendix 8) This plan was developed by a team of Special Education experts and practitioners: Steve Johnson, Director of Special Education, Lodi USD (retired), Consultant in Special Education Administration and Programming and Fortune School of Education Faculty; Heidi Garner, Curriculum Coach, San Juan Unified School District and Fortune School of Education Faculty; Herinder Pegany, Fortune School of Education Vice President of Academic Affairs and Fortune School Representative on the El Dorado Charter SELPA Steering Committee; Rishi Lal, Education Specialist, Sacramento High School and Fortune School of Education Graduate Student.

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Fortune School will use the same team to develop the SELPA application and Special Education plan for the charter schools proposed in this petition. The Charter SELPA application for the 2011-2012 school year is due January 14, 2011, and Fortune School has already had a consultation with El Dorado County Office of Education to discuss our intent to apply. We have been informed that existing members of the Charter School SELPA, like Fortune School, receive preference for SELPA membership for additional school sites. It is the goal of the El Dorado County Charter SELPA that all charter pupils with exceptional needs receive appropriate Special Education programs. The SELPA ensures compliance and assists Charter members according to the governance structure delineated in the Charter Local Plan. The Charter SELPA support services include but are not limited to the following: professional development for school-based Special Education and general education staff on student identification and referral, assessment services, Individualized Education Plan development, parent education, and referrals for appropriate outside support services for students with lowincidence disabilities. Fortune School will encourage the collaboration of parents/guardians, teachers, resource personnel, administrators and students in evaluating strengths and needs of students having persistent academic, attendance or behavioral difficulties and in identifying strategies and programs that may assist the students. Fortune School will establish student success teams as needed to address individual students needs. Fortune Schools instructional program is well-suited to meet the needs of students with disabilities. For example, the teaching methods and instructional strategies described previously on pages 13-15, are the foundations of the Learning Center model with Response to Intervention principles Fortune School will use in its K-12 program. Individualized Learning Plans, differentiated instruction, extended day and year, and field lessons are all aspects of our academic program that have been deemed a model by the Charter SELPA for our existing charter school. Fortune School will hire its own Education Specialist teachers as is our practice in our existing charter school. In addition, Fortune School of Education develops its own Special Education teachers through our credentialing and graduate programs. Fortune School of Education offers a Mild/Moderate Education Specialist credential accredited by the California Commission on Teacher Credentialing, as well as a Masters in Special Education in partnership with the University of the Pacific. No child will be excluded from Fortune School because of his/her particular Special Education needs. Fortune School will abide by the federal IDEA legislation, the State of California regulations for implementation (Solis Bill) including Part 30 of the California Education Code relative to Special Education programs, and relevant parts of Chapters 3 and 5.1 Division 1 of Title 5 of the California Code of Regulations relative to the Special Education of students and youth with disabilities and uniform complaint procedures. Plan for English Learners English Learners (EL) will also participate in the Fortune School core curriculum, with strategic support focused on English Language Development (ELD). In addition to the core program, the English Language Development component of the curriculum will address four additional elements and require an extra hour of daily English Language Development instruction, as described in the California Reading/Language Arts Framework. English Learner instructional materials include: Access to core curriculum through Specially Designed Academic Instruction in English (SDAIE). Lessons that address the Beginning, Early Intermediate, Intermediate and Early Advanced levels of English-language proficiency at every grade level. Teacher edition and student materials are focused and efficient to ensure English Learners acquire proficiency in English as quickly and effectively as possible. Additional ELD instruction for up to 1 hour daily will be given to English Learners.

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In addition, Fortune Schools standards-based curriculum will also meet the needs of English Learners with an emphasis on academic language, vocabulary and concept development, sentence structure, grammar, organization and delivery of oral communication, and speaking applications. Curriculum materials and professional development training will provide guidance to teachers on how to instruct English Learners to master the English Language Arts content standards so learners can read, write, comprehend, and speak English for personal use and at the proficient level for academic schoolwork. Teacher and student editions assist English Learners in developing proficiency in the English language and the concepts and skills contained in the English Language Arts Content Standards. Emphasis is placed on: Instruction in the skills that are transferable from students primary language to English and nontransferable skills Acquisition of academic vocabulary Phonological, morphological, syntactical, and semantic structures of English The materials provide explicit, sequential, linguistically logical, and systematic instruction, practice, application and diagnostic support in areas in which students are likely to have difficulty primarily the following strands and sub-strands of English Language Arts content standards: Phonemic awareness and phonics Word recognition and spelling Oral reading fluency Vocabulary and morphology Grammar and usage Listening and reading comprehension Sentence structure Speaking and Writing Fortune School will comply with all applicable state and federal laws in regard to services and the education of English Learner students. Specifically, Fortune School will develop, implement and maintain policies and procedures for EL students in accordance with guidelines published by the Office of Civil Rights of the U.S. Department of Education, State and Federal Court decisions and policies, and California Education Code. These policies and procedures will: Ensure outreach to parents of English Learners, provide training and hold regular meetings to inform them how to be involved in the education of their children; All school notices and reports translated into home languages; Inform parents of English Learners of the placement of their children in English language classrooms, Structured English Immersion classrooms, and notify them of their opportunity to apply for an exception waiver for their children to participate in an alternative program; Properly identify English Learners through the Home Language Survey; Assess their English language proficiency through the California English Language Development Test (CELDT) and benchmark testing of English language proficiency; Allocate general funds for core instruction of English Learners, as well as categorical funds for services that supplement the core curriculum; Develop in compliance with state criteria and regulations, a program informed by a sound educational theory recognized by experts in the field or deemed a legitimate experimental strategy, and ensure that steps are taken to implement effectively the educational theory adopted by the school;

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Examine the program for English Learners for indications that language barriers confronting students are actually being overcome, and modify the program, if needed; Place English Learners in classrooms that enable them to have equal access to the Schools educational program, and ensure they receive instruction in English Language Development and the core curriculum; Ensure that English Learners are taught by qualified staff, have sufficient curricular materials, and the facilities are in a clean and safe condition; Develop appropriate evaluation standards, including program exit criteria, for measuring the progress of students; All teachers assigned to provide instruction to English Learners will have the appropriate authorization (CLAD, BCLAD). Reclassification of English Learners Fortune School has developed a policy and procedures for English Learner (EL) reclassification based on the four criteria set forth in Education Code Section 313(d). The following reclassification guidelines will be used by Fortune School when evaluating a students readiness for reclassification from English Learner to English proficient (RFEP). Assessment of English Proficiency: Review of CELDT results from annual assessment. Students must score at early advanced or higher overall and score at intermediate or higher in listening and speaking, reading, and writing. Comparison of Performance in Basic Skills: Review of results of latest California English-Language Arts Standards Test (CST in English-Language Arts). Although the State has set the Basic level on the CST in English-Language Arts as the minimum for English Learners to be eligible for reclassification, Fortune School will set the Proficient level on the CST in English-Language Arts as the minimum for English Learners to be eligible for reclassification. Teacher Evaluation of Student Academic Performance: Review of students academic performance. Students must meet academic performance indicators established by Fortune School. Specifically, this would include a grade of 80% or higher on all academic work in English-Language Arts: class work, curriculum-embedded and informal assessments (formative and summative), and homework. Students will be provided opportunities for re-taking assessments or making up any academic work that does not receive an 80% or higher mark. Parent or Guardian Opinion or Consultation: Fortune School will provide notice to parents and guardians of their rights to participate in the reclassification process. Fortune School will encourage parents or guardians to participate in the reclassification process and attend a face-to-face meeting. Reclassification: Fortune School will reclassify any student who meets the above criteria as fluent English proficient (RFEP). Parents or guardians will be notified of their students reclassification, and school records will be updated. Upon reclassification of any English Learner to RFEP, Fortune School will continue to monitor the students progress for two years. Fortune School may elect to conduct a self-review and/or have an outside consultant conduct an annual audit to comply with federal and state guidelines. Curriculum Students who are identified as advanced perform above grade level on standardized measures. Teachers will use systematically planned differentiation strategies to ensure appropriately challenging curriculum and instruction. Each of the adopted programs includes pacing, depth, complexity and novelty for advanced learners. Teachers will provide advanced learners opportunities to enhance their learning and will be challenged to further their achievement to reach and exceed the standards. In addition, high-interest books and computer-based programs will also be differentiated for advanced learners.

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Fortune School will also offer Advanced Placement courses in high school programs such as AP English 11 and 12, AP Chemistry, AP Calculus and AP Statistics. All students will be encouraged to enroll in at least one AP course as a part of their high school plan, in addition to meeting all of the a-g requirements for admission into the University of California system. Enrichment In addition to program-based differentiation, high-achieving students will have other opportunities outside of the school day for enrichment. Fortune School will offer after school learning modules for advanced students in science, art, music and for grades 3-12 a foreign language elective. A key component of the academic program will also be field lessons which will give students a variety of real life experiences to encourage higher levels of thinking. Educational Partners The Sacramento Observer The Sacramento Observer is a weekly newspaper with a circulation of 50,000 that has served Sacramentos African American community since 1962. Dr. William H. Lee, Publisher, is responsible for the papers growth and development making it an integral part of the local African American community. The Observer has hosted Sacramentos Black Expo for twenty years, drawing large crowds and corporate sponsors to one of the most significant annual civic events for African Americans in the city. In keeping with the tradition of the black press, The Sacramento Observer both reports the news affecting African Americans and advocates for the welfare of the community. Education has long been an emphasis of the paper, celebrating black achievement and reporting on the achievement gap experienced by African Americans in public schools. As longtime advocates of public education, The Sacramento Observer has lent its full endorsement to this effort to create ten college preparatory charter schools to prepare African American students for promising and productive futures. The Observer has joined with Fortune School of Education to sponsor the outreach effort to inform parents about the opportunity to enroll their children in a high performing charter school system that promises to move African American student achievement from last to first in the county.

MEASURABLE PUPIL OUTCOMES AND METHODS BY WHICH PUPIL PROGRESS IS TO BE MEASURED

The measurable pupil outcomes identified for use by the charter school. Education Code section 47605.6(b)(5)(B) and The method by which pupil progress in meeting those pupil outcomes is to be measured. Education Code section 47605.6 (C) Our primary objective at Fortune School is to ensure that every child demonstrates mastery of the California Content Standards for all core subjects. We will use as our guide the Frameworks for California Public Schools and State Board of Education-approved standards-based instructional materials. These resources will be our blueprint for ensuring that our students have access to standards-based instruction and that students are meeting and exceeding content area standards at each grade level. We will expose our students to rigorous academic and character development standards and hold ourselves accountable to ensuring students meet those standards. As such, Fortune School of Education has identified clear and measurable outcomes that will drive our work and determine our level of success at Fortune School. The goals include Student Academic Outcomes, Student Character Outcomes, and School-wide Outcomes.

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Fortune School plans to use web-based tools such as PowerSchool (student information system) and Data Director for collecting, analyzing and reporting data on pupil achievement to school staff, parents and guardians. Student achievement data will be reported to all key stakeholders via weekly grade reports, monthly progress reports, and quarterly report cards. Parents will also be able to have daily academic progress updates for students through PowerSchool. Teachers will submit weekly data & reflection reports from progress monitoring assessments that will be shared with the Principal and all teachers at each school site. In addition, these data and reflection reports will be shared at grade level and department meetings weekly. These data & reflection reports will also be crucial in developing the students ILP, monitoring the progress of individual students, and helping teachers to modify and adjust instruction to meet the unique needs of each student. Teachers will also use this information to share with parents at parent meetings, through weekly communication home and for meetings with individual students through advisory in the high schools. Student Academic Outcomes Fortune Schools Big Goal is to ensure that every child demonstrates mastery of the California Content and Common Core Standards for all core subjects. However, we also anticipate that the majority of our students will be 2-3 years below grade level in core subjects like Reading and Mathematics when they join our educational program. Therefore, we have set the following outcome goals to allow students the necessary time for them to reach mastery of their respective grade-level content standards. Furthermore, we anticipate that all of the schools in the Fortune School network will achieve an API of 800 within five years of opening. Again, these goals are our minimum targets for mastery. We will strive to help all students attain grade-level mastery in each of the academic outcomes listed below. Outcome One o Fortune School students will demonstrate mastery of grade level appropriate mathematical computation and problem solving skills and concepts. Fortune School students will become proficient readers of the English language. Fortune School students will become proficient writers of the English language. Fortune School students will demonstrate mastery of grade level appropriate scientific concepts, principles, reasoning, and theories. Fortune School students will demonstrate mastery in the grade level appropriate skills of understanding, analyzing, and evaluating history, geography, and social studies. Fortune School English Learners will demonstrate English proficiency by meeting reclassification guidelines for English Learners, which include review of CELDT, California Standards Test in English, and teacher evaluation of student academic performance. Fortune School graduates will apply to and be accepted into four-year universities without need for remediation.

Outcome Two o o o Outcome Three Outcome Four

Outcome Five o

Outcome Six o

Outcome Seven o

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Outcome One: Fortune School students will demonstrate mastery of grade level appropriate California Content Standards for Mathematical computation and problem solving skills and concepts.

Kindergarten
Measure: 100% of Fortune School Kindergarten students will score at Proficient or Advanced (80% or higher) in grade level California Content Standards for Mathematics. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

First Grade
Measure: 100% of Fortune School 1st grade students will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Mathematics. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

Second Grade
Measure: 60% of all 2nd grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Mathematics. Annual Assessments California Standards Test Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

Third Grade
Measure: 60% of all 3rdnd grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Mathematics. Annual Assessments California Standards Test California Modified Assessment Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

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Fourth Grade
Measure: 55% of all 4thgrade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Mathematics. Annual Assessments California Standards Test California Modified Assessment Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

Fifth Grade
Measure: 55% of all 5th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Mathematics. Annual Assessments California Standards Test California Modified Assessment Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

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Sixth Grade
Measure: 60% of all 6th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Mathematics. Annual Assessments California Standards Test California Modified Assessment Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Seventh Grade
Measure: 60% of all 7th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Mathematics (Pre-Algebra). Annual Assessments California Standards Test California Modified Assessment Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Eighth Grade
Measure: 60% of all 8th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in Algebra I or higher level math. Annual Assessments California Standards Test California Modified Assessment Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Ninth Grade
Measure: 60% of all 9th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in Geometry or higher level Math. Annual Assessments California Standards Test California Modified Assessment Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

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Tenth Grade
Measure: 60% of all 10th grade students who have been in a Fortune School for at least three years will score at Proficient or Advanced (80% or higher) in Algebra II or higher level math. Annual Assessments California Standards Test California High School Exit Exam Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Eleventh Grade
Measure: 60% of all 11th grade students who have been in a Fortune School for at least four years will score at Proficient or Advanced (80% or higher) in Pre-Calculus or higher level math. Students in Advanced Placement, who have been in a Fortune School for at least four years, will achieve a score of 3, 4 or 5 on the Advanced Placement Pre-Calculus test. Annual Assessments California Standards Test Advanced Placement Test Early Assessment Program Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Twelfth Grade
Measure: 60% of all 12th grade students who have been in a Fortune School for at least five years will achieve a score of 3, 4 or 5 on the Advanced Placement Calculus test. Annual Assessments Advanced Placement Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

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Outcome Two: Fortune School students will become proficient readers of the English language as evidenced by mastery of grade-level appropriate California Content Standards for Reading.

Kindergarten
Measure: 100% of Fortune School Kindergarten students will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Reading. Annual Assessments California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

First Grade
Measure: 100% of Fortune School 1st grade students will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Reading. Annual Assessments California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

Second Grade
Measure: 60% of all 2nd grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Reading. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

Third Grade
Measure: 60% of all 3rd grade students who have been in a Fortune School for at least two years will score at proficient or advanced (80% or higher) in grade level California ELA Content Standards for Reading. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

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Fourth Grade
Measure: 55% of all 4thgrade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Reading. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

Fifth Grade
Measure: 55% of all 5th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Reading. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt lesson assessments Harcourt chapter assessments Harcourt unit assessments

Sixth Grade
Measure: 60% of all 6th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Reading. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Seventh Grade
Measure: 60% of all 7th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Reading. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

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Eighth Grade
Measure: 60% of all 8th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Reading. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Ninth Grade
Measure: 60% of all 9th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in 9th/10th grade California ELA Content Standards for Reading. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Tenth Grade
Measure: 60% of all 10th grade students who have been in a Fortune School for at least three years will score at Proficient or Advanced (80% or higher) in 9th/10th grade California ELA Content Standards for Reading. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test California High School Exit Exam Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Eleventh Grade
Measure: 60% of all 11th grade students who have been in a Fortune School for at least four years will score at Proficient or Advanced (80% or higher) in 11th/12th grade California ELA Content Standards for Reading. Students in Advanced Placement, who have been in a Fortune School for at least four years, will achieve a score of 3, 4 or 5 on the Advanced Placement American Literature test. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Advanced Placement Test Early Assessment Program Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

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Twelfth Grade
Measure: 60% of all 12th grade students who have been in a Fortune School for at least five years will achieve a score of 3, 4 or 5 on the Advanced Placement English Literature test. Annual Assessments California English Language Development Test Advanced Placement Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Outcome Three: Fortune School students will become proficient writers of the English language.

Kindergarten
Measure: 100% of Fortune School Kindergarten students will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Writing. Annual Assessments California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt writing assessments

First Grade
Measure: 100% of Fortune School 1st grade students will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Writing. Annual Assessments California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt writing assessments

Second Grade
Measure: 60% of all 2nd grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Writing. Annual Assessments California Standards Test California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt writing assessments

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Third Grade
Measure: 60% of all 3rd grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Writing. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt writing assessments

Fourth Grade
Measure: 55% of all 4th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Writing. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt writing assessments

Fifth Grade
Measure: 55% of all 5th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Writing. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt writing assessments

Sixth Grade
Measure: 60% of all 6th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Writing. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt writing assessments

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Seventh Grade
Measure: 60% of all 7th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Writing. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Measure: Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt writing assessments

Eighth Grade
60% of all 8th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California ELA Content Standards for Writing. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Measure: Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt writing assessments

Ninth Grade
60% of all 9th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in 9th/10th grade California ELA Content Standards for Writing. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Measure: Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt writing assessments

Tenth Grade
60% of all 10th grade students who have been in a Fortune School for at least three years will score at Proficient or Advanced (80% or higher) in 9th/10th grade California ELA Content Standards for Writing. Annual Assessments California Standards Test California Modified Assessment California High School Exit Exam California English Language Development Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt writing assessments

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Eleventh Grade
Measure: 60% of all 11th grade students who have been in a Fortune School for at least four years will score at Proficient or Advanced (80% or higher) in 11th/12th grade California ELA Content Standards for Writing. Annual Assessments California Standards Test California Modified Assessment California English Language Development Test Advanced Placement Test Measure: Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt writing assessments

Twelfth Grade
60% of all 12th grade students who have been in a Fortune School for at least five years will achieve a score of 3, 4 or 5 on the Advanced Placement English Literature test. Annual Assessments California English Language Development Test Advanced Placement Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt writing assessments

Outcome Four: Fortune School students will demonstrate mastery of grade level appropriate scientific concepts, principles, reasoning and theories.

Kindergarten
Measure: 100% of Fortune School Kindergarten students will score at Proficient or Advanced (80% or higher) in grade level California Content Standards for Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

First Grade
Measure: 100% of Fortune School 1st grade students will score at Proficient or Advanced (80% or higher) in grade level California Content Standards for Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

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Second Grade
Measure: 60% of all 2nd grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

Third Grade
Measure: 60% of all 3rd grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

Fourth Grade
Measure: 55% of all 4th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

Fifth Grade
Measure: 55% of all 5th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in grade level California Content Standards in Science. Annual Assessments California Standards Test California Modified Assessment Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

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Sixth Grade
Measure: 60% of all 6th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in 6th grade California Content Standards for Earth Sciences. Annual Assessments Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Seventh Grade
Measure: 60% of all 7th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in 7th grade California Content Standards for Life Sciences. Annual Assessments Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Eighth Grade
Measure: 60% of all 8th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in 8th grade California Content Standards for Physical Sciences. Annual Assessments California Standards Test California Modified Assessment Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Ninth Grade
Measure: 60% of all 9th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in California Content Standards for Earth and Physical Sciences. Annual Assessments California Standards Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

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Tenth Grade
Measure: 60% of all 10th grade students who have been in a Fortune School for at least five years will score a 3, 4 or 5 on the AP Biology Exam. Annual Assessments California Standards Test California Modified Assessment Advanced Placement Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Eleventh Grade
Measure: 60% of all 11th grade students who have been in a Fortune School for at least at least five years will score a 3, 4 or 5 on the AP Chemistry Exam. Annual Assessments California Standards Test Advanced Placement Test Frequent Local Assessments Holt diagnostic assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Twelfth Grade
Measure: 60% of all 12th grade students who have been in a Fortune School for at least five years will score a 3, 4 or 5 on the AP Physics Exam. Annual Assessments Advanced Placement Test Frequent Local Assessments Holt diagnostic assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

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Outcome Five: Fortune School students will demonstrate mastery in the grade level appropriate skills of understanding, analyzing, and evaluating History, Geography, and Social Science.

Kindergarten
Measure: 100% of Fortune School Kindergarten students will score at Proficient or Advanced (80% or higher) in grade level California Content Standards for History/Social Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

First Grade
Measure: 100% of Fortune School 1st grade students will score at Proficient or Advanced (80% or higher) in grade level California Content Standards for History/Social Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

Second Grade
Measure: 60% of all 2nd grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in the grade level California Content Standards for History/Social Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

Third Grade
Measure: 60% of all 3rdnd grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in the grade level California Content Standards for History/Social Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

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Fourth Grade
Measure: 55% of all 4thgrade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in the grade level California Content Standards for History/Social Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

Fifth Grade
Measure: 55% of all 5th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in the grade level California Content Standards for History/Social Science. Annual Assessments Frequent Local Assessments Harcourt entry-level assessments Harcourt benchmark assessments Harcourt chapter assessments Harcourt unit assessments

Sixth Grade
Measure: 60% of all 6th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in the California Content Standards for History/Social Science. Annual Assessments Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Seventh Grade
Measure: 60% of all 7th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in the grade level California Content Standards for History/Social Science. Annual Assessments Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

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Eighth Grade
Measure: 60% of all 8thgrade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in the grade level California Content Standards for History/Social Science. Annual Assessments California Standards Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Ninth Grade
Measure: 60% of all 9th grade students who have been in a Fortune School for at least two years will score at Proficient or Advanced (80% or higher) in curriculum-embedded interim assessments for Social Science. Annual Assessments Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Tenth Grade
Measure: 60% of all 10th grade students who have been in a Fortune School for at least three years will score at Proficient or Advanced (80% or higher) in World History. Students in Advanced Placement, who have been in a Fortune School for at least four years, will achieve a score of 3, 4 or 5 on the Advanced Placement World History test. Annual Assessments California Standards Test Advanced Placement Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Eleventh Grade
Measure: 60% of all 11th grade students who have been in a Fortune School for at least four years will score at Proficient or Advanced (80% or higher) in U.S. History. Students in Advanced Placement, who have been in a Fortune School for at least four years, will achieve a score of 3, 4 or 5 on the Advanced Placement US History test. Annual Assessments California Standards Test Advanced Placement Test Early Assessment Program Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

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Twelfth Grade
Measure: 60% of all 12th grade students who have been in a Fortune School for at least four years, will achieve a score of 3, 4 or 5 on the Advanced Placement Government and Economics or AP US Government and Politics and AP Macro-Economics. Annual Assessments Advanced Placement Test Frequent Local Assessments Holt entry-level assessments Holt benchmark assessments Holt chapter assessments Holt unit assessments

Measures for Academic Outcome Six Outcome Six: Hardy Brown College Prep English Learners will demonstrate English proficiency by meeting reclassification guidelines for English Learners (see page 22), which include review of CELDT, California Standards Test in English, and teacher evaluation of student academic performance. Measure: 60% of all English Learners who have been at a Fortune School for at least four years will score at early advanced or higher overall and score at intermediate or higher in listening and speaking, reading and writing on the CELDT. Measure: Measure: 60% of all English Learners who have been at a Fortune School for at least four years will score at proficient levels on the CST in English Language Arts. 60% of all English Learners who have been at Hardy Brown College Prep for at least four years will earn a grade of 80% or higher on all academic work in English-Language Arts: class work, curriculum-embedded and informal assessments (formative and summative), and homework.

Measures for Academic Outcome Seven Outcome Seven: Fortune School graduates will apply to and be accepted into four-year university without remediation. Measure: 100% of all Fortune School 12th grade students will apply to at least one 4-year university. Measure: Measure: 100% of all Fortune School 12th grade students will be accepted into at least one 4-year university. 95% of all Fortune School 12th grade students will complete the a-g requirements for admission into the University of California system.

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Student Character Outcomes Fortune Schools Character Development goals are aligned with the schools values and 5 Principles. These principles reflect the attitude necessary for students to obtain the skills and knowledge detailed in the Academic Objectives for students. Outcome One: Fortune School students will demonstrate community awareness and a commitment to serving the community. Outcome Two: Fortune School students will demonstrate strong study skills. Outcome Three: Fortune School students will demonstrate a strong work ethic. Outcome Four: Fortune School students will demonstrate teamwork. Outcome Five: Fortune School students will develop strong social skills Outcome Six: Fortune School students will gain valuable experiences in a variety of learning environments. Possible Community Service Projects for Outcome One Grade Levels Kindergarten 1st Grade 2nd & 3rd 4th & 5th 6tth, 7th, & 8th Community Service Project Singing for residents of a skilled nursing facility. Character Matters play for entire school community. Planting vegetables in school garden Farmers market event with school community. 1. Tutor students (grades 2-5) in ELA and/or Math. 2. Penny drive fundraiser to help build schools in Asia from Three Cups of Tea.

Outcome One: Fortune School students will demonstrate community awareness and a commitment to serving the community. Measure: 100% of Fortune School students will complete at least 40 hours of one or more service learning projects per year. Measure: Fortune School students will volunteer at one community-based organization per year.

Outcome Two: Fortune School students will demonstrate strong study skills. Measure: At least 90% of daily homework assignments will be completed and handed in.

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Outcome Three: Fortune School students will demonstrate a strong work ethic. Measure: 95% average daily attendance Measure: Measure: Measure: 100% of students will turn in signed Commitment to Excellence contracts. 100% of Fortune high school students with lower than a 3.0 GPA will participate in academic support sessions offered before school, after school and on Saturdays. 80% of Fortune high school students will have a weekly GPA of 3.0 or above as calculated by PowerSchool.

Outcome Four: Fortune School students will demonstrate teamwork. Measure: Each year, 100% of Fortune School K-12th grade students will work collaboratively within a small group to complete and present a group project in at least one class. Students will be evaluated on teamwork. Outcome Five: Fortune School students will develop strong social skills. Measure: At least 80% of parents who respond to the annual parent survey will describe Fortune School students as respectful and will agree with the statement that the school makes my child more hard-working, responsible and respectful. Measure: At least 80% of visitors completing the visitor survey will answer with a 4 or 5 rating (with 5 being the highest) to the statements Students were polite and respectful in their interactions with adults and Students were polite and respectful in their interactions with other students. 100% of Fortune School students will be dressed in school uniforms, maintain healthy, neat and well-kept bodies.

Measure:

Outcome Six: Fortune School students will gain valuable experiences in a variety of learning environments. Measure: 100% of Fortune School K-12 students will participate in one college visit each year. Measure: 100% of Fortune School high school students will complete an internship with a communitybased external business or entity.

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School-Wide Outcomes Fortune Schools school-wide outcomes will address three key areas: high-quality education program; fiscallysound business and management structure; and invested stakeholders. Outcome One: Fortune School will provide a high-quality educational program for its students while meeting all state and federal targets for student achievement. Outcome Two: Fortune School will maintain safe and secure campuses. Outcome Three: Fortune School will maintain a healthy budget and cash flow. Outcome Four: Faculty at Fortune School will constantly improve their teaching practices. Outcome Five: Parents will be active participants in their childrens education and participate in 40 hours of service to the school. Outcome Six: Fortune School will maintain a strong relationship with the Sacramento County Office of Education. Outcome One: Fortune School will provide a high-quality educational program for its students while meeting all state and federal targets for student achievement. Measure: Fortune School will exceed the average performance levels of schools with similar demographics as measured by the Academic Performance Index (API). Measure: Measure: Measure: Fortune School will make Adequate Yearly Progress (AYP), as outlined in No Child Left Behind. Fortune School will have an average daily attendance rate of 95%. Fortune School disciplinary actions, suspension and expulsion rates will be below those of comparable schools in Sacramento County.

Outcome Two: Fortune School will maintain safe and secure campuses. Measure: Fortune School disciplinary referrals, suspensions and expulsion rates will be below comparable schools within Sacramento County. Measure: Measure: Fortune School violence, truancy, and drop-out rates will be below those of comparable schools within Sacramento County. 80% of parents, students and staff of Fortune School will express confidence that the schools are safe and secure, based on Fortune Schools Annual Parent Survey.

Outcome Three: Fortune School will maintain a healthy budget and cash flow. Measure: Fortune School will implement sound fiscal policies and controls. Measure: Measure: Measure: Fortune School will raise sufficient funds for all programs and operating expenses. Fortune School will manage operations and financial reporting to obtain an acceptable audit at the end of each fiscal year. Fortune School will meet its goal of recruiting and retaining 80% of its students at each grade level each year.

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Outcome Four: Faculty at Fortune School will constantly improve their teaching practices. Measure: Fortune School faculty will participate in on-going professional development on the use of standards-based instructional materials and research-based instructional delivery strategies. Measure: Measure: Measure: Fortune School teachers will engage in a faculty evaluation process including semi-annual written performance reviews. Fortune School teachers will share best practices with colleagues from local schools/districts. Fortune School of Education will provide teacher development opportunities, including Beginning Teacher Support and Assessment (BTSA) program, District Internship Programs, a Masters Program in Curriculum and Instruction, a Masters Program in Special Education and an Administrative Services Credential Program.

Outcome Five: Parents will be active participants in their childrens education and participate in 40 hours of service to the school. Measure: At least 90% of Fortune School parents will respond to the Annual Parent Survey. Measure: Measure: 100% of Fortune School parents will read, sign, and return the Commitment to Excellence contract. 95% of parents will complete their 40 hour service requirements.

Outcome Six: Fortune School will maintain a strong relationship with the Sacramento County Office of Education (SCOE). Measure: Fortune School will meet all reporting requirements as it relates to the charter petition. Measure: Fortune School will communicate regularly with the school leaders of other schools in Sacramento County about best practices in closing the achievement gap.

Academic Performance Index Growth Target California has set the statewide performance target of 800 of 1,000 points on the Academic Performance Index. Fortune School expects its charter schools to achieve at least an 800 API within the first five years of operation.

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FOUNDERS AND GOVERNANCE STRUCTURE

The governance structure of the school, including by not limited to the process to be followed, by the school, to ensure parental involvement. Education Code section 47605.6(b)(5)(E) Founding Group Margaret Fortune, President and CEO Margaret Fortune broke new ground in 2003, when she turned around Sacramento High School, changing the 1,600 student campus into a charter school. In the same year, Fortune opened PS7, a K-8 campus serving predominately low-income African American students. Both schools have earned a state rank of 10 out of 10 when compared to similar schools. Fortune, 39, of Sacramento, is a Trustee of the California State University system. With 450,000 students, the twenty-three campus system is the largest four-year, public university in the United States. Fortune is President/CEO of Fortune School of Education, a graduate school targeting mid-career professionals studying to become credentialed teachers. Fortune is one of Californias leading voices for school reform and has successfully advocated for Race to the Top legislation to provide expanded parental choice when schools are chronically low performing. Her editorials and advocacy changed the course of the debate around Race to the Top in California putting the plight of African American children and parental choice on center stage. Fortune opened her third charter school this fall in San Bernardino, California, designed to focus relentlessly on producing high student achievement among African American students. Named for black newspaper publisher Hardy Brown, the school will serve 485 students in grades K-8. Margaret Fortune has been an education advisor for two California governors most recently as Senior Advisor to Governor Arnold Schwarzenegger. Fortune was Assistant Education Secretary under Governor Gray Davis, and served under State Education Secretary Gary Hart during the development of the states Academic Performance Index (API) the index used today to measure public school outcomes. Fortune holds a baccalaureate degree in political science from the University of California at Berkeley, where she graduated with honors and was the first African American woman to be elected student body president. She earned her masters in public policy from Harvard Universitys Kennedy School of Government. Herinder Pegany, Vice President of Academic Affairs Herinder Pegany is the founding principal of PS7, a high performing, K-8 charter school that serves as the model for Fortune Schools K-8 programs. Under Peganys leadership, PS7 students are among the highest achieving in California. At PS7, there is no achievement gap. In fact, the largely African American student population outperforms other students in Sacramento County where the school is located. For example, 97 percent of African American 3rd graders at PS7 are proficient or advanced in mathematics compared to 46 percent proficiency in the county. In 2010, PS7 earned the California Distinguished Schools Award and the Title I Academic Achievement Award for closing the achievement gap. Pegany got his start in education as a kindergarten teacher in Modesto, California where he earned distinction as Teacher of the Year for Stanislaus County. In addition to his background as a teacher, Pegany has extensive experience crafting effective after school programs and offering professional development on standards-based instruction.

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Prior to becoming an educator, Herinder Pegany was a sports reporter for The Modesto Bee. Pegany holds a baccalaureate degree in journalism from California State University, Stanislaus where he also earned an administrative credential. Rex Fortune, Ph.D., Founder/ Chairman/Director of Research & Evaluation Dr. Fortune is the co-author of the Corwin Press bestselling book, Leadership on Purpose, a study of 13 high performing minority schools in California that are beating the odds. He is a retired superintendent with over 40 years experience in K-12 public schools. Fortune is an innovator. As superintendent of the Center Unified School District in Sacramento County he supported charter schools that came before the school board. He currently chairs the board of directors for Heritage Peak Charter School, a non-profit independent study charter school for students in grades Kindergarten through 12. Fortune served as Associate Superintendent of the State of California under State Superintendent, Wilson Riles. In 1989, he founded Project Pipeline, now known as Fortune School of Education, a teacher preparation program that has produced over 1,000 public school teachers in shortage areas like math, science and special education. Now, Fortune serves as chairman of the schools board of directors. He heads the research department where he performs program evaluations for Fortune School and conducts independent research on high achieving, high poverty, high minority schools. Fortune is writing a second book focused on algebra teachers who produce high academic proficiency among minority children. Dr. Fortune earned his doctorate in education from Stanford University. Fiscal Management Bonnie Bensen, Chief Financial Officer The charter networks finances will be the responsibility of Bonnie Bensen, Chief Financial Officer for Fortune School of Education. Bensen is a certified public accountant with extensive experience in school finance and facilities. She served as the Accounting Manager for Center Unified School District in Sacramento, California and has spent 18 years providing accounting and consulting services to K-12 school districts. The California Department of Education contracted with her to provide AB 1200 oversight to a financially troubled joint district/county office of education. Bensen began her work with charter schools in 1999. She developed the business office procedures manual for all charter schools within the Twin Ridges Elementary School District. In addition, she has served as the Interim Chief Financial Officer of St. HOPE Public Schools which includes both an elementary charter school and a charter high school. Bensen recently updated her training in charter school finance in 2010 with the Charter School Development Center in Sacramento, California. Bonnie Bensen has been responsible for Fortune Schools finances since 1992. Her staff at Fortune School will perform the accounting functions for the organizations charter schools. Her responsibility also includes charter school facilities. Bensen has extensive experience with public school facilities through her work in higher education. She was a consultant for the facilities and construction department for Sierra Community College in Rocklin, California. At Sierra College she provided fiscal oversight and managed the budgets for a $35 million bond issue to build a campus in Truckee, California and a $44.4 million bond issue to expand and renovate the colleges Nevada County Campus. In her role, Bensen assisted in the preparation of material for the annual audits of those funds and reported out to the Citizens' Oversight Committees on how the funds were expended. Now, Bensen leads Fortune Schools facilities team which includes ANOVA Architects; commercial real-estate broker, Cresa Partners; general contractor, Davis-Reed; and IT consultants, Caliber Networks and Capital Program Management Inc. The team has made a model school design for Fortunes K-8 schools and has

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implemented the model with a $650,000 renovation to create the Hardy Brown College Prep campus in a vacant downtown mall in San Bernardino, California. Bensen earned a baccalaureate degree in commerce accounting from Santa Clara University where she graduated Cum Laude. Bensen has served on the board of the Sierra College Foundation, ending her tenure in January 2010. She currently serves on the board of directors for The Nonprofit Trust, a member owned, high quality alternative to paying State Unemployment Insurance Taxes for 501 (c)(3) nonprofit organizations. Legal and Governance Structure Charter schools in the Fortune School network will be governed by the Fortune School of Education Board of Directors. The Fortune School of Education Board of Directors is a 5 to 7 member body with diverse expertise representing public schools, civic leadership, media and technology. Board of Directors Dr. Rex C. Fortune, Chair & Founder (Term 2010 2013) Scott Loehr, Superintendent, Vice Chair Center Unified School District (Term 2009 2011) Rick Rubino, Assistant Superintendent Personnel Martinez Unified School District (Term 2010-2012) Julie Braun Martin, Assistant Superintendent Personnel Mt. Diablo Unified School District (Term 2009-2011) Margaret S. Fortune, Treasurer National Coalition of 100 Black Women, Sacramento (Term 2010-2013) Jimmy Orr, Deputy Director Online, Los Angeles Times (Term 2010 2012) Carolyn Lawson, Deputy Director, Technology Services Governance Division, Office of the Chief Information Officer, State of California (Term 2010 2012) The governing board oversees Fortune School of Education, a non-profit 501(c)(3) organization established for the purpose of promoting education in the State of California and the United States as a civic venture for and on behalf of the children, residents and citizens of California and the United States. To fulfill its mission, Fortune School has been preparing teachers for 20 years in over 90 school districts throughout California and operates a K-8 charter school in San Bernardino, California established on August 18, 2010. (Please see Appendixes 9-11 for board 1) Bylaws; 2) Articles of Incorporation and 3) IRS letter establishing non-profit 501(c)(3) status.) Fortune School of Education has formed a charter management organization led by its President/CEO, Margaret Fortune to manage the daily operations of the system of ten countywide charter schools proposed in this petition. The President/CEO reports directly to the Board of Directors and is hired, evaluated and can be fired by a majority vote of the Board of Directors. The Fortune School Board of Directors has delegated the day-today management of the corporation to the President/CEO. Charter Schools in the Fortune School network are managed by the charter management organization. Principals of charter schools in the network report to Fortune Schools Vice President of Academic Affairs, Herinder Pegany. The Vice President also manages Fortune Schools professional development, credential and graduate study programs for teachers, school leaders and candidates for the masters degree. Teachers in the network report to their site principal. Please see the organizational chart for Fortune School of Education (next page) followed by a chart showing the vertical alignment between the governing board, the charter management organization and the charter schools.

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Board of Directors

President/CEO

CoS & Director of Operations Chief Financial Officer Director of Human Resources Director of Research & Evaluation

VP of Academic Affairs Professional Development Coordinators

Communications Director

Principals

Teachers

Board

Charter Management Organization

Schools

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The founders of Fortune School believe that a clear and transparent governance infrastructure forms the foundation of a high-performing academic environment. As such, the governing board will hold its meetings in open public session, and will ensure that the schools decisions and key documents are readily accessible to parents, key stakeholders, and the public at large. The Fortune School of Education Board of Directors will hold quarterly meetings in accordance with the Brown Act. Members of the Fortune School community will have opportunities to address the Board, and the Board will provide a means by which the Fortune School community can have input in identifying problems and suggesting solutions to meet the Schools goals. The board will follow the Public Records Act. Conflicts of Interest Policies and Assurances Fortune School believes deeply in maintaining transparency and accountability in order to protect the public funds and preserve the public trust. Fortune School will follow the states conflict of interest laws that apply to California public charter schools in addition to those applicable to California non-profit public benefit corporations. Prior to opening, Fortune School will adopt a conflict of interest code and policy and will require annual financial disclosures of relevant financial holdings of its board members, pursuant to California law and governance best practices. These disclosures will be made available to the public. Please see Appendix 12 for a sample Conflict of Interest Policy from Hardy Brown College Prep, a K-8 charter school that Fortune School currently operates. Other Board Policies/Management Documents Fortune School has a Sample Charter School Governing Board Policies Toolkit from the Charter School Development Center. The Toolkit is a resource that offers charter schools a comprehensive set of school policy templates. The Fortune School of Education Board of Directors will adopt board policies at its discretion using the Toolkit as a point of reference. Please see Appendix 13 for the list of the policies included in the Toolkit. Governance Structure, Roles and Responsibilities The governing board will set policy, approve the budget, oversee the President/CEO, and assure that the school maintains high academic, financial, and legal standards. The President/CEO shall have responsibility to oversee the operation and activities of the charter schools in the network. The governing boards major roles and responsibilities will include: 1) 2) 3) 4) Establishing and approving all major educational and operational policies. Approving all major contracts over a specified dollar amount. Approving the schools annual budget and overseeing the schools fiscal affairs. Developing annual goals for the school and long range plans with input from the President/CEO and the leadership of the charter management organization. 5) Assessing Fortune School goals, objectives, academic achievements/student progress, financial status, and any need for redirection on an organization-wide level. 6) Evaluating school and student performance. The governing board is responsible for the accountability requirements established by the California Charter Schools Act of 1992 and this Charter. One of the governing boards primary responsibilities is to ensure that Fortune Schools are meeting annual accountability targets. The governing board will routinely evaluate the academic, financial, and legal/compliance health of the network of charter schools. The leadership of the charter management organization will work with Sacramento County Office of Education officials on Fortune Schools annual academic accountability plan. The governing boards objective is to ensure fitness to an accountability plan that demonstrates measurable annual progress toward meeting the charter school networks high standards for pupil success.

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Appointment, Term, and Removal Process for Board Members As stated earlier, the Fortune School of Education governing board consists of 5-7 members. The members of the governing board are appointed by the chair of the Fortune School of Education Board of Directors. Governing board members serve two or three year staggered terms, which are renewable at the end of the term. Three (3) of the members shall have a three (3) year term. Two (2) of the members shall have a two (2) year term, initially. Vacancies and expired terms on the governing board shall be filled by appointment of the chair following a search and recommendation process by a nominating committee of board members, convened for the purpose of on-going recruitment of board members. Potential board members will be selected based on the organizations needs for content knowledge expertise on the board balanced with the need for representation from the community in which Fortune School operates. For example, Fortune School believes the governance structure should include expertise in financial management, legal matters, curriculum and instructional matters, and should include community representation to ensure a close nexus to the population of students served. Candidates for potential Fortune School governing board seats will submit a narrative statement regarding their qualifications for a position on the governing board that includes a description of their expertise in matters pertaining to the charter school networks operations and their demonstrated commitment to Fortune Schools mission and targeted student population. The Fortune School governing board may remove a board member pursuant to the governing boards removal policy and procedure that will be set forth in the charter school networks governance policies. A governing board member, excluding the chair, may be removed by a vote of a majority of the board members then in office. Examples of removable rationale include a board members failure to persistently exercise due care in the conduct of her/his duties (i.e. persistently missing board meetings or performing other obligations) and failure to exercise the board members duty of loyalty (i.e. failure conduct his/her actions in a manner that puts first the best interest of Fortune School and the students it serves). Board Training and Sustainability Fortune Schools founders and board members are committed to continuous improvement and on-going training to assist the governing board in fulfilling its responsibilities to act as stewards for the charter school network. To this end, the governing board will seek appropriate training and educational opportunities to effectively govern Fortune Schools operations. Such training experiences may include individual training sessions with legal counsel or other experts familiar with public school governance, and/or training sessions with charter school governance experts. Such trainings or professional development may be made available to individual board members to enhance skills they need to effectively perform a critical role on the boards behalf, or may include full board training and professional development on matters applicable to the full board. This may include, for example, training on open meetings laws, conflicts of interest procedures and protocol, disclosure of public records, fiscal oversight and management, oversight of employment programs, and academic program operation and accountability to be sure the board is fulfilling its oversight responsibilities with fitness. Parenthood Groups Schools in the Fortune School charter network have parenthood organizations for mothers, fathers and grandparents. The groups are called Motherhood, Fatherhood and Grandparent. These groups meet monthly in a joint session followed by breakout groups. Each charter school in the network will also have an elected School Site Council that meets on the same night as other parenthood groups. Below is a description of each group including its mission and goals as they appear in the student handbook.

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Motherhood Group Mothers Organized To Help to Educate and Rear happy and healthy Students. Mission Statement: The Motherhood Group is comprised of women who believe that by embracing education and supporting our childrens school we can make a positive difference in our childrens educational experience and future accomplishments. Goals: To increase parent involvement on campus To provide a nurturing extension from home To provide a visible presence of mothers on campus To empower other mothers to make a difference in their childrens lives Fatherhood Group The Fatherhood Group is composed of men who believe that providing a stable presence in their childrens life can help promote outstanding academic achievement. Mission Statement: To encourage male involvement on campus through activities that are targeted and designed for men. Goals: To provide a physical presence of fathers on campus for students to serve as role models for boys and girls To provide enrichment activities for fathers that will enhance interaction with their own sons and/or daughters To provide training, workshops, and discussion group sessions that are specifically focused on fatherhood empowerment To increase parent involvement on campus To provide a nurturing extension from home Grandparent Group Mission Statement: The Grandparent Group is comprised of grandparents who believe that by embracing education and supporting our grandchildrens school we can make a positive difference in our childrens educational experience and future accomplishments. Goals: To increase grandparent involvement on campus To provide a nurturing extension from home To provide a visible presence of grandparents on campus To empower other grandparents to make a difference in their grandchildrens lives School Site Council Each charter school in the Fortune School network will have a School Site Council (SSC) which will be comprised of parents, educators, and community leaders. The SSC will provide additional means for parents to have active and effective representation and parental involvement in the functioning of the school. The SSC will provide input to the President/CEO and Board of Directors through school principals on the operations of the school, staff, teachers and students. It will review and provide input on policies and procedures for expulsions, curriculum, fundraising and governance. The SSC will be made up of 2 staff representatives, 2 teaching staff representatives, 4 elected parents, and nominated student leaders. The California Education Code and the No Child Left Behind Act of 2001 require the School Site Councils participation in certain school wide planning activities including the LEAs consolidated application and the Single Plan for Student Achievement. With the exception of the school principal, all members of the School Site

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Council are voted onto the Council by a vote of their peers. Meeting dates, times, and agendas are regularly posted at the school site. Special Education Governance Fortune School plans to join a SELPA for the governance and management of the Special Education Program. Legal Affirmations Fortune School will be non-sectarian in its programs, admissions policies, employment practices, and all other operations, shall not charge tuition, and shall not discriminate on the basis of race, ethnicity, national origin, gender, or disability. Admission to the charter schools shall not be determined according to the place of residence of the pupil, or of his or her parent or guardian, within this state. Pursuant to Education Code Section 47604(c), the county office of education in performing its oversight of charter schools in the Fortune School network shall not be liable for the debts and obligations of the charter schools or for claims arising from the performance of acts, errors, or omissions by the charter schools, if the authority has complied with all oversight responsibilities required by law. As a non-profit corporation, Fortune School of Education will not operate to the private benefit of any individual or group of individuals, and will instead operate for the benefit of the California public school students it serves.

STAFFING AND QUALIFICATIONS OF SCHOOL EMPLOYEES

The qualifications to be met by individuals to be employed by the school. Education Code section 47605.6(b)(5)(F) Staffing Plan The finance section of this charter petition focuses on the first three years of operation of the charter network. During that time period, three schools will be opened, starting with grades K-3 and adding a grade per year. The staffing plan presented in this section of the charter petition is consistent with the budget and focuses on the schools opened in the first three years of operation. Moreover, this detailed staffing plan focuses on K-8 schools because the first six schools that will be opened under this charter petition from FY 2011-2012 to FY 2016-2017 will be K-8. The first high school will not open until 2017 and Fortune School will develop staffing plans closer to that date to ensure they are appropriate for our student population. In this section, we provide: 1. A description of the staff roles at each K-8 school 2. A description of the administrative roles in Fortune Schools charter management organization that support the schools in the network 3. Qualifications of staff at each K-8 school, including job descriptions Description of the Staff Roles at Each K-8 School Below is a table that shows the positions at each K-8 school and how many full time equivalent employees will be hired in each classification in the first three years of operation for the charter school network: Principal FY 2011-12 2012-13 2013-14 1 2 3 Elementary Education Teacher Specialist 8 20 32 1 2 3 School Secretary 1 2 3 Parent Liaison 1 2 3 Custodian 1 2 3 After School Aides .44 1.76 2.64 Total 13.44 31.76 49.64

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Narrative about Staff Roles The principal will be the instructional leader of the school, responsible for supervising teachers, professional development for teachers and staff, and using assessment data to guide pupil instruction. Teachers will collaborate with the principal and other staff to implement the instructional program with fidelity and demonstrate teacher leadership in maintaining a culture of high expectations at their school. The principal will oversee the financial and managerial aspects of operations of the school with support from Fortune Schools CFO, Bonnie Bensen; Chief of Staff/Director of Operations, Michelle Grace; Director of Human Resources, Lisa Anderson and President/CEO, Margaret Fortune. (NOTE: the budget does not reflect Fortune Schools CEO and Director of Operations because these salaries are paid for using private funding sources other than those provided for the charter school network.) In addition, the principal will maintain a school culture of respect and discipline that will ensure a learning environment that is physically and emotionally safe. Each principal will be mentored in the role of instructional leaders by Vice President of Academic Affairs, Herinder Pegany. Comprehensive professional development and coaching on state-adopted instructional materials will be provided to the principal and their teachers by faculty at the Fortune School of Education under the leadership of the Director of Professional Development, Robin Lund. The school secretary, parent liaison and custodian will be key members of the principals team in operating the school campus on a day-to-day basis. Together, they will create a safe and secure campus, characterized by cleanliness, discipline and order. They will work to establish high levels of student attendance in collaboration with parents and teachers and execute a parent engagement strategy that facilitates for parents to meet their 40 hour annual school service requirement. All employees will be teachers and role models. They will be committed to developing the social, civic, character and academic potential of each student. It is the intent of Fortune School to employ team members who are dedicated to providing instruction for children according to the academic content standards adopted by the California State Board of Education. Description of the Administrative Roles in Fortune Schools Charter Management Organization that Support the Schools in the Network As indicated in the description of Administrative Services on page 75 of this petition, Fortune School of Education will provide the administrative services required to operate the charter schools within the proposed network. Fortune School will also provide additional support for the academic program at school sites including professional development and coaching for principals and teachers. This section: 1) lists all the roles that support the schools, 2) identifies where in this document the reader can find a thorough description of the education, work experience, credentials, degrees and certifications of the individuals that comprise Fortune Schools management team, and 3) introduces some additional roles in the Fortune School organization that provide operational and academic support to the school sites in the charter network. Fortune School of Education Management Role in Supporting Schools in the Network and Support Staff Margaret Fortune, President/CEO (See Governance/Founders Section) Herinder Pegany, Vice President of Academic Affairs (See Governance/Founders Section) Supports school principals in school operations, culture and fundraising. Supervises school principals, provides professional development and coaching to principal and teachers on implementation of the instructional program.

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Bonnie Bensen, Chief Financial Officer (See Governance/Founders Section) Michelle Grace, Chief of Staff/Director of Operations (See Below) Lisa Anderson, Director Human Resources (See Administrative Services Section) Robin Lund, Director of Professional Development (See Below) Laura Deniz, Enrollment/Attendance Clerk (See Administrative Services Section) Janella Rillo, Account Clerk (See Administrative Services Section) Carmy Preston, Credential Analyst (See Administrative Services Section)

Supports school principals to oversee the financial and managerial aspects of school operations. Supports school principals in the operations of the school, including school facilities, office management, IT, purchasing and communications. Supports schools with all human resources functions. Provides professional development and coaching for school principals and teachers on state-adopted instructional materials. Supports school sites with preparation of monthly attendance reports and food service meal counts. Processes payroll, accounts payable and accounts receivable for school sites. Monitors teacher credentials to ensure that all teachers are in compliance with state and federal credential requirements.

Additional Roles in Fortune Schools Organization that Provide Operational and Academic Support to the School Sites in the Charter Network Michelle Grace, Chief of Staff/ Director of Operations Michelle Grace has more than 15 years experience in school operations and administration at the school site and district office level. Grace has served as Testing Coordinator and Assistant Public Relations Liaison at the district level. At the comprehensive high school level, Grace managed the main office, attendance office and counseling staffs. She developed and implemented policies and procedures to streamline and improve efficiency, and was an integral member of the comprehensive high schools WASC Team. Michelle Grace is responsible for facilities management at Fortune School of Education. Grace oversees human resources, legal affairs, student admissions, information technology, branding, credentialing, procurement and all administrative operations. She led an $80,000 branding project for Fortune School leading to marketing materials featuring a new logo and messaging platform as well as a new business suite, website and interior and exterior signage. Robin Lund, Director of Professional Development Robin Lund has over a decade of experience in providing professional development to teachers and principals on state-adopted instructional materials. From 2000-2005, Lund served on staff at the Sacramento County Office of Education in various capacities including, Director I, K-12 Reading Language Arts and Curriculum Specialist, K12 Reading/Language Arts. Starting in 1984, she served sixteen years in the Grant Joint Union High School District as a middle school teacher, resource teacher and district-level reading coordinator. Since 2005, in her latest role before joining Fortune School of Education, Robin Lund was Instructional Materials Program Manager for Action Learning Systems where she trained and coached teachers and principals on state-adopted instructional materials in school districts across California. Lund earned her Bachelor of Arts in History from the University of California, Los Angeles. She holds a clear teaching credential from Sacramento State University as well as a Masters degree in education from University of LaVerne, where she also earned her administrative services credential.

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Qualifications of School Employees All requirements for employment set forth in applicable provisions of law will be met, including but not limited to credentials as necessary. Selection and appointment of Fortune School employees will be the exclusive prerogative of Fortune School of Education. Fortune School of Education holds recruit/release authority for all charter school staff, and sets the terms and conditions of employment, within the parameters of the Fortune School policies and procedures. Fortune School does not and will not discriminate against any applicant on the basis of his/her race, creed, color, national origin, age, gender, disability or any other basis prohibited by law. All employees must be fingerprinted and cleared by the Department of Justice and FBI prior to beginning employment with Fortune School of Education. All employees are provided a thorough orientation program that highlights state and federal guidelines for public school staff, as well as Fortune School policies and procedures. Additionally, the orientation program helps new staff to gain an appreciation and understanding of the unique Fortune School culture that has high expectations for improving student achievement. Principal A principal employed at a charter school in Fortune Schools network shall possess 5+ years of experience in educational leadership, and have skills and comprehensive educational vision consistent with Fortune Schools mission and educational program. The principal must possess an administrative services credential or they must be enrolled in an administrative credential program. In addition, the principal shall have strong knowledge of the academic content standards adopted by the California State Board of Education. The principal must participate in a detailed interview process and allow Fortune School leaders to conduct a site visit with them in their current role. The principal must provide the selection committee with student achievement data as evidence that they have a track record of achieving results with students. (See Appendix 14 for the principal job description.) School Secretary The school secretary will have 3-5 years of experience in a similar role and a baccalaureate degree or the equivalent. The secretary will provide administrative clerical support; purchasing; substitute teacher coordination; heavy telephone duties; customer service to students, parents and school staff; and be responsible for communicating via email, telephone and in writing. The school secretary will be the office manager; assist with human resources and assist with health concerns for students. The school secretary is required to wear a uniform and have high standards for personal appearance consistent with the dress code described in the Fortune School Employee Handbook. (See Appendix 15 for the school secretary job description.) Parent Liaison The parent liaison will have 1-2 years of experience serving students from diverse backgrounds in a school setting. The parent liaison will provide student support services which includes monitoring recess, meals and general student supervision during PE, lunch periods, restroom breaks and passing periods. The parent liaison will also provide record keeping for breakfast and lunch counts, relieve the secretary for lunch breaks, assist with attendance and absence verification and special projects as needed. The parent liaison will be responsible for coordinating with parents to complete their mandatory 40 hour school service requirement and coordinate all other school volunteers. The parent liaison is required to wear a uniform and have high standards for personal appearance consistent with the dress code described in the Fortune School Employee Handbook. (See Appendix 16 for the parent liaison job description.)

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Custodian The custodian will have 3-5 years of experience in a similar role. The custodian is responsible for the cleanliness and maintenances of the plant as well as the safety and well being of students and school personnel. The custodian will follow routine cleaning and maintenance procedures to maintain a high standard of safety, cleanliness, and efficiency of building operations and grounds. The custodian will participate in ongoing professional development to improve knowledge and maintain the highest standards of cleanliness and safety. The custodian is required to wear a uniform and have high standards for personal appearance consistent with the dress code described in the Fortune School Employee Handbook. (See Appendix 17 for the custodian job description.) Elementary Teacher All Fortune School teachers are required to hold a valid teaching credential issued by the California Commission on Teacher Credentialing that meets applicable previsions of federal No Child Left Behind Act (NCLB) and California Educational Code covering Charter Schools (i.e., The California Charter School Act). These documents shall be maintained on file at the charter school and shall be subject to periodic inspection by the Sacramento County Office of Education. Teachers shall provide instruction in core subjects, including English/language arts, mathematics, history/social science, and science. They shall be responsible for overseeing each students academic progress and for monitoring grading and matriculation decisions as specified in the school policy. The most important qualifications for our teachers are: (1) commitment to developing the academic potential of all students; (2) demonstrated competency in the subject matter they will be teaching; (3) proficiency in instructional practices relevant to diverse populations; (4) familiarity with or willingness to be trained in learning styles and the schools curriculum sequence and (5) willingness to work hard, take responsibility and exercise leadership for the school as a whole. (See Appendix 18 for the teacher job description.) Specific teacher qualifications include: Possess a California teaching credential based on a bachelors degree and student teaching or possession of a valid intern credential as required by California Charter School Act of 1992 and the federal No Child Left Behind Act. Credential must be appropriate for the teaching assignment; Possession of one of the documents issued by the California Commission on Teacher Credentialing (CCTC) that authorizes instruction to English Learners (EL). Including, but not limited to: Multiple or Single Subject Teaching Credential with English Learner Authorization or CLAD/BCLAD Emphasis, District Intern Credential with English Learner Authorization/BCLAD Emphasis, Bilingual Crosscultural Specialist Credential, or CLAD/BLCAD Certificate (per Credential Leaflet: CL-622 from California Commission on Teacher Credentialing). Strong knowledge of state-adopted academic content standards; Willingness to devote time, energy and effort in developing the schools program; Willingness to use data and assessments to drive instructional practices; Commitment to working with parents as educational partners; Willingness to become learners as well as teachers/coaches in the school; Knowledge of or willingness to become knowledgeable about the developmental needs of the students; Sensitivity to social as well as academic needs of the students; Willingness and ability to plan cooperatively with other teachers; Willingness to be trained in the use of different curricula and learning styles in the classroom; Willingness to be an active participant in staff meetings; Willingness to work closely with the administration by providing any information regarding a students behavior change, attitude and/or classroom performance;

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Willingness to take a leadership role in some aspect of the schools development; Strong knowledge of their personal strengths and weaknesses; Willingness to continue education through additional courses and training, workshops, seminars and professional development; Willingness to work collaboratively with Fortune Schools university, college, business and community partners. Education Specialist The Education Specialist shall possess the appropriate special education credential to serve the student population. The Education Specialist is responsible for providing quality instruction to students with various disabilities. Teacher is responsible for implementing curriculum to ensure that students are successful in academics, develop interpersonal skills and participate in activities of daily living. Teacher is responsible for documenting student progress/activities, outcomes; addressing specific needs of students; providing a safe and optimal learning environment and providing feedback to students, parents and administration regarding student progress and goal. (See Appendix 18 for the Education Specialist job description.) Specific teacher qualifications include: Possess a California teaching credential based on a bachelors degree and student teaching or possession of a valid intern credential as required by California Charter School Act of 1992 and the federal No Child Left Behind Act. Credential must be appropriate for the teaching assignment; Possession of one of the documents issued by the California Commission on Teacher Credentialing (CCTC) that authorizes instruction to English Learners (EL). Including, but not limited to: Mild to Moderate or Moderate to Severe Education Specialist credential with English Learner Authorization or CLAD/BCLAD Emphasis, District Intern credential with English Learner Authorization/BCLAD Emphasis, Bilingual Cross-cultural Specialist Credential, or CLAD/BLCAD Certificate. (per Credential Leaflet: CL-622 from California Commission on Teacher Credentialing). Strong knowledge of state-adopted academic content standards; Strong knowledge of developing, implementing and maintaining IEPs with measurable goals using progress monitoring; Willingness to devote time, energy and effort in developing the schools program; Willingness to use data and assessments to drive instructional practices; Commitment to working with parents as educational partners; Willingness to become learners as well as teachers/coaches in the school; Knowledge of or willingness to become knowledgeable about the developmental needs of the students; Sensitivity to social as well as academic needs of the students; Willingness and ability to plan cooperatively with other teachers; Willingness to be trained in the use of different curricula and learning styles in the classroom; Willingness to be an active participant in staff meetings; Willingness to work closely with the administration by providing any information regarding a students behavior change, attitude and/or classroom performance; Willingness to take a leadership role in some aspect of the schools development; Strong knowledge of their personal strengths and weaknesses; Willingness to continue education through additional courses and training, workshops, seminars and professional development; and Willingness to work collaboratively with Fortune Schools university, college, business and community partners.

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After School Aide After school aides shall hold a baccalaureate degree or equivalent course work and have experience working with urban youth in an educational environment. Former teaching experience is highly desired. In addition, after school aides are required to possess experience and expertise appropriate for their position according to the subject matter in which they will provide students with academic support. Aides will be required to apply for the position and submit the required application and supporting documents. They must also be cleared by the DOJ and FBI prior to being hired and serving our students. (See Appendix 19 for the after school aide job description.)

HEALTH AND SAFETY

The procedures that the school will follow to ensure the health and safety of pupils and staff. These procedures shall include the requirements that each employee of the school furnish the school with a criminal record summary as described in section 44237. Education Code section 47605.6(b)(5)(G) Fortune School believes that it is our responsibility to nurture not only students minds but also their emotional and physical well-being. Prior to commencing instruction, Fortune School will adopt and implement a comprehensive set of health, safety, and risk management policies. In general, health and safety matters will be dealt with in accordance with these policies. These policies will be developed in consultation with the schools insurance carriers and at a minimum will address the topics discussed below. These policies and procedures will be incorporated as appropriate into the schools student and staff handbooks and will be reviewed on an ongoing basis in the schools staff development efforts and governing board policies. Specifically, these policies and procedures will address the following topics: All enrolling students and staff provide records documenting immunizations to the extent required for enrollment in non-charter public schools Response to natural disasters and emergencies, including fires, floods and earthquakes through a disaster plan that shall be developed in consultation with Camp and School Consulting, which specializes in emergency preparedness and risk management, including disaster plan development (www.campandschool.com) Preventing contact with blood-borne pathogens Instructional and administrative staff receive training in emergency response, including appropriate first responder training or its equivalent Administration of prescription drugs and other medicines Charter schools in the Fortune School network will be housed in facilities that have received state Fire Marshal approval and that have been evaluated by a licensed structural engineer who has determined that the facilities present no substantial seismic safety hazard Fortune School will function as a drug, alcohol and tobacco free workplace All employees must be fingerprinted and cleared by the Department of Justice and FBI prior to beginning employment with Fortune School of Education, as required by Education Code Section 44237 A policy that all guest lecturers or volunteers complete a background statement and be under the supervision of the classroom teacher, or designated person at all times A policy that charter schools operated by Fortune School utilize security personnel and school monitors A policy that all visitors be required to sign-in at the reception desk and wear a visitors badge at all times while on Fortune School premises A policy that Fortune School establish a safe place off the grounds to move students in the event of danger

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Immunizations and Criminal Background Check All students, employees and volunteers must provide records documenting immunizations to the extent required by law, including mandatory tuberculosis screening for employees and volunteers, pursuant to Education Code section 49406. Students, as required by law, will have mandatory vision, hearing and scoliosis screening. Further, tuberculosis screening shall be required every four (4) years pursuant to the requirements of Education Code section 49406(b). Fortune School will provide notification to employees and volunteers with sufficient advanced notice to enable those individuals to complete their mandatory tuberculosis screening in a timely manner. Fingerprinting/Criminal Background Check Process All employees and volunteers must be fingerprinted and cleared by the Department of Justice and FBI prior to beginning employment or volunteer service with Fortune School of Education, as required by Education Code Section 44237. The Livescan form for both the Department of Justice and the FBI fingerprinting/criminal background check will be distributed by the Director of Human Resources. Candidates will be able to go to any Livescan station to get the fingerprinting done. Once the candidate has notified the Director of Human Resources that they have completed the fingerprinting process, the Director of Human Resources will review the DOJ database thats associated with Fortune Schools ORI number to review DOJ and FBI clearances. This will serve as proof to verify clearance and make the determination to allow a candidate to begin employment or not. The process must be completed before the employees start date. If the candidate is not cleared, they will not be eligible for employment. Immunization forms and other pertinent medical records will be kept (confidentially) on file by the school administration. Parents are expected to ensure that their children obtain proper immunizations prior to matriculating pursuant to Chapter 1 (commencing with 120325) of Part 2 of Division 105 of the Health and Safety Code. The school may exempt students from enrolling who are not properly immunized pursuant to 48216 (a-c) of the Education Code. Those parents who are having difficulty obtaining immunizations for their children will be provided information on where to get immunized in their community. Documentation is on file in the students records or employee records held in security at the schools primary administrative office. Copies of student records can be made available at the request of the county office of education. Student Health Fortune School plans to ensure every student in the school receives proper health care. We will develop a plan to have referral services available to offer low-cost health care to students and families who are uninsured. If required by federal or state law, the school will provide screening for student vision, hearing and scoliosis, and students will show the required proof of immunization. The school will maintain records of legally required tests and immunizations of students and staff. Fortune School will also have a policy establishing the school as a drug, alcohol, and tobacco free workplace. Bloodborne Pathogens Fortune School will implement policies relating to preventing contact with blood-borne pathogens. The principal at each charter school with support from Fortune Schools charter management organization shall ensure that each charter school in the network meets state and federal standards for dealing with bloodborne pathogens and other potentially infectious materials in the workplace. Fortune School shall establish a written Exposure Control Plan designed to protect employees from possible infection due to contact with bloodborne viruses, including the human immunodeficiency virus (HIV) and the hepatitis B virus (HBV). Whenever exposed to blood or other body fluids through injury or accident, students and staff should follow the latest medical protocol for disinfecting procedures.

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Child Abuse Prevention and Reporting Fortune School will maintain detailed policies and procedures for the immediate reporting of suspected child abuse, acts of violence, or other improprieties. Such policies will detail the role and obligation of staff in the reporting of child abuse pursuant to CA Penal Code Section 11164. California Penal Code section 11166 requires any child care custodian who has knowledge of, or observes, a child in his or her professional capacity or within the scope of his or her employment whom she or he knows or reasonably suspects has been the victim of child abuse to report the known or suspected instance of child abuse to a child protective agency immediately, or as soon as practically possible, by telephone and to prepare and send a written report thereof within thirty-six (36) hours of receiving the information concerning the incident. All appropriate staff shall be required to certify that he or she has knowledge of California Penal Code section 11166 and will comply with its provisions before being hired. (See Appendix 20 for Fortune Schools Child Abuse Policy Acknowledgement Form.)

COMPENSATION AND BENEFITS

The manner by which staff members of the charter schools will be covered by the State Teachers Retirement System, the Public Employees Retirement System or federal social security. Education Code section 47605.6(b)(5)(K) Staff at Fortune School will participate in the federal social security system as required by law. In addition, employees are eligible to participate in Fortune Schools 401(K) Plan after meeting the plans age and years of eligibility service requirements. Fortune School will not participate in Californias State Teacher Retirement System (STRS) for its certificated staff or Public Employees Retirement System (PERS) for classified personnel. Fortune School also offers a health, dental and vision benefits package, Health Savings Account (HAS) and Employee Assistance Program for staff and family members. Salary Fortune School compensates its faculty and staff using a salary guide that ties salary to each individuals qualifications for their specific position. Qualifications, education and experience levels are verified prior to determining salaries. Additional salary increases and compensation may be provided to individual employees for their contribution to school and student success. This salary structure will be detailed in Fortune Schools personnel policies and employment handbook. (See Appendix 21 for Fortune Schools Salary Guide.)

RIGHTS OF COUNTY OFFICE OF EDUCATION EMPLOYEES

Description of the rights of any employee of the school district upon leaving the employment of the school district to work in a charter school and of any rights of return to the school district after employment at a charter school. Education Code section 47605.6(b)(5)(P) Members of Fortune School staff who leave employment with Sacramento County Office of Education (SCOE) to work at Fortune School shall not have any right to return to employment within the county office of education without prior consent by the county office of education. Employees of Fortune School who were not previous employees of the county office of education will not become employees of the county office of education and will not have the right to employment within the county office upon leaving the employment of the charter school. Upon dismissal from the charter school, no previous county office employee may return to the county office for employment without the prior written consent of the county office.

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SCOE employees cannot be required to work at Fortune School, nor can the county office require a charter school in the Fortune School network to hire county office classified, certificated, or confidential employees, with the exception of county office employees provided to the charter school network as part of an agreement for services paid to the county office by Fortune School under a separately negotiated agreement or memorandum of understanding. Charter school employees are not subject to county office transfers without written consent of that employee. Fortune Schools governing board will adopt salary and benefit levels, working conditions and work year characteristics (e.g., length of year and day and vacation policies) for all employees that will allow Fortune School to attract and retain the caliber of employees necessary for the charter schools success.

EMPLOYEE REPRESENTATION
A declaration whether or not the charter school shall be deemed the exclusive public school employer of the employees of the charter school for the purposes of the Educational Employment Relations Act. Education Code section 47605.6(b)(5)(M) Fortune School shall be deemed the exclusive public school employer of the employees of the charter school for the purposes of the Education Employment Relations Act (EERA). Under the EERA, Fortune School employees shall have the right to form a collective bargaining unit and to negotiate directly with the charter school. If the employees lawfully form a collective bargaining unit with a representative designated to negotiate with the charter school on their behalf, the charter school shall negotiate matters covered by the EERA directly with that representative. These matters may include such items as salary levels (which may be based upon such factors as educational degree attained, years of teaching experience and/or other factors), employee benefits (health plan provider, levels of coverage and co-payments, retirement plans, vacation days, dental and vision coverage, etc.), number of work days per year and number of teaching hours per day, and work rules (including required breaks).

DISPUTE RESOLUTION
The procedures to be followed by the charter school and the county board of education to resolve disputes relating to provisions of the charter. Education Code section 47605.6(b)(5)(L) Fortune School will adopt policies and processes for aiding and resolving internal and external disputes. Intent The intent of this dispute resolution process is to (1) resolve disputes within a school pursuant to the schools policies, (2) minimize the oversight burden on SCOE as the charter schools authorizing agent, (3) insure a fair and timely resolution of disputes, and (4) frame a charter oversight and renewal process and timeline so as to avoid disputes regarding oversight. Fortune School and SCOE intend to resolve disputes informally whenever possible, and only to use the dispute resolution process herein when informal attempts to resolve disputes have failed.

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Public Comments The staff and governing board members of Fortune School and SCOE agree to resolve all disputes regarding this charter school pursuant to the terms of this section. Both agree to refrain from public commentary to the media regarding any disputes until the matter has progressed through this dispute resolution process. Notwithstanding this, both Fortune School and SCOE may discuss disputes in public meetings of their respective boards as required by the Brown Act and shall respond to Public Records requests as required by law. Disputes Arising From within the School Disputes over personnel discipline will not be covered by the charter school dispute resolution process, and instead, will be resolved through the personnel policies and procedures. The charter schools shall adopt comprehensive personnel policies and procedures, approved by the Fortune School governing board that will be provided to each employee upon hire. These policies will set forth personnel obligations, rights, responsibilities, complaint procedures, discipline procedures and other pertinent policies essential to preserving a safe and harmonious work environment. A schools principal will resolve complaints and grievances and will administer any personnel discipline, with the assistance of the governing board, if necessary, in accordance with these policies. SCOE agrees to refer all complaints regarding the charter schools operations to Fortune School for resolution in accordance with the charter schools adopted policies. Parents, students, governing board members, volunteers, and staff at the charter schools will be provided with a copy of the schools policies and dispute resolution process and will agree to work within its bounds. In the event that the charter schools adopted policies and processes fail to resolve the dispute, the county office of education shall avoid intervening in the dispute without the consent of the Fortune School governing board unless the matter directly relates to one of the reasons specified in law for which a charter may be revoked (See Education Code Section 47607), the County Superintendent receives parent complaints or other information that he/she deems worthy of further investigation pursuant to Education Code Section 47604.4, it relates to the authority of SCOE to monitor and oversee Fortune School (See Education Code 47604.32), or SCOE is acting under other authority provided to it under the Charter Schools Act of 1992 as it may be amended from time to time. Disputes arising from within the charter schools, including all disputes among and between students, staff, parents, volunteers, advisors, and partner organizations and governing board members of the school, shall be resolved by the charter schools and the governing board pursuant to policies and procedures developed by the charter schools governing board, which shall ensure that such policies and procedures are drafted in accordance with applicable laws. Disputes Between the Charter School and SCOE In the event that the charter schools and the county office of education have disputes regarding the terms of this charter or any other issue regarding the charter schools, both parties agree to follow the process outlined below. In the event of a dispute between the charter schools and the county office of education that cannot be resolved informally, the staff and governing board members of the charter schools and county office agree to first frame the issue in written format and refer the issue to the county superintendent, or his/her designee, and the Fortune School President/CEO. In the event there is a dispute between the parties and the issue does not rise to the level of a revocation of the charter, the dispute shall be resolved by the following steps: a. The charter school representative and the county superintendent, or his/her designee, shall informally meet and confer in a timely fashion to attempt to resolve the dispute.

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b. In the event that this informal meeting fails to resolve the dispute, both parties shall identify two board members from their respective boards who shall jointly meet with the county superintendent, or his/her designee, and the representative of the charter school and attempt to resolve the dispute. c. If this joint meeting fails to resolve the dispute, the county superintendent, or his/her designee, and the charter school representative shall meet to jointly identify a neutral, third party mediator, and shall follow the process for mediation described in subsection c below. In the event that the county superintendent, or his/her designee, believes that the dispute relates to an issue that could lead to revocation of the charter, the following steps will be taken first: a. Cause of Revocation: The county board of education may revoke the charter if the county board finds that the conditions for revocation contained in Education Code Section 47607 have been met after providing the Fortune School with all due process required by Education Code Section 47607. b. Notice to Remedy ("Notice"): Prior to the revocation of the charter, the county office of education shall first meet with representatives of the Fortune School to attempt to informally resolve the issue(s). If this meeting does not resolve the issue(s), SCOE shall then provide written notice to Fortune School which meets the requirements of Education Code Section 47607. c. Mediation: Within 30 days of service of the Notice unless the parties mutually agree to a longer time period, the parties may mutually agree to schedule a mediation to resolve the matter. If the parties agree to a mediation, the parties shall mediate in good faith. The mediator shall be selected by mutual agreement of the parties and the cost of mediation shall be borne equally by both parties. d. Dispute Resolution Process Shall Not Impede Revocation Process: Notwithstanding any other provision of the charter, participation in dispute resolution procedures outlined in this section shall not be interpreted to impede or act as a prerequisite to the County Boards authority to proceed with revocation in accordance with Education Code Section 47607.

STUDENT ADMISSIONS, ATTENDANCE, AND SUSPENSION / EXPULSION POLICIES

As required by Education Code sections 47605.6(b)(5)(H), (J), (N), (O) Student Admission Policies and Procedures Fortune School will actively recruit a diverse student population. Admission will be open to any California resident, and all students will be considered for admission without regard to race, ethnicity, national origin, gender or disability. Fortune School will strive through recruiting efforts to achieve a racial and ethnic balance of students that reflect the general population within Sacramento County. Fortune School seeks to enroll students committed to a rigorous educational experience. Families who understand and value the schools mission and will commit to the schools instructional and operational philosophy will be actively recruited. Prospective students and their parents/guardians will be briefed regarding the schools instructional and operational philosophy and will be informed of the schools student-related policies. In order for students to be admitted to Fortune School, they must first fill out a Student Application in concert with their parents. Students and their parents/guardians must be willing to take part in an orientation session that will introduce the charter schools philosophical and operational underpinnings and policies. At the orientation, students and parents/guardians will be asked to sign an annual parent/student contract to acknowledge that they understand and support Fortune Schools outcomes, philosophy, program and any other applicable requirements. Though parents/guardians will be strongly encouraged to sign the contract, a student

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will not be punished for the failures of his/her parents/guardians whether it is the signing of the contract or the fulfilling of its terms. A student will not be suspended or expelled from Fortune School for breaching the contract without due process. In the event that the number of students who wish to attend a Fortune School exceeds the schools capacity, admission preference will be given in the following order: children of Fortune school faculty, siblings of current students, pupils who reside in the county, pupils placed on the waiting list the previous year, and then the general public. A lottery system will be used to determine those selected from whichever category above reaches the capacity limit. The lottery process will continue until all applicants have been assigned a number for admission. Applicants who are not admitted will be placed on a waiting list in the order in which they were selected in the lottery. Recruiting and Admissions Cycle Fortune School will establish an annual recruiting and admissions cycle, which shall include reasonable time for all of the following: (1) outreach and marketing, (2) orientation sessions for students and parents, (3) an admissions application period, (4) an admissions lottery, if necessary, and (5) enrollment. The schools may fill vacancies or openings that become available after this process using either a waiting list or any other nondiscriminatory process. The schools will admit students at any time during the school year on an open-ended basis in order to best serve the needs of students. Timeline for Recruiting and Enrollment In the first year, recruiting for admission will commence immediately upon approval of the charter petition. Our goal is to enroll up to 160 students during the first year, per our plan for enrollment and growth. Applications for admission will be made immediately available and the school will hold parent information meetings prior to commencing instruction. For future years, applications for admission to schools already open will be made available in March and will be due by the third Friday in April. For the new schools opening each year, recruitment will begin in September prior to the year the school will open. Applications will be available at community meetings and events. Applications for new schools will also be accepted through the third Friday in April. Fortune School will hold parent information meetings between January and April so parents can learn more about the school as they apply. Lottery Public Random Drawing If the number of applications does not exceed the capacity of the charter school there will be no lottery, and all students who submitted qualified applications will be enrolled. In the event that the number of students seeking admission to any grade level exceeds capacity, a lottery will be held. It will be completed by pulling slips of paper with applicants names on them out of a container, and the drawing will be held in a public forum. All eligible names will be drawn from the container and those exceeding the number of available spaces will be placed on a waiting list in the order drawn. Fortune School may grant priority in admissions to current students and residents of Sacramento County, as provided in current law. The school may also grant admission preference to siblings of existing pupils and children of school faculty, provided that students admitted under any such preference shall not constitute more than 10 percent of the school's total enrollment. Currently-enrolled students will not participate in the random drawing, as they are automatically reserved a space for the following year. Admission will not be based on prior student performance or admission testing. Post matriculation, various assessments may be administered to determine the students readiness for the grade of entrance requirements or maintenance of said grade. These instruments aid in the development of Individualized Learning Plans for children. Children who are working below grade level or need extra help will be required to attend programs such as: summer school, afterschool classes, and academic support classes

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designed to accelerate any academic deficiencies. Fortune School will be non-sectarian in its programs, admissions policies, employment practices, and all other operations, shall not charge tuition, and shall not discriminate on the basis of race, ethnicity, national origin, gender, or disability. Attendance Tracking Fortune School recognizes that the most important factor in student achievement is that students are at school every day. One of our student outcome goals is to maintain at least 95% daily attendance to ensure all students can achieve at high academic standards. Managing the attendance of students in a timely and effective manner will require the implementation of a technology-based student information system. Fortune School currently uses PowerSchool for the student information system at Hardy Brown College Prep. This will be the same system used at the Sacramento County Fortune Schools. PowerSchool allows school staff to track student attendance by teachers taking role at the beginning of each class. The school secretary will be able to access the reports and make phone calls home for students not at school. The system will help reduce truancy and prevent chronic absences that lead to high drop-out rates. PowerSchool will also be accessible for parents to monitor their child(ren)s attendance. For Intersessions and summer, attendance will be tracked hourly in compliance with supplemental program funding. Non-Discrimination The means by which the school will achieve a racial and ethnic balance among its pupils that is reflective of the general population residing within the territorial jurisdiction of the school district to which the charter petition is submitted. Education Code section 47605.6(b)(5)(H) Fortune School will implement a student recruitment strategy that will be represented by, but is not necessarily limited to, a combination of the following elements or strategies to ensure a diverse student body and a racial and ethnic balance among students that is reflective of the county: An enrollment process that is scheduled and adopted to include a timeline that allows for a broad-based recruiting and application process. The development and distribution of promotional and informational material that appeals to all of the various racial and ethnic groups represented in Sacramento County, including materials in languages other than English to appeal to limited English proficient populations. The distribution of promotional and informational materials to a broad variety of community groups and agencies. Outreach meetings in several areas of the county to reach prospective students and parents. Fortune School will keep a record of the number and location of these community presentations. Use of brochures, newsletter, TV/radio public service announcements, print and non-print media for outreach communications. Discussions and distribution of application materials to the Sacramento County Office of Education, school district central offices, middle schools, small autonomous schools, district high schools, private schools, and other events and areas where diverse student families might be reached. Collaboration with community based organizations to support outreach efforts. Focused recruitment of groups that may be underrepresented among Fortune School student population, using brochures, public meetings, and door-to-door outreach.

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Pursuant to California Education Code Section 47605(d)(1), the charter school shall be nonsectarian in its programs, admission policies, employment practices, and all other operations, shall not charge tuition, and shall not discriminate against any pupil on any unlawful basis. Public School Attendance Alternatives The public school attendance alternatives for pupils residing within the county who choose not to attend charter schools. Education Code Section 47605.6(b)(5)(O) No student is required to attend a Fortune School. Students who do not attend the school may attend their local school district of residence or pursue an inter-district transfer in accordance with existing enrollment and transfer policies of their school district or county of residence. Parents or guardians of each student enrolled in the charter school will be informed, at the time they enroll and within the student/parent handbook, that the student has no right to admission in a particular school of any local education agency as a consequence of enrollment at a Fortune School, except to the extent that such a right is offered by the school district. Discipline, Suspension/Expulsion Procedures The procedures by which pupils can be suspended or expelled. Education Code section 47605.6(b)(5)(J) Fortune School will have high standards for academic achievement and student conduct that are clearly defined, quantitatively measurable, and will not allow for excuses based on the background of students. All adults and students on the Fortune School campuses will share the responsibility for creating and preserving a school environment that is safe, orderly and exemplifies Fortune Schools five principles. Students will be expected to be responsible for their own behavior and where appropriate, clear and consistent consequences will be strictly applied and enforced. This includes disciplinary action up to and including suspension and expulsion. The purposes of discipline at Fortune School will be as follows: Promote genuine pupil development; Increase respect for authority; Assist in the growth of self-discipline; and Provide an orderly atmosphere conducive to learning and to promote character training. Fortune School has adopted student discipline policies for its current charter school, Hardy Brown College Prep. These policies are distributed as part of the school's student handbook (See Appendix 22) and clearly describe the school's expectations regarding academic expectations (Appendix 22, pages 170-172, Academic Information), attendance (Appendix 22, pages 165-166, Attendance ), substance abuse (Appendix 22, page 170, Notice of Prohibition of Alcohol, Tobacco and Other Drugs), safety (Appendix 22, page 166 Human Rights Policy and page 169 Fighting), and work habits (Appendix 22, page 157 The Five Principles). Each student will be required to verify that they have reviewed and understand the policies prior to enrollment. The school principals of Fortune School will ensure that students and parents/guardians are notified in writing of all discipline policies, rules, and procedures and given an opportunity to provide input and feedback on discipline policies and procedures. The notice shall state that these disciplinary rules and procedures are available on request at the charter school office. The Fortune School governing board shall review the student discipline policies at least annually and more frequently if necessary, to determine if the policies should be modified to more accurately meet the needs of the charter schools. The school will reserve the right to suspend or expel students pursuant to the policy and procedures established by the governing board, and in accordance with the pertinent sections of all federal and state law (See California Education Code Section 48915.5, Section 1415(k) of Title 20 of the United States Code, and the

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discipline provisions contained in Sections 300.530 to 300.537, inclusive, of Title 34 of the Code of Federal Regulations as they may be amended from time to time), as further enumerated below. Disciplinary procedures for students with disabilities will be addressed by the IEP team in accordance with both federal and state law and the students IEP. The school will have disciplinary procedures for student academic, interpersonal, and internet conduct. Discipline follows a process of escalating responses to each subsequent violation, with proper notifications and appropriate interventions at each step. Interpersonal communication and conduct, in whatever form or arena it occurs, will be subject to Fortune School policies that establish: a) expectations for civil and courteous student behavior; b) a process for investigating violations or alleged violations of same; and c) any lawful penalties or interventions to be imposed as a result. Fortune School written procedures for ensuring academic integrity and proper etiquette on the internet will be incorporated into the schools student/parent handbook (Appendix 22, pages 162-163, Student Conduct). These terms are clearly defined (for example, the several forms of plagiarism are described), and expectations and penalties are clearly set forth. Penalties are stepped up for each subsequent offense until the student becomes a candidate for expulsion. Suspension and Expulsion A student may be suspended or expelled for prohibited misconduct if the act is related to school activity or school attendance occurring at anytime including but not limited to: a) while on school grounds; b) while going to or coming from school; c) during the lunch period, whether on or off the school campus; d) during, going to, or coming from a school-sponsored activity. Enumerated Offenses 1. Discretionary Suspension Offenses. Students may be suspended for any of the following acts when it is determined the pupil: a) Caused, attempted to cause, or threatened to cause physical injury to another person. b) Willfully used force of violence upon the person of another, except self-defense. c) Unlawfully possessed, used, sold or otherwise furnished, or was under the influence of any controlled substance, as defined in Health and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any kind. d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant. e) Committed or attempted to commit robbery or extortion. f) Caused or attempted to cause damage to school property or private property. g) Stole or attempted to steal school property or private property. h) Possessed or used tobacco or products containing tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. This section does not prohibit the use of his or her own prescription products by a pupil. i) Committed an obscene act or engaged in habitual profanity or vulgarity. j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code Section 11014.5. k) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, other school officials, or other school personnel engaged in the performance of their duties.

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l) Knowingly received stolen school property or private property. m) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm. n) Committed or attempted to commit a sexual assault as defined in Penal Code Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code Section 243.4. o) Harassed, threatened, or intimidated a student who is a complaining witness or witness in a school disciplinary proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being a witness. p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. q) Engaged in, or attempted to engage in hazing. For the purposes of this subdivision, hazing means a method of initiation or preinitiation into a pupil organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective pupil. For purposes of this section, hazing does not include athletic events or school-sanctioned events. r) Made terrorist threats against school officials and/or school property. For purposes of this section, terroristic threat shall include any statement, whether written or oral, by a person who willfully threatens to commit a crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under the circumstances in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the person threatened, a gravity of purpose and an immediate prospect of execution of the threat, and thereby causes that person reasonably to be in sustained fear for his or her own safety or for his or her immediate familys safety, or for the protection of school property, or the personal property of the person threatened or his or her immediate family. s) Committed sexual harassment, as defined in Education Code Section 212.5. For the purposes of this section, the conduct described in Section 212.5 must be considered by a reasonable person of the same gender as the victim to be sufficiently severe or pervasive to have a negative impact upon the individuals academic performance or to create an intimidating, hostile, or offensive educational environment. This section shall apply to pupils in any of grades 4 to 12, inclusive. t) Caused, attempted to cause, threaten to cause or participated in an act of hate violence, as defined in subdivision (e) of Section 233 of the Education Code. This section shall apply to pupils in any of grades 4 to 12, inclusive. u) Intentionally harassed, threatened or intimidated a student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder and invading student rights by creating an intimidating or hostile educational environment. This section shall apply to pupils in any of grades 4 to 12, inclusive. v) Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act, as defined in subdivisions (f) and (g) of Section 32261 of the Education Code, directed specifically toward a pupil or school personnel. w) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant to subdivision (1).

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x) Possessed, sold, or otherwise furnished any knife unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certificated school employee, with the Principal or designees concurrence. 2. Non-Discretionary Suspension Offenses: Students must be suspended and recommended for expulsion for any of the following acts when it is determined the pupil: a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous object unless, in the case of possession of any object of this type, the students had obtained written permission to possess the item from a certificated school employee, with the Principal or designees concurrence. 3. Discretionary Expellable Offenses: Students may be expelled for any of the following acts when it is determined the pupil: a) Caused, attempted to cause, or threatened to cause physical injury to another person. b) Willfully used force of violence upon the person of another, except self-defense. c) Unlawfully possessed, used, sold or otherwise furnished, or was under the influence of any controlled substance, as defined in Health and Safety Code Sections 11053-11058, alcoholic beverage, or intoxicant of any kind. d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage or intoxicant. e) Committed or attempted to commit robbery or extortion. f) Caused or attempted to cause damage to school property or private property. g) Stole or attempted to steal school property or private property. h) Possessed or used tobacco or products containing tobacco or nicotine products, including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. This section does not prohibit the use of his/her own prescription products by a pupil. i) Committed an obscene act or engaged in habitual profanity or vulgarity. j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code Section 11014.5. k) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, other school officials, or other school personnel engaged in the performance of their duties. l) Knowingly received stolen school property or private property. m) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm. n) Committed or attempted to commit a sexual assault as defined in Penal Code Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code Section 243.4. o) Harassed, threatened, or intimidated a student who is a complaining witness or witness in a school disciplinary proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being a witness. p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. q) Engaged in, or attempted to engage in hazing. For the purposes of this subdivision, hazing means a method of initiation or preinitiation into a pupil organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to

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r)

s)

t) u)

v) w)

x)

cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective pupil. For purposes of this section, hazing does not include athletic events or school-sanctioned events. Made terrorist threats against school officials and/or school property. For purposes of this section, terroristic threat shall include any statement, whether written or oral, by a person who willfully threatens to commit a crime which will result in death, great bodily injury to another person, or property damage in excess of one thousand dollars ($1,000), with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out, which, on its face and under the circumstances in which it is made, is so unequivocal, unconditional, immediate, and specific as to convey to the person threatened, a gravity of purpose and an immediate prospect of execution of the threat, and thereby causes that person reasonably to be in sustained fear for his or her own safety or for his or her immediate familys safety, or for the protection of school property, or the personal property of the person threatened or his or her immediate family. Committed sexual harassment, as defined in Education Code Section 212.5. For the purposes of this section, the conduct described in Section 212.5 must be considered by a reasonable person of the same gender as the victim to be sufficiently severe or pervasive to have a negative impact upon the individuals academic performance or to create an intimidating, hostile, or offensive educational environment. This section shall apply to pupils in any of grades 4 to 12, inclusive. Caused, attempted to cause, threaten to cause or participated in an act of hate violence, as defined in subdivision (e) of Section 233 of the Education Code. This section shall apply to pupils in any of grades 4 to 12, inclusive. Intentionally harassed, threatened or intimidated a student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder and invading student rights by creating an intimidating or hostile educational environment. This section shall apply to pupils in any of grades 4 to 12, inclusive. Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act, as defined in subdivisions (f) and (g) of Section 32261 of the Education Code, directed specifically toward a pupil or school personnel. A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant to subdivision (1). Possessed, sold, or otherwise furnished any knife unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certificated school employee, with the Principal or designees concurrence.

4. Non-Discretionary Expellable Offenses: Students must be expelled for any of the following acts when it is determined pursuant to the procedures below that the pupil: a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous object unless, in the case of possession of any object of this type, the students had obtained written permission to possess the item from a certificated school employee, with the Principal or designees concurrence. If it is determined by the Board of Directors that a student has brought a fire arm or destructive device, as defined in Section 921 of Title 18 of the United States Code, on to campus or to have possessed a firearm or dangerous device on campus, the student shall be expelled for one year, pursuant to the Federal Gun Free Schools Act of 1994.

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The term firearm means (A) any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive device. Such term does not include an antique firearm. The term destructive device means (A) any explosive, incendiary, or poison gas, including but not limited to: (i) bomb, (ii) grenade, (iii) rocket having a propellant charge of more than four ounces, (iv) missile having an explosive or incendiary charge of more than one-quarter ounce, (v) mine, or (vi) device similar to any of the devices described in the preceding clauses. Due Process Protections Prior to student discipline, especially those involving suspension or expulsion or other limitation of fundamentally protected student rights, every student will have access to the maximum due process protections provided under the law, within the context of the circumstances. Students who are being considered for suspension and expulsion will be provided the specific due process protections provided below to safeguard the students interests within the situation. Suspension Procedure Suspensions shall be initiated according to the following procedures: Informal Conference Suspension shall be preceded by an informal conference conducted by the principal or designee with the student and whenever practicable, the teacher, supervisor or school employee who referred the student to the principal. The conference may be omitted if the principal or designee determines that an emergency situation exists. An emergency situation involves a clear and present danger to the lives, safety or health of students or school personnel. If a student is suspended without this conference, both the parent/guardian and student shall be notified of the students right to return to school for the purpose of a conference. Notice to Parents/Guardians At the time of the suspension, a charter school employee shall make a reasonable effort to contact the parent/guardian by telephone or in person. Whenever a student is suspended, the parent/guardian shall be notified in writing of the suspension. This notice shall state the specific offense committed by the student. In addition, the notice may also state the date and time when the student may return to school. If school officials wish to ask the parent/guardian to confer regarding matters pertinent to the suspension, the notice may add that state law requires the parent/guardian to respond to such requests without delay. Authority to Expel Only the Fortune School governing board, upon the recommendation of the expulsion panel, may expel a student. The governing board may expel any student found to have committed an expellable offense(s) listed in the Grounds for Suspension and Expulsion in the student handbook (Appendix 22, page 167, Disciplinary Procedures). Except for expulsions for offenses listed under Education Code Section 48915(c), a student may only be expelled upon the findings and recommendations of the expulsion panel if the charter school governing board finds that the student committed the expellable offense and at least one of the following findings may be substantiated: 1) That other means of correction are not feasible or have repeatedly failed to bring about proper conduct. 2) That due to the nature of the violation, the presence of the student causes a continuing danger to the physical safety of the student or others.

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Expulsion Procedure Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. The hearing shall be held within thirty (30) school days after the charter school principal or designee determines that one of the acts listed under Grounds for Suspension and Expulsion has occurred. The hearing will be conducted by the expulsion panel. The charter school principal will make a recommendation to the expulsion panel. The expulsion panel shall consist of at least three members who are certificated and neither a teacher of the pupil or a board member of the charter schools board. Written notice of the hearing shall be forwarded to the student and the students parent/guardian at least ten (10) calendar days before the date of the hearing. The notice shall include: 1) 2) 3) 4) 5) 6) 7) 8) The date and place of the hearing; A statement of the specific facts, charges and offense upon which the proposed expulsion is based; A copy of Fortune Schools disciplinary rules which relate to the alleged violation; Notification of the students or parent/guardians obligation to provide information about the students status in Fortune School to any other district in which the student seeks enrollment; The opportunity for the student or the students parent/guardian to appear in person or to employ and be represented by counsel; The right to inspect and obtain copies of all documents to be used at the hearing; The opportunity to confront and question all witnesses who testify at the hearing; and The opportunity to question all evidence presented and to present oral and documentary evidence on the students behalf including witnesses.

Record of Hearing A record of the hearing shall be made and may be maintained by any means, including electronic recording, as long as a reasonably accurate and complete written transcription of the proceedings can be made. Presentation of Evidence While technical rules of evidence do not apply to an expulsion hearing, evidence may be admitted and used as proof only if it is the kind of evidence on which reasonable persons can rely in the conduct of serious affairs. A recommendation by the expulsion panel to expel must be supported by substantial evidence that the student committed any of the acts listed in Grounds for Suspension and Expulsion in the student handbook. Finding of facts shall be based solely on the evidence at the hearing. While no evidence shall be based solely on hearsay, sworn declarations may be admitted as testimony from witnesses whose disclosure of their identity or testimony at the hearing may subject them to an unreasonable risk of physical or psychological harm. The decision of the expulsion panel shall be in the form of a recommendation to the charter school governing board which will make a final determination regarding the expulsion. Written Notice to Expel The charter school principal or designee following a decision of the charter school governing board to expel shall send written notice of the decision to expel to the student or parent/guardian. This notice shall include the following: 1) The specific offense committed by the student or any of the acts listed in Grounds for Suspension and Expulsion in the student handbook 2) Notice of the right to appeal the expulsion 3) Notice of the students or parent /guardians obligation to inform any new district in which the student seeks to enroll of the students status with the charter school

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The principal, or designee, shall send written notice of the decision to expel to the students district of residence and the county office of education. This notice shall include the following: 1) The students name 2) The specific offense committed by the student Upon expulsion from the charter school, students will be referred to their district of residence to attend school pursuant to the procedure of their district of residence pertaining to expelled students. Additional Due Process Rights Every student is entitled under fundamental principles of due process to know precisely what conduct is prohibited prior to being disciplined for such conduct, and to possess ample opportunity to review the evidence presented and provide a response to such evidence. The due process protections afforded to pupils prior to suspension and expulsion are provided above, and further rights, such as the right to appeal, record-keeping, and rehabilitation and re-admittance are included below. Alternatives to suspension or expulsion will first be attempted with students who are truant, tardy, or otherwise absent from assigned school activities. Appeal Rights Following receipt of the notice of expulsion or suspension, the student shall have the right to appeal that decision to the full Fortune School governing board. The student shall have 10 days to present her/his intention to appeal the decision. Upon the appeal, the student shall have the right to a de novo review in front of the full governing board in closed session, including the full complement of due process rights available to the student during the initial hearing. The full governing board will then render a final decision regarding the students appeal. Disciplinary Records Fortune School shall maintain records of all student suspensions and expulsions at each charter school. Such records shall be made available for the county offices review upon request, but neither the district nor county office of education shall be involved in the disciplinary decision. Expelled Pupils/Alternative Education Pupils who are expelled shall be responsible for seeking alternative education programs including but not limited to programs within the county or their school district of residence. Rehabilitation Plans Students who are expelled from Fortune School shall be given a rehabilitation plan upon expulsion as developed by the governing board at the time of the expulsion order, which may include, but is not limited to, periodic review as well as assessment at the time of review for readmission. The rehabilitation plan should include a date not later than one year from the date of expulsion when the pupil may reapply to Fortune School for readmission. Readmission The decision to readmit a pupil or to admit a previously expelled pupil from another school district or charter school shall be in the sole discretion of the governing board following a meeting with the principal and the pupil and guardian or representative, to determine whether the pupil has successfully completed the rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The principal shall make a recommendation to the governing board following the meeting regarding his or her determination.

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FINANCIAL PLANNING, REPORTING AND ACCOUNTABILITY

As required by Education Codes 47605.6(h) and 47605.6(b)(5)(D), (I), (Q) In-House Services Fortune School of Education will provide the administrative services required to operate the charter schools within the proposed network. These services include, but are not limited to, human resources, accounts payable, accounts receivable, student accounting, budgeting, attendance accounting and financial reporting. Fortune School has a demonstrated track-record of experience managing California public funds and providing similar services for various publicly funded California programs, including the Troops for Teachers Program and our existing charter school, Hardy Brown College Prep. Our experienced team includes: Bonnie Bensen, Chief Financial Officer. Bonnie Bensen has 18 years of experience in school finance. Please refer to page 48 of the charter petition for a full description of the CFOs background in school finance and business management. Lisa Anderson, Director of Human Resources. Lisa Anderson has nine years of experience in the human resources field. Her focus has been on K-12 education and she has completed the Association of California School Administrators Personnel Administrators Institute. Carmy Preston, Credential Analyst. Carmy Preston has attended multiple training sessions including two Credential Counselors and Analysts of California (CCAC) Conferences, Intern Program Meetings, and Training Webcasts. Some key course titles have included: Credentials Academy, Conquering the Mountain: the Ever Changing World of NCLB, Title II & The New Reporting Structure, Collaboration with Intern Programs, and Thinking about Teacher Quality in Charter Schools. Laura Deniz, Enrollment/Attendance Clerk. In addition to her experience as a program analyst at the Fortune School of Education, Laura Deniz has been a high school site secretary with responsibilities for the National School Lunch Program, athletic coordination and student body accounting. Janella Rillo, Account Clerk. Janella Rillo has four years of experience working in accounts receivable, accounts payable and payroll. Data Management Systems Fortune School currently uses Cougar Mountain Softwares Fund Accounting Suite to maintain its financial records. This is a fully integrated fund accounting package developed for non-profits that includes modules for accounts payable, accounts receivable, payroll, purchasing, inventory and cash management in addition to the general ledger. The chart of accounts allows for a user defined account code structure that can accommodate the SACS account segments. In addition, the software allows for the development of custom reports. Charter schools within the proposed network will be licensed to use PowerSchool for their student information and attendance accounting system. In addition, Fortune School of Education will report student, staff and course data directly to CALPADS and CBEDS for the charter schools within the proposed network. Contract Services Payroll services are provided by Paychex, Inc., a recognized leader in the payroll and human resource industry serving over a half million businesses nationwide. Fortune School has an established relationship with Paychex, Inc. dating back to 1997. Food services will be contracted out. Specifically, we have a contract with Partnerships to Uplift Communities, PUC Schools, to be our School Food Authority while the Fortune School of Education goes through the approval process to become a Child Nutrition Program Sponsor with the California Department of Education.

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Please see Appendix 23, Food Service Agreement with PUC for the details of the contract and service provided. Vending service is selected through a Request for Proposal process. Interested vendors will participate in a taste test with families from the proposed schools and an emphasis will be placed on selecting a vendor that uses fresh, organic food in its meals. Transportation to and from the charter schools within the proposed network shall be the responsibility of the students parents or guardians. However, transportation will be chartered for the annual field lesson. Quotes will be gathered from reputable transportation providers and certificates of insurance with a minimum limit of $1,000,000 will be required. Permission slips with embedded release forms will be obtained for each child participating in the field lesson. Financial Administration Fortune School of Education will open one school a year for its first three years of operation. A financial plan for the schools comprised of a fully annotated operational budget with estimates of charter school revenues and expenditures including start-up costs, cash-flows and reserve positions for the first three years of operation is attached as Appendix 24. Fortune School of Education will annually prepare and submit to the Superintendent of the Sacramento County Office of Education the following reports for each charter school in the proposed network, as specified in Education Code 47604.33: On or before July 1, a preliminary budget for the next fiscal year On or before December 15, an interim financial report which reflects changes to the preliminary budget through October 31 On or before March 15, a second interim financial report which reflects changes to the preliminary budget through January 31 On or before September 15, a final unaudited financial report for the prior full fiscal year Fortune School will also adhere to the following reporting and compliance requirements: Fortune School of Education anticipates applying for the Charter School Revolving Loan Fund. If it does so, Fortune School understands that it must comply with Education Code section 41365 if it receives funds for any of the charter schools in the proposed network. The charter schools in the proposed network will be direct-funded charter schools. Funds will be deposited in a non-speculative and federally insured bank account for use by the schools. Charter schools within the proposed network will provide the following reports that are required by law: California Basic Educational Data System (CBEDS), actual Average Daily Attendance reports, and School Accountability Report Card (SARC). Insurance Fortune School of Education shall secure and maintain, as a minimum, insurance as set forth below to protect the charter schools within the proposed network from claims that may arise from their operations. The following insurance policies are required: 1. Workers' Compensation Insurance in accordance with provisions of the California Labor Code, adequate to protect Fortune School of Education (employer) from claims under Workers' Compensation Acts, which may arise from its operations. 2. Commercial General Liability, Comprehensive Bodily Injury and Property Damage Liability having a combined limit of liability of no less than $5,000,000 per claim and in the aggregate, and a per occurrence deductible of no greater than $5,000. Our current general liability and umbrella coverage exceeds those limits by providing $18,000,000 per occurrence and $20,000,000 in the aggregate. 3. Employee Dishonesty coverage shall be maintained by the Fortune School of Education to cover all charter school employees who handle, process or otherwise have responsibility for charter school

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funds, supplies, equipment or other assets. Minimum amount of coverage shall be $50,000 per occurrence, with no self-insured retention. 4. Educators Legal and Employment Practices Liability will be maintained with policy limits of $1,000,000 for each wrongful act and an annual aggregate of $1,000,000. Insurance Certificates Fortune School of Education shall keep on file certificates signed by an authorized representative of the insurance carrier. Certificates shall be endorsed as follows: The insurance afforded by this policy shall not be suspended, cancelled, reduced in coverage or limits or non-renewed except after thirty (30) days prior written notice by certified mail, return receipt requested, has been given to the county office of education. Facsimile or reproduced signatures are not acceptable. The Board, the Sacramento County Office of Education and it officers, and its employees shall be named as additional insureds on such policy. Copies of certificates and notices shall be sent by the insurance carrier directly to the Board and SCOE. Optional Insurance Should Fortune School of Education deem it prudent and/or desirable to have insurance coverage for professional liability, auto liability, damage or theft to school, employee or student property, for student accident, or any other type of insurance coverage not listed above, such insurance shall not be provided by the county office of education and its purchase shall be the responsibility of the charter school. Indemnification With respect to its operations under this charter, Fortune School of Education shall, to the fullest extent permitted by law, hold harmless, indemnify, and defend the county office of education, its officers, directors, and employees from and against any and all claims, demands, actions, suits, losses, liability expenses and costs including, without limitation, attorneys fees and costs arising out of injury to any persons, including death or damage to any property caused by, connected with, or attributable to the willful misconduct, negligent acts, errors or omissions of Fortune School of Education or its officers, employees, agents and consultants, excepting only those claims, demands, actions, suits, losses, liability expenses and costs caused by the negligence or willful misconduct of the county office of education, its officers, directors and employees. The county office of education shall be named as an additional insured under all insurance carried on behalf of the charter schools within the proposed network as outlined above. With respect to its operations under this charter, the county office of education shall, to the fullest extent permitted by law, hold harmless, indemnify, and defend Fortune School of Education, its officers, directors, and employees from and against any and all claims, demands, actions, suits, losses, liability expenses and costs including, without limitation, attorneys fees and costs arising out of injury to any persons, including death or damage to any property caused by, connected with, or attributable to the willful misconduct, negligent acts, errors or omissions of the county office of education or its officers, employees, agents and consultants, excepting only those claims, demands, actions, suits, losses, liability expenses and costs caused by the negligence or willful misconduct of Fortune School of Education, its officers, directors and employees. Pursuant to California law, Sacramento County Office of Education will be required to provide oversight and performance monitoring services, including monitoring school and student performance data, reviewing the schools financial statements and audit reports, performing annual site visits, engaging in the dispute resolution process, and considering charter amendments and renewal requests. Fortune School of Education agrees to promptly respond to all inquiries, including but not limited to, inquiries regarding its financial records, staff qualifications, student progress towards charter school goals and objectives, student progress on state mandated assessments, and compliance with No Child Left Behind (or successor) requirements for the charter schools within the proposed network. Charter school officials will be available to consult with the Superintendent or designee, SCOE, and the Board if necessary regarding any inquiries.

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Fortune School of Education acknowledges that SCOE shall charge, and the charter schools within the proposed network shall pay, for the actual costs of monitoring and supervision not to exceed 1% of the revenue of each charter school except as otherwise provided by law. Location / Facilities The location of each charter school facility that the petitioner proposes to operate. Education Code section 47605.6(b)(5)(D) Fortune School of Education will lease commercial facilities for schools within the proposed network. Fortune School may, at its discretion, seek to acquire facilities for its charter schools from school districts under Proposition 39. Our team of experts has designed a facilities program based upon the educational program outlined in the charter petition. A copy of the program for a model K-8 charter school within the system is attached as Appendix 25. We plan to locate our first facility along the Sacramento City Unified and Elk Grove Unified district border. The first K-8 school will open with 19,366 square feet and will expand to 31,478 square feet by the third year of operation. The facility will open with the following rooms: 8 classrooms Lobby/reception area Principals office Intervention office Conference room Teachers work room Nurses area Staff restrooms Administrative storage area Electrical/data room Custodial storage Student restrooms Multipurpose room The planning team has begun looking at facilities with our broker and we have budgeted to spend $1.50 per square foot for a full service lease including tenant improvements. We will apply for reimbursement of $750 per ADA for facility rent from the Charter School Facility Grant Program capped at 75% of our annual rent expense. Audits The manner in which an annual, independent, financial audits shall be conducted in accordance with regulations established by the State Board of Education, and the manner in which audit exceptions and deficiencies shall be resolved. Education Code section 47605.6(b)(5)(I) (A) The Fortune School of Education governing board will form an audit committee each fiscal year to oversee selection of an independent auditor and the completion of an annual audit of the schools financial affairs including audits of the charter schools within the proposed network. An agreement will be entered into with an independent financial auditor that meets the certification and licensure requirements for conducting an independent financial audit of California public schools. This agreement will be made upon terms and conditions that are standard for the industry and will ensure a legally compliant annual audit of the charter schools within the proposed network. (B) We are considering using Perry Smith and Company as our independent auditors as the firm has extensive experience in school finance. The audit will verify the accuracy of the schools financial statements, attendance and enrollment, and accounting practices, and will review the schools internal controls. The audit will be conducted in accordance with generally accepted accounting principles applicable to the school. To the extent required under applicable federal law, the audit scope will be

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expanded to include items and processes specified in any applicable Office of Management and Budget Circulars. (C) The annual audit will be completed and submitted to the requisite parties (the Superintendent of the County Office of Education, the State Superintendent of Public Instruction and the State Controllers Office) by December 15 of each year for the preceding fiscal year. Included with the audit report will be a report from the governing board regarding how any audit exceptions and deficiencies have been or will be resolved. (D) The schools audit committee will review any audit exceptions or deficiencies and report to the schools governing board with recommendations on how to resolve them. Any disputes regarding the resolution of audit exceptions and deficiencies will be referred to the dispute resolution process contained in this charter. Fortune School of Education and the county office will jointly develop the content, evaluation criteria, timelines, and process for the annual performance reports. In addition, both entities will jointly develop an annual site visitation process and protocol to enable the county office of education to gather information needed to confirm the schools performance and compliance with the terms of this charter. Performance Audit Fortune School of Education will compile and provide to the county office an annual performance report for each charter school in the proposed network. This report will, at a minimum, include the following data: 1. Summary data showing student progress toward the goals and outcomes specified in section 2 of this charter petition, as indicated by the assessment instruments and techniques listed. 2. An analysis of whether student performance is meeting the goals specified in section 2 of this charter petition. This data will be displayed on both a school-wide basis and disaggregated by major racial and ethnic categories to the extent feasible without compromising student confidentiality. 3. A summary and analysis of the schools performance on state-mandated assessments, including the Academic Performance Index or an alternative measure. 4. A summary of major decisions and policies established by the Fortune Schools governing board during the year. 5. Data on the level of parent involvement in the schools governance (and other aspects of the school, if applicable) and summary data from an annual parent and student satisfaction survey. 6. Data regarding the number of staff working for the school and their qualifications. 7. A copy of the schools health and safety policies and/or a summary of any major changes to those policies during the year. 8. An overview of the schools admissions practices during the year and data regarding the numbers of students enrolled, the number on waiting lists, and the numbers of students expelled and/or suspended. 9. Analyses of the effectiveness of the schools internal and external dispute mechanisms and data on the number and resolution of disputes and complaints. 10. Other information regarding the educational program and the administrative, legal, and governance operations of the school relative to compliance with the terms of the charter generally. 11. Suspension and expulsion data. Annual Reports Fortune School of Education and the Sacramento County Office of Education will jointly develop the content, evaluation criteria, timelines, and process for the annual performance reports. The charter schools and the county office of education will also jointly develop an annual site visitation process and protocol to enable the county office to gather information needed to confirm the schools performance and compliance with the terms

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of this charter. Fortune School of Education and the county office of education agree to work together to accomplish all tasks necessary to fully implement this charter, including the submission of any necessary and duly prepared waiver requests to the State Board of Education. The county office of education agrees to receive and review the annual fiscal and programmatic audit and performance report as specified in this section. Within sixty days of receipt, the county office of education will notify the charter school as to whether it deems the school to be making satisfactory progress toward the goals specified in the charter. This notification will include the specific reasons for the county office of educations conclusions. If the county office of education concludes that a school is not making satisfactory progress the school shall be provided with specifics regarding areas of concern, and the school and the county office of education will work together in good faith to develop a plan to address these areas of concern. Closure Protocol A description of the procedures to be used if the charter school closes. The procedures shall ensure a final audit of the school to determine the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets and for the maintenance and transfer of pupil records. Education Code section 47605.6(b)(5)(Q) Financial In the event that a charter school within the proposed network closes, the assets and liabilities of the school will be disposed of by the schools governing board to another charter school, non-profit, or other appropriate entity in accordance with the asset disposition provisions of the schools bylaws. Fortune School of Education governing board members will attend to enumerating and disposing of the assets and liabilities as directed in the bylaws, and the board treasurer shall ensure that a final audit of the schools assets and liabilities is performed. Students, Families and Staff Should the charter terminate or not renew, Fortune School of Education will notify staff, student families, and resident districts of pending school closure, in writing, as far in advance as possible. The school website will provide links to resident school district enrollment/transfer procedures if these are published online (limited to the home districts of currently enrolled students). Copies of student records will be sent to each resident district, and transcripts will be mailed to parents/guardians. Fortune School of Education will maintain student records for a term and in a manner consistent with applicable federal and state law. Impact on the Charter Authorizer This section is intended to satisfy the requirement of Education Code section 47605.6(h) that the charter school provide the charter authorizer with a district impact statement. This section provides information regarding the proposed operation and potential effects of Fortune School on the Sacramento County Office of Education. It is intended to assist the authorizer in understanding how the charter school may affect the County Office of Education but it is not intended to govern the relationship of the charter school and the authorizer. The relationship between the charter school and the County Office will be governed by the charter petition and any subsequent written agreement between these parties. Facilities Fortune School will lease commercial facilities throughout Sacramento County. Fortune School may, at its discretion, seek to acquire facilities for its charter schools from school districts under Proposition 39.

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Administrative Services Fortune School is a non-profit public benefit corporation and will be governed by a board of directors as described above. Fortune School of Educations President/CEO will have lead responsibility for administering the schools under policies adopted by the schools governing board and oversight given by the governing boards Executive Committee. Fortune School anticipates that it will provide its own administrative services independent of the County Office of Education. These include financial and operations management, personnel, and instructional program development. If Fortune School desires to purchase any administrative services from the County Office, Fortune School will seek to define the specific terms and cost for any such services in an annual memorandum of understanding (MOU) with the County Office. Pursuant to California law, the authorizer will be required to provide oversight and performance monitoring services, including monitoring school and student performance data, reviewing the schools audit reports, performing annual site visits, engaging in any necessary dispute resolution processes, and considering charter amendment and renewal requests. Civil Liability Fortune School of Education is a non-profit public benefit corporation, and will be responsible for governing Fortune School pursuant to Education Code section 47604. Pursuant to Education Code section 47604(c), the Sacramento County Office of Education is not liable for the debts or obligations of the charter school, or for claims arising from the performance of acts, errors, or omissions by the charter school, so long as the county office of education performs its oversight responsibilities. In the event that the County Office does not complete its responsibilities for charter school oversight under the Charter Schools Act, the County Office may expose itself to liability. The school intends to purchase liability, property, and errors and omissions insurance as outlined above to protect the schools assets, staff, governing board members, and, where appropriate, the authorizer from unforeseen liability. The school does not anticipate any potential liability effects on school districts where the charter school may locate sites under this charter.

General Provisions of the Proposed Charter

Term The term of this Charter shall be 1st of July 2011 through the 30th of June 2016. This Charter may be renewed for one or more subsequent five (5) year terms upon the mutual agreement of the parties. Revisions Material revisions of this Charter may be made in writing with the mutual consent of the Sacramento County Office of Education, Sacramento County Board of Education and the Fortune School governing board. Material revisions and amendments shall be made pursuant to the standards, criteria, and timelines set forth in Education Code section 47605.6; provided, however, that the charter school shall not be required to obtain petition signatures prior to making material amendments to the charter petition. Severability The terms of this charter are severable. In the event any of the provisions are determined to be unenforceable or invalid for any reason, the remainder of the charter shall remain in effect, unless mutually agreed otherwise by the respective boards of Fortune School and the Sacramento County Office of Education. The district and school agree to meet to discuss and resolve any issues or differences relating to invalidated provisions in a timely and good faith manner.

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Miscellaneous The Sacramento County Office of Education and Fortune School shall engage in a mutually agreeable MOU, which outlines further details of the relationship between the County Office and the charter school. The MOU may include, but not be limited to, the following: special education services and funding formulas; transportation and food services to be provided by the County Office, if any; services to be purchased by the charter school from the County Office, and the fee schedule for such services; details of the oversight and monitoring relationship between the charter school and the County Office, mutual indemnification from loss; cash advances to handle cash flow issues, if necessary; charter schools receipt of mandated cost reimbursement; fiscal reporting requirements to the state, either independently or through the County Office, and County Office of Education support for the charter school in seeking additional funding. The charter school may purchase administrative services from the County Office of Education upon mutual agreement between both parties. Such services include site budgeting, instructional programs, development, custodial services, food services, accounting, payroll and purchasing services, and some degree of personnel support. Specific terms of most of these services should be covered by the MOU. The charter school reserves the rights to purchase additional administrative or other goods or services from any third party as needed. The Sacramento County Office of Education will be expected to provide oversight and performance monitoring services, including the monitoring of school and student performance data, reviewing the schools financial statement and audit reports, performing annual site visits, and considering charter amendment and renewal requests. The MOU will delineate the liability of the Sacramento County Office of Education if Fortune School should default. As a nonprofit organization, Fortune School anticipates that the County Offices liability will be limited as long as it performs its oversight functions, according to law. Communication and Notices All official communication between Fortune School and Sacramento County Office of Education will be sent via first class mail or other appropriate means to Fortune Schools President/CEO and the Superintendent of the district, at the following locations. Fortune School of Education 2035 Hurley Way, Suite 200 Sacramento, CA 95825 Office of the Superintendent Sacramento County Office of Education 10474 Mather Boulevard P.O. Box 269003 Sacramento, CA 95826-900

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APPENDIX 1

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APPENDIX 2

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APPENDIX 3
BELL SCHEDULES
KINDERGARTEN Early Birds Activity
Breakfast (in class) Math Calendar Language Arts Recess/Snack Mathematics Lunch/P.E. (M Th.) Lunch/Break/TEAM Mtg. (Friday) Science/Social Studies Study Hall/Homework Help Dismissal: Students must be signed out by parent/guardian (or other authorized adult).

Begin
7:30 a.m. 7:55 a.m. 8:15 a.m. 10:15 a.m. 10:40 a.m. 12:10 p.m. 12:10 p.m. 1:10 p.m. 2:10 p.m.

End
7:55 a.m. 8:15 a.m. 10:15 a.m. 10:35 a.m. 12:10 p.m. 1:10 p.m. 1:10 p.m. 2:10 p.m. 2:40 p.m. 2:45 p.m.

Instructional Minutes/Day
20 minutes 120 minutes 90 minutes

Instructional Minutes/Year

60 minutes 30 minutes Total: 56,320 minutes

Minimum Instructional Minutes for Kindergarten = 36,000 minutes/year. KINDERGARTEN Later Gators Activity
Language Arts Recess/Snack Language Arts Mathematics Lunch/P.E. (M Th.) Lunch/Break/TEAM Mtg. (Friday) Rest Period Mathematics Science/Social Studies Study Hall/Homework Help Dismissal: Students must be signed out by parent/guardian (or other authorized adult).

Begin
8:45 a.m. 10:20 a.m. 10:40 a.m. 11:10 a.m. 12:10 p.m. 12:10 p.m. 1:10 p.m. 1:20 p.m. 2:10 p.m. 3:10 p.m.

End
10:15 a.m. 10:35 a.m. 11:10 a.m. 12:10 p.m. 1:10 p.m. 1:10 p.m. 1:20 p.m. 2:10 p.m. 3:10 p.m. 3:40 p.m. 3:45 p.m.

Instructional Minutes/Day
90 minutes 30 minutes 60 minutes

Instructional Minutes/Year

50 minutes 60 minutes 30 minutes Total: 56,320 minutes

Minimum Instructional Minutes for Kindergarten = 36,000 minutes/year.

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BELL SCHEDULES
GRADE 1 Activity Breakfast (in class) Language Arts Recess/Snack Language Arts Mathematics Lunch/PE (Monday-Thursday) Lunch/TEAM Mtg. (Friday) Mathematics Science/Social Studies Study Hall/Homework Begin 7:30 a.m. 8:00 a.m. 9:15 a.m. 9:40 a.m. 11:05 a.m. 12:10 p.m. 12:10 p.m. 1:10 p.m. 2:10 p.m. 3:10 p.m. End 7:55 a.m. 9:15 a.m. 9:35 a.m. 11:05 a.m. 12:10 p.m. 1:10 p.m. 1:10 p.m. 2:10 p.m. 3:10 p.m. 3:40 p.m. 60 minutes 60 minutes 30 minutes
Total:

Instructional Minutes/Day 75 minutes 85 minutes 65 minutes

Instructional Minutes/Year

Dismissal: Students must be signed 3:45 p.m. out by parent/guardian (or other authorized adult). Minimum Instructional Minutes for Grades 1 = 50,400 minutes/year. GRADES 2 & 3 Activity Breakfast (in class) Language Arts Recess Language Arts Lunch/PE (Monday-Thursday) Lunch/TEAM Mtg. (Friday) Mathematics Science/Social Studies Study Hall/Homework Begin 7:30 a.m. 8:00 a.m. 9:35a.m. 9:55 a.m. 11:00 a.m. 11:00 a.m. 12:00 p.m. 2:00 p.m. 3:10 p.m. End 7:55 a.m. 9:30 a.m. 9:50 a.m. 11:00 a.m. 12:00 p.m. 12:00 p.m. 2:00 p.m. 3:10 p.m. 3:40 p.m. (Grade 2) 3:55 p.m. (Grade 3) 120 minutes 70 minutes 30 minutes 45 minutes 65 minutes 90 minutes Instructional Minutes/Day

66,000 minutes

Instructional Minutes/Year

Dismissal: Students must be signed 3:45 p.m. (Grade 2) out in classroom by parent/guardian 4:00 p.m. (Grade 3) (or other authorized adult). Minimum Instructional Minutes for Grades 2 & 3 = 50,400 minutes/year.

66,000 minutes 68,640 minutes

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BELL SCHEDULES
SUPER SIXTH GRADE Activity Breakfast Advisory/Morning Meeting Acceleration & Enrichment 1st Period 2nd Period Lunch/Break 3rd Period Collaborative Time/Reading Electives/P.E. Study Hall/Tutoring Dismissal Times Monday-Thursday Friday 5:00 p.m. 3:00 p.m. Begin 7:30 a.m. 7:45 a.m. 8:00 a.m. 9:00 a.m. 10:30 a.m. 12:15 p.m. 1:00 p.m. 2:30 p.m. 3:00 p.m. 4:00 p.m. End 7:45 a.m. 8:00 a.m. 9:00 a.m. 10:30 a.m. 12:00 p.m. 12:55 p.m. 2:30 p.m. 3:00 p.m. 4:00 p.m. 5:00 p.m. 60 minutes 90 minutes 15 minutes 60 minutes 90 minutes 90 minutes Instructional Minutes/Day

Minimum Instructional Minutes for Grades 6 = 54,000 minutes/year

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APPENDIX 4

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6th Grade Team Title: ELA Strategic Monday Tuesday Wednesday 11/29 11/30 12/01 Reading Standard 3.1 Identify forms of fiction. 1.2 Word Analysis, 2.1 Comprehension Writing Applications: Narrative Students will be Students will Students will able to identify and monitor understand short analyze forms of comprehension, set story & write fiction. purpose for reading, fictional narratives. & make & adjust predictions. 5 10 minutes 10 minutes 5 10 minutes Warriners Spiraling Warriners Examples and Subject/Predicate. Pronouns CH.3 Guided lesson One underline for introduce subject and 2 for predicate. 50 55 minutes 60 70 minutes 60 70 minutes Motivation MotivationMotivation Chapter4 Opener Reading Skills Preparing to read. TB pg. 342 343 Motivate or What Focus (Analyzing Visuals Pre-teach/ Direct do you think? TB. and Quote) What Teach Side wrap TB pg. 240 Do You Think pg. 232 Direct Instruction: Direct Direct Instruction- 30 minutes Read La Bamba. Instruction20 min Reading Skills Stop and ask Literary Skills Focus preteachquestions Focus Pre-teach/ Direct direct teach TB 232 comprehension and Teach Side wrap 233 [Making reading focus TB pg. 344-345 Generalizations & questions Analyzing Cause -Graphic organizer and Effect Side whole group. Check for Wraps] Chapter Resources Understanding Cooperative (Teacher/ Students ch.3 Grouping: Pair using Drop In or w/classmate Student Reader Check for Identify specific Volunteers) Understanding form of fiction. Reading Skills #4 Definition, p.363 Reading Model-25 example of title, & min What do you think illustration. Motivation PreNow? TB p. 363 teach direct teachModel the skill TB Oral Writing Strategies pg. 346-347 Read Introduce 4-Square Presentation: Each pair/group Storytelling Stone Writing Method present form of Topics- Short fiction definition & Check for Story Fictional example on ELA Narrative Understanding-15 board. p. 78 in text & p.79 min. Spelling - 15 Your Turn #1 & 2 Guided Practice-

Class of: 2021 Week of: November 29Dec. 3rd Thursday 12/02 Friday 12/03

CA Focus Standards

Objectives

Students will understand short story.

Students will work collaboratively to complete the standards review. 5 10 minutes Make a list of the characteristics that make La Bamba a short story. Spelling Assessment 15 minutes And Check in class Direct Instruction: 30 minutes Text Pg.361-362 Think About/Talk About Independent Practice Vocabulary Development Words with multiple meanings Do Your Turn. p.364 Grammar link p.365 Pronouns Do Your Turn p.365

Do Now

5 10 minutes Use your notes to write characteristics of novel. Write in RWN

Core Class 20 min

40 minutes Motivation Discuss characteristics of novel Guided instruction IR Applying Your Skills pg.109 Grammar 15 minutes Warriners ch.3 pronouns Check For UnderstandingWarriners pg. 2 Reading Reread La Bamba to 359- Model the Skill p.358 Use reading skills graphic organizer. Chapter 4 Resources. Guided Practice Apply p.358 Spelling - 15 minutes Lesson

25 min

25 min

Copy Hwk & Pack Up 10 minutes Agenda Monitors Check Planners UA Warriners

Copy Hwk & Pack Up 10 minutes Agenda Monitors

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minutes Lesson Pretest & Activity

TB pg. 347 Direct Teach Vocabulary TB pg. 353 Guided Instruction Wrap up p.353 Talk About Independent Work Write About TB p 353 # 2

Apply-Plan your setting p79 Brainstorm Story Idea & share ideas with a partner to choose the best idea.

Check Planners

Copy Hwk & Pack Up 10 minutes Agenda Monitors Check Planners

Copy Hwk & Pack Up 10 minutes Agenda Monitors Check Planners UA SRA Specific SkillsModel cooperative learning roles and expectations SRA Specific Skills Focus Books Paragraphs, Writing Process, Grammar, Usage, Sentences books A & B Teacher Group: Four Square Writing :Narrative, Grammar

Copy Hwk & Pack Up 10 minutes Agenda Monitors Check Planners

Teacher Group: Four Square Writing :Narrative

SRA Specific Skills Focus Books Paragraphs, Writing Process, Grammar, Usage, Sentences books A & B Teacher Group: Four Square Writing :Narrative, Supporting Details

SRA Specific Skills Focus Books Paragraphs, Writing Process, Grammar, Usage, Sentences books A & B Teacher Group: Four Square Writing :Narrative, Conclusion

Cooperative Grouping-15 min p.365 Create a brochure on How to Deal With Stage Fright Step 1: List helpful tips 40 minutes If time allows work w/partner to list possible settings for narrative and narrow down one SRA Specific Skills Centers Grammar Warriners

Homework

Spelling Words part of speech, definition, sentences (1 8) Grammar Warriners

Spelling Words part of speech, definition, sentences (9 16) Grammar Warriners

Interactive reader p 108 Concept map.

Write words 3 X each and vocabulary

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6th Grade Team Title: ELA - Benchmark/Proficient

Class of: 2021 Week of: November 15 - 19

CA Focus Standards

Objectives

Do Now

Core Class

Monday Tuesday Wednesday Thursday Friday 11/15 11/16 11/17 11/18 11/19 Reading Standard 3.6 Identify and analyze features of themes conveyed through characters, actions, and images. Written and Oral English Language Conventions 1.5 - Spell frequently misspelled words correctly Written and Oral English Language Conventions 1.1 - Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. Students will Students will find Students will Students will follow Students will work be able to the theme and make accurately state the instructions to collaboratively to identify and generalizations theme of the prepare an complete the standards analyze through creating a selection using application and review features of cause and effect evidence to support analyze directions. themes flowchart to state their claim, of how conveyed the theme of Stray the theme is through conveyed. characters, actions, and images, through creating a theme chart. 5 10 minutes 10 minutes 5 10 minutes 5 10 minutes 5 10 minutes How does the Page 3 Chapter How does this Quickwrite TB pg. Spelling Activity? quote relate to Resources Check picture convey the 312 Teacher write the picture on using Shout out theme of Ta Na E on board students TB pg. 228 Technique Ka? or Why is it list instead of 229? important for elders writing a to pass down paragraph. traditions to the young? 50 55 minutes 60 70 minutes 60 70 minutes 40 minutes Spelling Assessment 15 minutes Motivation Motivation Motivation Motivation Chapter 3 Pre-teach/ Direct Motivate or What 30 Second View And Check in class Opener TB Teach Side wrap do you think? TB. Look @ pic and pg. 228 229 TB pg. 232 pg. 240 write about Direct Instruction: 30 (Analyzing everything you saw minutes Visuals and Standards Review: Direct Instruction Direct Instruction: in your RWN. Quote) Reading Skills 30 minutes TB pg. 334 338, & 95 Focus TB 232 Direct Instruction: Listen to Ta-Na233 [Making 30 minutes 40 minutes Direct E-Ka on Audio Generalizations & Quiz Show for Points Instruction CD (Approx 19 Read Pet Pre-teach/ Analyzing Cause Students write questions min) Adoption IR pg. Direct Teach and Effect Side (using previous Stop and ask 84 87 Side wrap TB Wraps] selections and questions (Fill out pg. 230 (Teacher/ Students vocabulary) and comprehension and application, Review using Drop In or reading focus Answer side wraps, answers and teachers Literary Skills Student Reader run the show questions Applying Skills TB 230 231 Volunteers) Practice and (Teacher/ Copy Hwk & Pack Up Applying Your Check for Students 10 minutes Check for Skills, IR pgs 86 Understanding using Drop In Understanding What do you think 87) Agenda Monitors or Student Your Turn # 3 TB Now? TB p. 251 Check Planners

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Reader Volunteers) Check for Understandin g Your Turn # 1 TB pg. 231 Group Work Your Turn #2 TB pg. 231 (Students in pairs) Spelling - 15 minutes Lesson 11 Pretest & Lesson Grammar - 15 minutes Independent Work Chapter 3 Diagnostic (Warriners TB) Guided Instruction Check test in Class Copy Hwk & Pack Up 10 minutes Agenda Monitors Check Planners Quick write TB pg. 268 Think about the best gift you have ever received from someone who means a lot to you. What made it such a good gift? Write down your thoughts. UA Readers

pg. 233 Reading Model Vocabulary TB pg. 239 Motivation Preteach TB pg. 234 Direct Teach Read Stray with students TB pgs. 234 - 238 Guided Instruction Into Action TB pg. 239 Independent Work Write About TB p 239 #s 2 - 4 Copy Hwk & Pack Up 10 minutes Agenda Monitors Check Planners Assessment 25 minutes Chapter 3 Resources pg. 5, 10 11 (#s 16 21) Check in class with students Copy Hwk & Pack Up 10 minutes Agenda Monitors Check Planners

Independent Assessment 15 minutes Writing Skills Focus TB pg 315 Grammar 20 minutes TBD in pairs Copy Hwk & Pack Up 10 minutes Agenda Monitors Check Planners

UA Small Group

What do you think? TB p. 282 If you were alone, without family or friends, what would you fear?

Quick write TB pg. 282 - Think of movies or stories in which characters face something terrifying or mysterious all alone. How do the characters react? UA Readers

UA Readers Standards-Based Center Activities

Writing Skills Focus TB p. 310 Write a scene for a play in which a conflict cause a character to make a crucial phone call. Use foreshadowing to create suspense in your scene. UA Readers

TB pg. 802J Students read Just Once in pairs. Pick one of the teacher provided themes and write a response choosing a theme and providing supporting evidence from text. UA Readers Standards-Based Center Activities

Standards-Based Center Activities

Standards-Based Center Activities

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StandardsBased Center Activities

Homework

Spelling Words part of speech, definition, sentences (1 10) Reading (Aarons Gift) TB pgs. 268 278 Applying your Skills #s 5-8 Grammar TBD

Spelling Words part of speech, definition, sentences (11 20) Reading (In the Fog) TB pgs. 282 - 293 (Answer Quest. A Q) Grammar TBD

Spelling Holt Spelling pgs. 22 - 23 Reading (The Hitchhiker) TB p. 295 309 (Answer Quest. A Q) Grammar TBD

Spelling Write each word 5 times each Reading TB pg. 311 Writing Skills Focus (Use a Venn Diagram to plan writing) Grammar TBD

Reading TB pg. 316 - 320 (Answer Quest. A C) TB pg. 321 (#s 1 7) & Writing Skills Focus

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6th Grade Team Title: ELA

Class of: 2021 Week of: November 22 - 26

CA Focus Standards

Monday Tuesday Wednesday Thursday Friday 11/22 11/23 11/24 11/25 11/26 Reading Standard 3.1 Identify the forms of fiction and describe the major characteristics of each form. Reading Standard 3.6 Identify and analyze features of themes conveyed through characters, actions, and images. Students will identify the forms of fiction and describe the major characteristics of each by accurately completing a graphic organizer. 5 10 minutes In what ways are stories an important part of your life? 45 minutes Motivation Chapter 4 Opener TB pg. 342-343 (Analyzing Visuals 30 sec view What type of story might be set in a landscape like the one depicted) Direct Instruction Pre-teach/ Direct Teach Side wrap TB pg. 344 Students give examples of each form of fiction Examples Fable Riding Hood/ 3 Little Pigs Folk Tales Tortoise & the Hare Fairy Tales Cinderella Graphic Stories Diary of a Wimpy Kid / Comic Books Literary Skills TB pg. 344-345 (Teacher/ Students using Drop In or Students will identify the forms of fiction and describe the major characteristics of each.

Objectives

Do Now

5 - 10 minutes What are the types of fiction and their characteristics? 30 minutes Motivation Pre-teach TB pg. 346 Direct Instruction Reading Skills Focus TB 346 347 [Setting a Purpose for Reading Fiction & Making and Adjusting Predictions Sidewraps] (Teacher/ Students using Drop In or Student Reader Volunteers) Assessment 50 minutes Progress Monitoring 2 Copy Hwk & Pack Up 5 minutes Agenda Monitors Check Planners

Core Class

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Student Reader Volunteers & Take Notes) Check for Understanding Students create a web w/ definition and examples of each form of fiction (Students in pairs) Assessment 20 minutes Progress Monitoring 2 Copy Hwk & Pack Up 5 minutes Agenda Monitors Check Planners Think about the writer TB pg. 352 Create your own myth to explain one of the following: o Why is the earth round? o Why are there seasons? o Why does a dolphin breathe but live in the water? o Why does it rain?

UA Hmwk

Complete Assessment Write About (#s 2 3) & Your Turn TB p 353 Write a fictional narrative, graphic story, or a how to explanation based on Thanksgiving.

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6th Grade Team Title: ELA

Class of: 2021 Week of: November 29 December 3

CA Focus Standards

Objectives

Do Now

Core Class

Monday Tuesday Wednesday Thursday Friday 11/29 11/30 12/1 12/2 12/3 Reading Standard 3.1 Identify the forms of fiction and describe the major characteristics of each form. Writing Standard 2.2 Write expository compositions (e.g. explanations) Written and Oral English Language Conventions 1.5 - Spell frequently misspelled words correctly Written and Oral English Language Conventions 1.1 - Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts. Students will Students will Students will Students will Students will be review the forms understand the short understand the short understand the short assessed on their of fiction and the story and make and story and make and story and make and understanding of the different skills revise predictions revise predictions revise predictions short story and used to help for the story La for the story La for the story La understand folktales them read forms Bamba by Bamba Bamba and fables. of fiction accurately through the completing a story reading model. and structure chart 5 10 minutes 5 - 10 minutes 5 - 10 minutes Quiz: 10 15 Assessment: 30 How can reading Quick Write TB. pg. Reading Skills minutes Minutes stories about 354 or Focus IR pg. 101 Chapter 4 Chapter 4 Resources events in the life Pick a fictional Resources pg. 3 pg. 11 of a young character with whom (Literary Skills (50 points) person like you have something Quiz) yourself give in common. What are Students allowed to you insights into the similarities? use text books and your own life? notes for help Switch & Check 60 minutes 60 minutes 55 - 60 minutes 55 minutes 15 minutes Motivation 10 Direct Motivation Spelling Assessment Ask students to minutes Motivation 10 16 words plus 4 Instruction Pre-teach/ Direct make an inference What do you think minutes sentences (Switch & Teach Side wrap about how the band now? TB p. 363 Spelling Bee on Check in class) TB pg. 344 feels about How would you Whiteboards!! Students give performing on stage. react to an Grammar TBD examples of each TB p. 354 embarrassing Group Activity 45 form of fiction Analyzing Visuals situation such as minutes Writing Workshop 30 Manuels talent In pairs, students - 45 min Literary Skills Direct Instruction show experience? read IR pgs. 102 How to TB pg. 344-345 Review Lit/ 109 answering all Explanation TB p. (Teacher/ Reading Skills side wrap Direct Instruction 211 Students using Focus & Selection 15 minutes comprehension Drop In or Vocab. Listen to La Bamba questions Student Reader on CD (Holt Audio Reading Selection/ Volunteers) CD Disc 2) As a class review Direct Teach and check students Read La Bamba TB Group Work 30 work Reading Skills p. 356 362 with Focus TB 346 minutes Comp Questions in 347 In pairs, students Writing Workshop Side Wrap (use drop complete TB pg. (Teacher/ 30 - 45 min in or Student Reader 363 #s1 -3, 5 10 Students using How to Volunteers) Drop In or Explanation TB p. Student Reader Grammar 25 211 Group Work 20 Volunteers) minutes Pre - Drafting -

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Reading Model Vocabulary TB pg. 353 Read The Story Telling Stone with students TB pgs. 348 - 352 Guided Instruction Into Action TB pg. 353 & Talk About Independent Work Write About (#s 2 3) Spelling 10 minutes Lesson 12 Change y to i pretest / Spelling Activities pg. 26 Copy Hwk & Pack Up 5 minutes Agenda Monitors Check Planners Free Write in Journals 20 minutes

minutes In pairs, students will complete a structure chart of the story La Bamba. TB pg. 363 # 4 Copy Hwk & Pack Up 5 minutes Agenda Monitors Check Planners

Warriners Chapter 3 - TBD Copy Hwk & Pack Up 5 minutes Agenda Monitors Check Planners

(UA: Interactive Writer & Speaker pgs. 56) Students draft their explanations When students have completed their drafts they need to refer to TB pg. 212 for a self evaluation check of their own work. Only after they have checked their work can they find another finished student for a peer review (TB pg. 212)

UA 20 - 30 minutes

Writing Workshop How to Explanation TB p. 208 210 30 minutes Teacher/Students review Write with a purpose A Good How to Explanation Thinking about the Professional Model (verbally completed whole group) Independent Practice Students choose topic & Plan how to explanation (UA: Interactive Writer &

Journals 20 minutes Pretend that you are Manuel in La Bamba how would the story be different. Rewrite one of the major scences of La Bamba. or Writing Skills Focus TB pg. 363

Continue Writing Workshop

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Speaker pgs. 53 54) Hmwk Your Turn TB p 353 Spelling Words part of speech, definition, sentences (1 8) Create your own myth to explain one of the following: o Why is the earth round? o Why are there seasons? o Why does a dolphin breathe but live in the water? o Why does it rain? Spelling Words part of speech, definition, sentences (9 16) Chapter 4 Resources pgs. 7-8 Complete Writing Workshop Excercises Spelling Activities pg. 27 Spelling Teachers Guide pg. 116 Grammar TB pg 364 Read & Your Turn TB pg. 365 Choices Analyze the Story Spelling Words Write each word 10 times each

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APPENDIX 5

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APPENDIX 6
El Dorado County Charter SELPA Application for: Hardy Brown College Prep Section I
Describe your rationale/reasons for applying to join the El Dorado County SELPA: Hardy Brown College Prep, an independent K-8 charter school, will open on August 18, 2010 in San Bernardino. We are currently recruiting students. All of the information below is based on the expectation that we will have students who are eligible for Special Education services. However, the number of students and their specific needs is currently being determined as we complete the student enrollment process. The mission of Hardy Brown College Prep is to graduate high-achieving students of good character, prepared for college and citizenship in a democratic society. Fortune School of Education aims to create a K-8 learning environment where students, faculty and parents embrace and strive to achieve a standard of excellence in academic achievement, ethics and citizenship. Students will participate in a rigorous, college preparatory program that is characterized by low student-teacher ratios, an extended instructional day, frequent benchmark assessments of student progress and a series of intensive interventions that are focused on quickly accelerating the learning of scholars who are performing far below grade level. When students graduate from Hardy Brown College Prep, they will be self-motivated, industrious, critically-thinking students who are passionate about learning and committed to service. They will be well prepared to meet the challenges of high school, higher education, and employment and fully embrace their rights and responsibilities as citizens in our democratic society. Based on our mission, we believe that all students should be educated in an environment of high expectations and with the necessary supports so that all students are prepared to graduate from college-prep high schools and eventually a 4-year university. Our school model is to follow a Response to Intervention plan that is inclusive of all students, including those with special needs. Students will be assessed prior to the first day of school to determine the appropriate math and reading levels of instruction. Each student at Hardy Brown College Prep will have an Individual Learning Plan that will be based on learning goals. These goals will be communicated with the student and family. The teacher will monitor the progress of the student towards meeting the goals. Once goals are met, new goals will be set. In addition, with smaller class sizes and a longer school day and year, students will have more time in school and teachers will have the opportunity to give each student individualized attention and monitor growth. This will ensure that every students needs are being met and quick and timely interventions will occur when a student is identified as struggling. As evidenced by the low achievement levels of its Special Education students, we are not convinced that our authorizing district can provide the rigorous, college-preparatory program that we seek to foster at Hardy Brown College Prep. We want to ensure that all staff is hired and trained to develop students to their fullest potential. Joining the El Dorado County SELPA will ensure that we maintain complete autonomy within our charter school to hire the best qualified Special Education staff to provide instructional support to our students who are or may become eligible for Special Education services. It is important to us that Hardy Brown College Prep students have access to high-quality Special Education services that will meet all IEP goals, as well as provide support for each eligible student to attain the long-term goals that align with the mission of Hardy Brown College Prep. We have a desire to implement quality programs for students with disabilities, and we hope in this application to demonstrate our capability of implementing quality educational programs for all children following researched best practices.

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We hope by joining the El Dorado County Office of Education Charter SELPA we will gain support in the following areas: Training: EDCOE Charter SELPA provides training and professional development in special education issues and strategies for special education and general education staff. The inservice education experiences are of quality and have proven effective in ensuring compliance and improved performance for staff and students. Resources: EDCOE Charter SELPA, due to its statewide scope and experience, has resources for special education and general education instruction of students with disabilities, maintenance and operation of special education programs and services, and resolution of disputes and disagreements. The resources include consultation, linkages with other charter schools with effective practices, and referrals to sources of information. Collaboration: EDCOE Charter SELPA will provide HBCP staff with opportunities for collaboration with other charter schools to develop, implement, and evaluate effective instructional and other educational strategies for improved student performance and operation of effective special education and related services. Policies and Procedures: HBCP will benefit from the leadership, guidance, and implementation of the developed policies and procedures provided by the EDCOE Charter SELPA. These documents, already developed, will allow HBCP staff to use their time and resources to focus on instruction and support of students with disabilities. Further, these policies and procedures are developed specifically for charter schools and reflect the unique qualities of charters rather than the traditional school district context. Assistance from other charter schools/cooperative problem-solving: HBCP will have the extensive network of the other charter schools in the EDCOE Charter SELPA as partners in problem-solving and in identifying needs and trends that can be addressed for the benefit of the students and staff.

Section II Using the key below, please rank your current status in terms of each of the following special education mandates and place this rank in the box provided. Then elaborate on your ranking by briefly describing this status in the space provided. KEY: 1 = COMPLIANT 2 = IN DEVELOPMENT PHASE 3 = NEED ASSISTANCE (Need to indicate level of status in the application.) A special education program requires that you implement appropriate child find activities, provide general education program modifications, refer students for assessment, conduct assessments and develop Individual Education Plans (IEP) for identified students. Please describe your procedures for each of these areas. a. Child Find Activities: Whenever we or the parent suspects that there is a child with a disability, we will provide the parents with the appropriate information and support so their child can be evaluated and provided with services. Using the EDCOE Charter SELPA policies and procedures, HBCP will: Upon registration and then annually inform all parents of the availability of special education and related services. During induction of new staff and then annually inform all new and continuing staff (administrative, instructional, support, clerical, and operations) of the procedures for identification, referral and placement.

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Make available upon request information to parents and staff on the referral and identification process. Review all student records for indications of previous determination of special education eligibility done by school districts prior to enrollment in HBCP. Provide annual training for instructional staff on the categories of eligibility and what characteristics and performance levels may determine eligibility for special education and related services. HBCP will coordinate its child find activities with those of other districts and public educational agencies in the greater San Bernardino area.

b. General Education Program Modifications: Instructional Strategies Hardy Brown College Prep will give students opportunities to learn academic and life skills from teachers, parents, classmates, and caring community members. The instructional strategies employed at Hardy Brown College Prep will be: 1. Low Student-Teacher Ratios Class-size reduction will be in effect in all Hardy Brown College Prep classrooms. We will seek to limit class sizes to 20 students in the primary grades (K-3), and 25 students in the intermediate and middle school grades (4-8). For students needing intense intervention in math and reading, student teacher ratios will ideally be no more than 10:1. Ratios will provide for personalized effort for students who have disabilities or are suspected of having disabilities. These low ratios will be possible with the help of a full time education specialist on staff. In addition, ratios will be even smaller with a part time paraprofessional, if needed. We also require each family to volunteer 40 hours a year per child at the school. Additionally, we will have a volunteer corps of recently graduated high school students and college students available for tutoring and working with small groups of students. This will create 1:1 ratios as needed for students requiring this individualized attention. 2. Individualized Learning Plans Students are unique individuals with specific needs. In order for instruction to be most effective, the particular levels and learning styles of each student must be taken into account. Therefore, Hardy Brown College Prep will create Individualized Learning Plans for each student which maps out where a student is starting off, what goals are being set academically and socially for that child, and what the School will do to ensure the student meets those goals. Hardy Brown College Preps principal and teachers will work collaboratively to develop these plans. These plans will be based on initial assessments at the beginning of the school year. They will be shared with the student and the parent as well as the education specialist if the student has been identified as having special needs. The teacher will plan the learning experience and monitor the students progress. The progress on meeting the goals will be reported to the principal, student and parent weekly (as well as the education specialist, if the student is identified as special education). At the end of each trimester the goals will be reviewed and new goals will be set for the student. For students who have Individual Education Plans, the student ILP will be developed to be consistent with and supportive of the IEP. 3. Differentiated Instruction All too often, teachers teach to the middle, meaning instruction is geared toward the mid-range of academic levels in the classroom. This severely hampers students who are struggling and those who are excelling. In order to maximize the learning opportunities and achievement for all students, Hardy Brown College Prep will utilize a variety of differentiated instructional strategies. Specifically, instruction at Hardy Brown College Prep will be delivered through a variety of modalities (auditory, visual, multimedia, hands-on) and flexible grouping strategies (whole class, cooperative groups, project-based

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learning) which ensures that all students needs are being met. In addition, each student will have goals that have been set from their Individualized Learning Plans. Teachers will use these goals for designing appropriate standards-based instruction so that all students are learning and mastering the content. This will include state-adopted curriculum with a variety of resources that meet the needs of all learners, including those with special needs. Differentiated instruction for students with disabilities will include those accommodations and modifications required in each students IEP. The education specialist will plan and collaborate with the classroom general education instructional staff to identify and support the use of the required accommodations and modifications. The education specialist will deliver other effective strategies and techniques for differentiated instruction within the general education classroom in a co-teaching model whenever necessary. This model will allow for special education students to receive the most academic benefit in a leastrestrictive environment. The classroom teacher and the education specialist will analyze the student performance data, plan for instruction and deliver instruction in a co-teaching model. This will give the education specialist the opportunity to work with the students with special needs within the classroom environment without removing the students from accessing the core curriculum. The differentiated instruction will be delivered by the education specialist while the classroom teacher is able to deliver the core curriculum. 4. Extended Day and Year Hardy Brown College Prep will serve populations of students who often come to school far below grade level and without the foundational academic skills necessary to thrive in an environment of high standards. A core principle of Hardy Brown College Prep is More Time, understanding that students will often need this time in order to efficiently reach grade level proficiency. Attached to our application is our school calendar. Hardy Brown College Prep will have a modified yearround educational calendar, which has been shown to be more conducive to students retention of academic information and skills. Students will start school each year in August and school will end in June (with a six week summer break and trimester breaks of 3 weeks each). The regular school year will be 180 days. However, students who are not making progress towards grade level standards will also attend inter-sessions and summer programs. We will also have an extended school day. As you can see in our bell schedule (Exhibit III of the Hardy Brown College Prep Charter Petition), students at HBCP will have more time learning than traditional public schools. For example, first graders at HBCP will be at school from 7:30 a.m. to 3:45 p.m. each day. This means they will have 66,325 of instructional minutes in one year compared to the required 50,400 required instructional minutes for first graders in California. There will also be an after school program that will provide tutoring and homework help until 6 p.m. each day. During the school day, students will have a very structured academic program, spending nearly three hours a day on language arts and over two hours a day on math. In all academic areas the IEPs for students will be implemented and all accommodations and modifications will be provided as appropriate and necessary. All students with active IEPs will participate in the inter-sessions, after school and summer programs at the recommendation of their teachers and with the consent of their parents. Students who require Extended School Year (ESY) services and meet the eligibility standards for ESY will be provided those services during the inter-session and summer program sessions. 5. Field Lessons Field Lessons are an important opportunity for students to receive direct experiences beyond the text and classroom discussions. Every class, Kindergarten through eighth grade will take an annual Field Lesson. These Field Lessons will provide a rich, in-depth experience with the natural environment that

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cannot be provided by classroom activities, guest speakers, or short day-long excursions. Each teacher will work to develop a curriculum which will be enhanced by the Field Lesson and have appropriate follow-through in the succeeding days. All and any reasonable accommodations will be provided to students on IEPs to participate in the Field Lesson experiences. If specialized staff are required for a student on an IEP to participate, the staff will be provided by HBCP and will accompany the student(s). No student will be excluded from a Field Lesson due to a disability. c. Referral Process (including Student Study Team model): Hardy Brown College Prep will be a Professional Learning Community. We will schedule common planning time for teachers. A collaborative model through which administrators and lead teachers will articulate goals for planning time will be adopted. Lead teachers will guide planning time discussions, with clearly directed, data-driven outcomes that will reliably and predictably lead to school wide academic improvements, such as student placement for intervention programs and inter-sessions. Hardy Brown College Prep has an extended school day with common planning time built in for teachers Monday through Thursday. During common planning time teachers will monitor students individualized learning plans by looking at weekly assessment data to determine how students are moving towards meeting their goals. If a student is not making appropriate academic progress he/she will be referred to a Student Study Team (using the Response to Intervention Model). This team will include the grade level teacher, principal, parent, and education specialist, and any additional staff that has relevant knowledge about the student, and the instructional program and standards. A plan will be developed to meet the individualized needs of the student (tier I intervention). The plan will be implemented, a timeline set and the team will convene again to reevaluate the students progress to see if the modifications have worked to build the students skills. If there is not adequate progress we will then try tier 2 interventions. If these structured interventions do not seem to meet the students needs, the team will determine if a referral for special education assessment is necessary. If a referral is made, then the parents will be notified and an assessment plan will be developed within 15 calendar days of the referral. Within 60 calendar days from the date that the parent provides written approval for the assessments in the assessment plan, the assessments will be conducted and an IEP team meeting will be held. If a student with an IEP transfers into Hardy Brown College Prep from another SELPA, the student will not go through the entire referral process again. Instead, the student will receive an interim placement designed to address the needs and provide the services in the current IEP. Then, if necessary, an assessment plan will be developed. Within 30 calendar days of the interim placement, an IEP team meeting will be held to review the program placement. d. Assessment (include a description of personnel responsible for the assessment by name and title or agency providing the services as well as assessment tools used): HBCP will follow the policies and procedures of the EDCOE Charter SELPA for scheduling, planning and conducting assessments to determine if a student is eligible for special education and related services. HBCP will conduct the assessments and provide reports to the parent and to the IEP team in a timely and compliant manner. In the future, we plan to contract with and or hire a certified school psychologist, certified school nurse and any other certified or otherwise qualified specialists needed to conduct appropriate assessments.

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We will consider the recommendations of EDCOE Charter SELPA as well as consider local resources and partnerships. Additional assessments will be conducted by a team of qualified assessors including: Education Specialist Speech and Language Specialist School Psychologist School Nurse and/or other health professional General education teacher If necessary, the assessment team will be augmented to include, but not be limited to: Audiologist Adapted Physical Education specialist Vision Specialist Counselor Mental Health professional Other special education personnel knowledgeable in the area of suspected disability and the implications for learning due to a disability. The assessment process will include and involve the students parents at all stages, in compliance with state and federal requirements and with EDCOE Charter SELPA policies and procedures.

e. Development of an appropriate IEP (Provide copy of your current form): HBCP will follow the policies and procedures of the EDCOE Charter SELPA for scheduling, preparing and conducting Individualized Education Program (IEP) meetings and developing compliant and effective IEPs for each eligible student. HBCP will use the on-line SEIS system to develop IEPs and/or utilize the IEP forms and format of the EDCOE Charter SELPA as appropriate. We will hire an Education Specialist with experience developing and writing appropriate IEPs. Once our students have been referred and assessed, we will write an appropriate IEP during the IEP meeting if necessary. The IEP team will consist of the parent(s), principal or designee, teacher, appropriate general education teacher, the Education Specialist teacher and Special Education support person. They will come together to determine the needs of the student and develop an appropriate and compliant IEP. Section III Using the key below, please rank your current status in terms of each of the following special education mandates and place this rank in the box provided. Then elaborate on your ranking by briefly describing this status in the space provided. KEY: 1 = PROVIDING SERVICES 2 = CONTRACTING FOR SERVICES 3 = NEED ASSISTANCE IN OBTAINING OR PROVIDING SERVICES (Need to indicate level of status in the application.) a. Resource Specialist Services (Specialized Academic Instruction - SAI): We will hire an Education Specialist who will provide services in and out of the classroom to support student learning. This staff member will also serve as our intervention teacher for students without IEPs. The staff member hired will be NCLB highly qualified and credentialed education specialist. Fortune School of Education is the charter management organization for Hardy Brown College Prep.

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We are a school of education with an education specialist credential program. We will be able to provide a talented pool of qualified credentialed educators to interview, select and hire for this position. HBCP will annually inform the EDCOE Charter SELPA of the staff hired for this position and at other times as required by the EDCOE Charter SELPA. HBCP also anticipates employing paraeducator staff as necessary to provide specialized academic instruction as required by any students IEP. b. Designated Instruction and Services (e.g. Speech and Language therapy, Adaptive Physical Education, Occupational/Physical therapy, Counseling, Sign Language Interpreting, etc.): HBCP will employ staff to implement the Related Services (Designated Instruction and Services) required by any and each students IEP. Based on the prospective students whose parents have given evidence of interest in enrolling at HBCP, it will be necessary to have a Speech and Language Therapist on staff to provide the required therapy and consultation. HBCP will hire/contract for a Speech and Language Therapist as needed. HBCP will request and consider recommendations from the EDCOE Charter SELPA regarding Related Services staff to provide, consult, and/or oversee any specialized related services that HBCP staff cannot conduct and/or interpret. In addition, HBCP will consider local resources and partnerships to provide staff, consult, and/or oversee any specialized related services that HBCP staff cannot conduct and/or provide. c. Non-severe Special Day Class (e.g. SDC for students with learning disabilities) (Requiring greater than 50% SAI): In most cases we will utilize our own education specialists to support students with IEPs and specific learning needs. HBCP is committed to providing all specialized instruction in the least restrictive environment. To do so, HBCP will use a model of full inclusion with the necessary staff and supports available as needed to a student in the general education environment or in a combination of general and specialized environments. HBCP will employ paraeducator staff as necessary to provide specialized academic instruction as required by any students IEP and under the direction and supervision of education specialist credentialed staff. Fortune School of Education has an education specialist credential program and a Masters program in Special Education in partnership with the University of the Pacific. As such, we will be able to provide a talented pool of qualified credentialed educators to interview, select and hire for this position. d. Severe Special Day Class (e.g. SDC for students with severe physical, medical, emotional disturbance and/or significant developmental delays requiring intensive services) (Requiring greater than 50% SAI): We will not directly provide these services. We will contract with regional, county and/or appropriately certified non public agencies or schools to educate students whose IEP indicates a need for these services. We may also partner with other charter schools as the need arises for this type of service.

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e. Inclusion Services (e.g. supported full time placement in general education classes for students with severe disabilities): Based on individual needs, students may have an IEP and be fully included in the regular education program. In addition, students may also be served under 504 plans and fully participate in the general education program. Inclusion services will be provided to students who can access and succeed in the general education program with the modifications outlined in either the IEP or 504 plan. HBCP is committed to providing all specialized instruction in the least restrictive environment. To do so, HBCP will use a model of full inclusion with the necessary staff and supports available as needed to a student in the general education environment or in a combination of general and specialized environments. These supports will be provided during the regular school day, in the after school program, during inter-session and throughout the summer program. HBCP will employ paraeducator staff as necessary to provide specialized academic instruction as required by any students IEP and under the direction and supervision of education specialist credentialed staff. With the use of paraeducators as well as volunteers, students will get all of the individualized attention they need in the classroom. Placement in a nonpublic school/agency (NPS/NPA) or residential facility: We will contract for these services through regional, county and/or certified nonpublic agencies or schools as needed. f. Transportation for students with special needs in order to access special education services: As needed, we will contract for this service through local transportation agencies, and as appropriate, we may contract directly with the parent/guardian of the student to provide this service. Section IV - Compliance/Capacity Please explain your understanding of and experience with: a. Due Process - list any specific cases and the outcomes: HBCP will implement the EDCOE Charter SELPA policies and procedures regarding Due Process Hearing requests. HBCP is committed to dispute resolution at the earliest possible stages of any disagreements between parents and staff and will constantly seek to resolve any disagreements between parents and HBCP through alternate dispute resolution procedures. HBCP staff will provide parents with the notice of procedural safeguards annually and at other times required by state and federal regulations and by the EDCOE Charter SELPA policies and procedures. HBCP will inform the appropriate EDCOE Charter SELPA staff of any incidents of parent and HBCP disagreement that is likely to move to formal dispute resolution. HBCP will cooperate with the EDCOE Charter SELPA staff to resolve these disputes and disagreements at the earliest stage possible. b. State Complaints - how many, what issues, if any, and outcomes of any investigations: As a new school we have not had any complaints lobbied against us. HBCP will implement the EDCOE Charter SELPA policies and procedures regarding state complaints filed alleging that HBCP is not in compliance with state or federal requirements. HBCP is committed to dispute resolution at the earliest possible stages of any disagreements between parents and staff and will constantly seek to resolve any disagreements between parents and HBCP through alternate dispute resolution procedures. HBCP staff

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will provide parents with the notice of procedural safeguards annually and at other times required by state and federal regulations and by the EDCOE Charter SELPA policies and procedures. HBCP will inform the appropriate EDCOE Charter SELPA staff of any state complaints or contacts by CDE staff regarding parent concerns. HBCP will respond to state complaints in a responsible and timely manner. HBCP will cooperate with the EDCOE Charter SELPA staff to resolve these complaints and the underlying concerns at the earliest stage possible. HBCP will implement any and all corrective actions ordered by the CDE in a timely and compliant manner. HBCP will inform the EDCOE Charter SELPA of any corrective actions ordered and the resulting actions to comply with the correction actions. c. Is your facility ADA compliant and/or the plan you have adopted to move toward compliance: We have not finalized a facility lease for the school; however, we will be compliant with any ADA requirements. We have contracted with ANOVA Architects to design the school facility, all tenant improvements will be ADA compliant. In addition, lease negotiations require our landlord to be responsible for core and shell ADA compliance. d. Describe your special education population: HBCP will open on August 18, 2010. We do not have numbers for our special education population. However, we are expecting to enroll 235 students in the first year. General Education Total ADA: Special Education Total ADA: List Disabilities Served: e. Who is your identified special education administrator? Describe their background and experience with special education: Hiring for Hardy Brown College Prep is not complete. We will hire an education specialist staff member, para-professionals as needed. Our principal, Howana Lundy, is experienced in administering a special education program. Currently we have several consultants involved in the special education planning process. They include: Heidi Garner, Curriculum Coach, San Juan Unified School District & Fortune School of Education Faculty Herinder Pegany, Principal, PS7 & Fortune School of Education Faculty Rishi Lal, Education Specialist, Sacramento High School & Fortune School of Education Graduate Student Steve Johnson, Director of Special Education, Lodi USD (retired), Consultant in Special Education Administration and Programming & Fortune School of Education Instructor

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List the special education professional development provided for general and special education staff and parents for the past two years: Hardy Brown College Prep plans to provide on-going special education development to all staff members, including legal and educational requirements for serving all students. HBCP will participate in and provide training offered by the EDCOE Charter SELPA to general education and special education staff and to parents of students. HBCP will include special education staff in all trainings offered to general education staff of HBCP. HBCP will participate in the trainings and inservice opportunities offered by the SBCOE and by other educational agencies in the county and in nearby counties, including those offered by other charter schools. HBCP will inform other charter schools of HBCP sponsored training sessions and invite their participation as available and appropriate. Based on the population of students we anticipate serving, Hardy Brown College Prep has already identified reading and math as the priority training needs. We have contracted with Action Learning Systems for training in the language arts and math curriculum that will be adopted by the school. Action Learning Systems training includes analyzing student data assessments, planning for instruction, monitoring student progress and curriculum delivery. In addition, they will provide coaching for teachers throughout the school year. We will seek to provide further training in identified areas as needed.

Acknowledgement By submitting an application for membership into the El Dorado County Charter SELPA, Charter applicant indicates it has read and understands the conditions of the Agreement for Participation. Upon acceptance into the El Dorado County Charter SELPA, approved applicants are required to submit a signed Agreement for Participation with the El Dorado County Charter SELPA as a condition of acceptance.

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APPENDIX 12

CONFLICTS OF INTEREST CODE

PURSUANT TO CALIFORNIA CORPORATIONS CODE Adoption The Board of Directors of Hardy Brown College Prep (Board) hereby adopts this Conflict of Interest Code (the Code), which shall apply to all governing board members, candidates for members of the board and all other designated employees of Hardy Brown College Prep. Designated Employees and Common Directors Designated Employees are those directors, officers and/or employees of Charter School with significant powers delegated to them by the Board, who have a direct or indirect material financial interest in a contract or transaction presented for authorization, approval or ratification to the Board, or a committee thereof. Common Directors are those Directors that sit on the Board of Directors and the board of directors of another corporation with which Charter School is considering entering a contract or transaction. Interested Directors are those Board members, or their family members, compensated by the School for services rendered to it within the previous 12 months, whether as a full- or part-time employee, independent contractor or otherwise, excluding any reasonable compensation paid to a director as director. Designated Employee Disclosure Any Designated Employee shall make a good faith, full disclosure of the material facts relating to the transaction and that persons material financial interest in the transaction prior to the acceptance of the potential contract or transaction. The disclosure must be reflected in the minutes of the meeting of the Board of Directors or a Committee thereof. Such disclosure shall include any known material facts concerning the transaction and the designated employees interest in the transaction.

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Designated Employee Transactions/Contracts Board Vote Once the Board has knowledge of the material facts as disclosed by the Designated Employee, the Board may authorize the contract or transaction in good faith by a majority vote sufficient for that purpose, without counting the votes of the Designated Employee(s). (The Designated Employees may be counted in determining whether a quorum is present.) The following must be confirmed in the affirmative prior to the Boards acceptance of a contract or transaction with a Designated Employee: That the transaction is entered into for the benefit of the Charter School; That the transaction was fair and reasonable for the Charter School at the time it enters into the transaction; That after reasonable investigation under the circumstances, the Board determines, in good faith, that the Charter School could not have obtained a more advantageous arrangement with reasonable effort. Documentation of the results of the investigation shall be retained either in the Board minutes and/or in the schools financial files. Committee Vote A Committee may approve a transaction or contract involving a Designated Employee if, in addition to findings listed above for a Board Vote, it was not reasonably practicable to obtain full Board approval prior to entering into the transaction or contract. Additionally, the full Board must ratify the transaction or contract at its next board meeting by a majority vote of the Directors then in office without counting the vote of the Designated Employee(s). Common Director Disclosure Any Common Director shall make a good faith disclosure regarding that Directors other directorship prior to the acceptance or ratification of the potential contract or transaction involving the Directors other directorship. The disclosure must be reflected in the minutes of the meeting of the Board of Directors or a Committee thereof. Such disclosure shall include the material facts as to the transaction and as to such directors other directorship. Common Director Transactions/Contracts Board Vote Once the Board has knowledge of the material facts as disclosed by the Common Director, the Board may authorize the contract or transaction in good faith by a majority vote sufficient for that purpose, without counting the votes of the Common Director. No contract or transaction is void or voidable because the Common Director participated in the Board meeting if the required disclosure is made and vote is satisfied; or alternatively, if there is a finding that the contract or transaction was just and reasonable at the time it was authorized.

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Committee Vote A Committee may approve a transaction or contract involving a Common Director by following the procedures listed for the Board above. Disclosure Statement At the commencement of an individuals term with the Charter School and at the beginning of each fiscal year, each board member and officer shall complete a Conflict of Interest Disclosure Statement, in the form of the document attached hereto, for review by the Board. Interested Director Not more than 49 percent of the persons serving on the Board of the Charter School may be Interested Directors. Non-Application of Policy This policy does not preclude a Director from serving the Charter School in any other capacity, such as an officer, agent, employee, independent contractor, or otherwise, and receiving compensation for those services, so long as the employment is disclosed and the employment or other financial relationship is approved by the Board, without the interested Director participating in the vote. This policy does not apply to transactions that are part of a public or charitable program of the Charter School if the Charter School approves the transaction in good faith and without unjustified favoritism and results in a benefit to one or more directors or their families because they are in the class of persons intended to be benefited by the public or charitable program.

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Hardy Brown College Prep Conflict of Interest Disclosure Statement

This Conflict of Interest Disclosure Statement is intended to help the charter schools officers and members of the Board of Directors ensure that they are not compromising their ability to act in the charter schools best interest by placing themselves in a position of an actual or potential conflict of interest. Please initial following Item A or Item B, whichever is appropriate, and provide a detailed explanation if you answered Item B (attach additional sheets if necessary). Please review the Conflicts of Interest Policy when completing these items. Item A: I am not aware of any relationship or interest or situation involving myself or my immediate family or any entity with which I am affiliated that might result in a conflict of interest between me and the charter school. Initial Here: __________ Item B: There may be relationships or interests or situations involving myself or my immediate family or any entity with which I am affiliated that either currently or is likely to result in a conflict of interest between me and the charter school. Initial Here: __________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ________ Immediate family is an individuals brother, sister, ancestor, descendant, spouse, brother-in-law, sister-in-law, son-in-law, daughter-in-law, mother-in-law, or father-in-law. Item C: I am a board member, a committee member, an officer or an employee of the following organization(s) which may present a real or potential conflict: _______________________________________________________________________________ _______________________________________________________________________________ ____ I have read and understand the charter schools conflicts of interest policy and agree to be bound by it. I will promptly inform the Board of Directors of any material change that develops in the information contained in the foregoing statement. ____________________________ ___________________________ ____________ Printed Name Signature Date

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APPENDIX 13

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APPENDIX 14
TITLE: REPORTING TO: Principal VP Academic Affairs CLASSIFICATION: CALENDAR: Full Time 2010-2011 GENERAL SUMMARY: The Principal serves as the educational leader and chief administrator of the staff and students at the school site. The Principal is responsible for the direction of the instructional program, operation of the school, development and monitoring of the school budget. The Principal will oversee the total school program to provide a quality educational environment that meets the need of all students. The Principal will serve as a member of the administrative team dedicated to cultivating excellence throughout the school and community.

ESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum Development, Supervision, and Evaluation Serves as a curricular leader; understands school curriculum, ensures teaching of the written curriculum, helps staff use curriculum resources Participates in and/or leads curriculum development activities commensurate with school and district goals Provides opportunities and encouragement for staff to increase professional expertise Identifies curricular and extra-curricular needs by analyzing current programs and student achievement Works in collaboration with staff to develop the master schedule Regularly uses the results of student assessment data to identify problems and implement program improvements and/or pacing. Provides continuous supervision and evaluation of the regular and special education programs and operational activities within the school Interprets and implements the approved curriculum program and ensures that instruction aligns with state standards Student Assessment and Monitoring Excellence in assessment; emphasizes student achievement as the primary outcome of schooling Systematically assesses and monitors student progress using objective and verifiable information whenever possible Works with staff to systematically identify and respond to at risk students; makes referrals to appropriate community agencies when needed Provides meaningful information to parents/guardians and others regarding student progress Maintains policies and practices for grading, reporting, and promoting Student, Staff and Community Relations Communicates high expectations for both staff and students and provides appropriate motivation to reach expectations Solicits information from school personnel and community in gauging the school climate Recognizes efforts of students and teachers Promotes the improvement of student and staff self-images. Models and facilitates good human relations skills; effectively interacts with others Establishing an Effective Workplace Develops and maintains positive staff morale Provides orientation for newly assigned staff members and assists in their professional development Conducts meetings with the staff as necessary for the proper functioning of the school Implements a discipline code that is fair and promotes orderliness and student learning Protects instructional time by minimizing interruptions of the instructional process Coordinates teacher and student schedules to promote maximum learning and minimize conflict Maintains high visibility in the school Provides for adequate supervision and acceptable student behavior at all school functions planned and operated by school personnel Staff Supervision and Personnel Evaluation Supervises professionals, teacher assistants, secretaries, and classroom volunteers Assists in personnel evaluation and demonstrates objectivity in the process

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Assists with recruiting, screening, hiring, training, and evaluation of the school personnel Makes personnel assignments based on knowledge of employee abilities, qualifications, past performances, and school needs Communication and Community Relations Interacts, listens and responds appropriately to staff, student, and community concerns Respects differences of opinion and fosters open communications among staff Communicates effectively with students individually and in groups Maintains communication with the appropriate central office administrators informed of school activities and problems such as transportation, special services, discipline, etc. Collaborates with central office and other personnel to share ideas and concerns Interacts with school personnel and parent groups to promote positive outcomes Encourages parent visits and involvement in decision making Keeps the community informed about school activities through newsletters, news releases, and attendance at parent meetings, etc. Effectively utilizes community resources and volunteers to promote student learning Decision Making and Problem Solving Considers research, alternatives and consequences in the decision making process Effectively delegates decision-making and problem solving to appropriate personnel Makes decisions in a timely fashion and maximize decisions effectiveness by follow up actions Establishes an effective school administrative organization with clear lines of responsibility including the necessary delegation of authority. Identifies problem areas and seeks solutions before crisis situations develop Implements needed change with appropriate support of staff, students, and community Delegates authority to responsible personnel to assume responsibility for the school in the absence of the principal Professional Development Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals, and discussing problems of mutual interest with others in the field Assumes responsibility for his/her own professional growth and development. Views self as a role model for expected staff behavior. Perceives self as a change agent; works for self and organizational renewal Provides leadership in the development, direction and innovation of educational programs designed to meet the needs of students groups, including English learners and Special Education Effectively utilizes the expertise of school personnel, including self, in staff development Helps teachers implement objectives for themselves and students Provides opportunities for teachers to share and demonstrate successful practices Building Management, Record-keeping, and Financial Management Establishes and maintains rules and procedures for student and staff safety Promotes an aesthetically pleasing environment in the school Monitors plant, office, and equipment maintenance. Promotes timely repair of school facilities and equipment Effectively copes with crises and emergencies Maintains accurate student, and fiscal records. Prepares accurate budgets and effectively monitors expenditures Prepares required district reports accurately and efficiently Anticipates future building and equipment needs; plans appropriately to remedy Manages the daily use of school facilities for both academic and nonacademic purposes QUALIFICATIONS Required knowledge, skills & abilities: Demonstrated commitment to students and learning Demonstrated knowledge of curriculum development and program design Excellent communication, presentation and interpersonal skills with demonstrated ability to write clearly and persuasively Excellent organization, time management and follow-up skills; high sense of urgency; demonstrated ability to successfully handle multiple projects concurrently; ability to work as a team Strong community-building skills

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Entrepreneurial passion Education and Experience Demonstrated track record of producing high levels of growth in academic student achievement on standardized state testing Valid Administrative Services Credential or enrolled in a Administrative credential program Five or more years of successful educational experience WORKING CONDITIONS Environment Office environment: constant interruptions Outdoor environment: driving a personal vehicle to conduct work; visit school sites; travel to other organizations and companies; meetings and workshops Physical Abilities Hearing and speaking to conduct group training, exchange information in person electronically and on the telephone Ability to read printed material and computer screens. Ability to understand speech at normal levels Dexterity of hands and fingers to operate a computer keyboard and other office equipment Kneeling, bending at the waist, and reaching overhead above the shoulders and horizontally to retrieve and store files and supplies Ability to climb stairs, walk and sit for extended periods of time. Ability to lift and carry 10 pounds Reasonable accommodations will be made to enable individuals with disabilities to perform the essential job functions This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.

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APPENDIX 15
TITLE: REPORTING TO: School Secretary Principal CLASSIFICATION: CALENDAR: Full Time 2010-2011 GENERAL SUMMARY: The Fortune School Secretary will serve as a lead member of the team to ensure the smooth and efficient operation of the school site. The School Secretary will support the Principal in their efforts to create a learning environment where each child is focused on learning and staff is focused on results. Position will provide excellent customer service to all students, parents, staff, community members and stakeholders.

ESSENTIAL DUTIES & RESPONSIBILITIES Provide varied and responsible secretarial and clerical support services to relieve the Principal of administrative and clerical detail; compose independently or from oral instruction, letters requesting or providing information or dealing with routine matters Coordinate flow of communications between parents, students and the public; respond to inquiries and provide information to teachers, students and the public Assist with disciplinary process; monitor detained students; process student suspensions; assure the safety and supervision of students; perform student health care functions, administer first aid Prepare for new school year; coordinate and oversee student registration activities; assist with student classroom placement; assure overflow students are transferred to appropriate schools Compile information and prepare and maintain a wide variety of data, records and reports according to established procedures and timelines; establish and maintain filing systems; prepare a variety of documents including forms, flyers, schedules, newsletters and handbooks Maintain a variety of calendars for the Principal; schedule and coordinate use of school facilities; arrange travel reservations and prepare related documents Perform receptionist duties; initiate and answer telephone calls; screen and route calls; provide information and assistance to callers; receive and distribute messages to appropriate personnel; receive, open, sort, screen and distribute incoming mail; distribute campus keys Monitor inventory levels of school supplies and textbooks, ordering replacements as necessary; distribute and collect textbooks; assure students are billed for lost/damaged textbooks; communicate repair and maintenance issues to appropriate personnel Prepare, maintain and process financial records and assist in monitoring assigned budgets. Process, audit and arrange for payment of school invoices Contact parents and guardians to clear student absences; prepare Average Daily Attendance reports as assigned by position Operate a variety of office equipment including a fax machine, copier and a computer and assigned software. Maintain all student records; attendance records, daily/monthly attendance reports and other pertinent student data files and reply in a timely manner to requests for student records Monitor the absence of students and check on children not reporting to school and not reported absent by parents. Maintain and update emergency release forms and remove from the building in the event of an emergency Coordinate registration of all prospective students. Prepare class lists. Prepare monthly notes & notables messages; notify Fortune School of upcoming events for publicity purposes so that pictures, videos, or news releases can be organized Process and file student behavior forms and prepare reports as requested by the principal Ensure that all report cards and progress reports are processed in a timely manner and maintained in the appropriate files Coordinate the development of the school monthly newsletter and bulletins to teachers. Disseminate mail and other inventory to appropriate school staff Process updates and revisions of Board Policy Process free and reduced lunch applications Initiate transportation requests for students and for student field trips Maintain all room keys for the building

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QUALIFICATIONS Required knowledge, skills & abilities: Ability to run an efficient support system for the school environment Possess the qualities of reliability, honesty, integrity and promptness in performing duties Excellent interpersonal skills, including ability to handle confidential and sensitive issues with diplomacy and ability to work effectively with teammates of all levels. Easily approachable and sensitive to the interpersonal anxieties of others Must display a pleasant demeanor and demonstrate a genuine interest in people Excellent communication and writing skills with demonstrated ability. Must speak and write clearly and courteously at all times Excellent organization, time management and follow-up skills; high sense of urgency Demonstrated ability to successfully handle multiple projects concurrently; ability to work independently Ability to navigate complex problems and develop solutions; strong analytical skills and ability to make decisions that are within the best practices of the school Self-directed; ability to effectively prioritize and follow through Proven leadership skills with the ability to develop and implement processes and procedures Proficiency with Microsoft Office package and student information systems Positive, can-do attitude, customer service oriented, and high level of professionalism Possess a passion for educating each child, empowering them to go college and become productive citizens Education and Experience: 3-5 years in office administration Bachelors degree WORKING CONDITIONS Environment Office environment: constant interruptions Outdoor environment: driving a personal vehicle to conduct work; visit school sites; travel to other organizations and companies; meetings and workshops Physical Abilities Hearing and speaking to conduct group training, exchange information in person electronically and on the telephone Ability to read printed material and computer screens. Ability to understand speech at normal levels Dexterity of hands and fingers to operate a computer keyboard and other office equipment Kneeling, bending at the waist, and reaching overhead above the shoulders and horizontally to retrieve and store files and supplies Ability to climb stairs, walk, and sit for extended periods of time. Ability to lift and carry 10 pounds Reasonable accommodations will be made to enable individuals with disabilities to perform the essential job functions This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.

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APPENDIX 16
TITLE: REPORTING TO: Parent Liaison Principal CLASSIFICATION: CALENDAR: Full Time 2010-2011 GENERAL SUMMARY: The parent liaison will have 1-2 of experience serving students from diverse backgrounds in a school setting. The parent liaison will provide student services, which includes monitoring recess, meals and general student supervision during PE, lunch periods, restroom breaks and passing periods. The parent liaison will also provide record keeping for breakfast and lunch counts, relieve the secretary for lunch breaks, assist with attendance and absence verification and special projects as needed. The parent liaison will be responsible for coordinating with parents to complete their mandatory 40 hour school service requirement and coordinate all other school volunteers. The parent liaison is required to wear a uniform and have high standards maintaining a clean-cut appearance at all times. ESSENTIAL DUTIES AND RESPONSIBILITIES Duties include but are not limited to: STUDENT SERVICES: Monitoring recess, meals, and general student supervision; assisting with students during PE, lunch period, restroom breaks, and passing periods ADMINISTRATIVE SERVICES: Breakfast and lunch counts/record keeping; lunch relief for School Secretary; assist with attendance / absence verification; special projects as needed; volunteer liaison; clerical support/customer service as needed QUALIFICATIONS Required knowledge, skills & abilities: Knowledge of: Needs and challenges of the students we serve Community resources Ability to: Motivate students and serve as a positive role model to all students. Establish and maintain friendly, cooperative and effective relationships with students Relate well to students and adults and to earn their confidence and cooperation Analyze situations accurately and adopt an appropriate course of action Establish and maintain friendly, cooperative and effective working relationships with school personnel, community members and central office staff Follow oral and written instructions Clearly articulate and reinforce the high expectations of HBCP and FSE Write and communicate clear instructions EDUCATION AND EXPERIENCE 1-2 experience serving students from diverse backgrounds in a school setting. High School diploma required and college coursework is desirable WORKING CONDITIONS Environment School environment where there are constant interruptions. Indoor and outdoor working environment subject to long periods of walking/standing, occasional running, holding up arms for long periods of time to direct traffic, and reaching in all directions Physical Abilities Hearing and speaking to conduct group training, exchange information in person electronically and over the telephone Ability to read printed material and computer screens. Ability to understand speech at normal levels

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Dexterity of hands and fingers to operate a computer keyboard and other office equipment Kneeling, bending at the waist, and reaching overhead above the shoulders and horizontally to retrieve and store files and supplies Ability to climb stairs, walk, and sit for extended periods of time. Ability to lift and carry 10 pounds Reasonable accommodations will be made to enable individuals with disabilities to perform the essential job functions This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.

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APPENDIX 17
TITLE: REPORTING TO: Custodian Principal CLASSIFICATION: CALENDAR: Full Time 2010-2011

General Summary: The Custodian is responsible for the safety and well being of students and school personnel. Follow routine cleaning and maintenance procedures to maintain a high standard of safety, cleanliness, and efficiency of building operations and grounds.
ESSENTIAL DUTIES AND RESPONSIBILITIES Patrols school grounds, buildings and restrooms to prevent vandalism and to ensure adequate security Refers student behavioral problems to appropriate staff for correction Encourages and promotes courtesy among students Observes that safety rules are obeyed Move, unpack, and assemble furniture and building equipment Cleans assigned school or district facilities (e.g. classrooms, offices, restrooms, multipurpose rooms, corridors, carpets, removes graffiti, windows, walls, restrooms, bleachers, stage, locker rooms, sidewalks, grounds, etc.). Inspects school facilities taking preventative measures to avoid accidents and injuries Maintains supplies and equipment (e.g. cleaning solutions, paper products, vacuum, mops, etc.) Responds to immediate safety and/or operational concerns (e.g. facility damage, unauthorized persons, alarms, etc.). Distributes supplies, equipment and/or mail (as assigned) (e.g. fill soap dispensers, towel/toilet paper dispensers, packages, furniture, TV/VCR carts, etc.) Assure building security by locking/unlocking doors at appropriate time, recognizing and correcting unsafe security conditions or reporting conditions to appropriate personnel or authorities. Prepares facility for daily operations as may be required (e.g. opening gates, raising flags, unlocks doors, etc.) Perform other duties as assigned QUALIFICATIONS Required knowledge, skills & abilities: Skills to: Operate equipment used in industrial maintenance including electrical cleaning equipment, common tools, etc. Adhere to safety practices; maintain assigned tools and equipment in clean working order Maintain classrooms, offices and other facilities in a clean, safe and secure condition Move and arrange furniture and equipment for meetings and special events Use common tools to perform minor building maintenance Use common cleaning equipment and supplies safely and efficiently Knowledge of: Methods of industrial cleaning including cleaning and preserving of floors, whiteboards, carpets, furniture, walls, and fixtures; safety practices and procedures; cleaning tools, materials and supplies used in custodial work The basic principles of first aid Standards of courtesy to be observed by students, school policies and procedures Ability to: Communicate, be understood, give and carry out instructions spoken in English Communicate to site administrators and supervisor custodial needs, schedules and concerns Carry out oral and written instructions; observe and report safety hazards and need for maintenance repair Learn custodial procedures, methods and schedules Operate a vehicle with a valid CA drivers license observing defensive driving practices Adapt to changing work priorities; communicate with diverse groups; work as part of a team Understand and be sensitive to the diverse academic, socioeconomic, cultural, and ethnic backgrounds of vendors, district personnel and administrators; maintain consistent, punctual and regular attendance

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Learn and enforce school rules in areas of responsibility; maintain positive relationship with adolescents; deal tactfully and effectively with adolescents and adults Work independently and make decisions within the framework of established guidelines Keep records and maintain reports EDUCATION AND EXPERIENCE High School Diploma 3-5 years experience as a custodian College coursework is desirable but not required CPR and First Aide Experience in youth related activities Experience working in a school setting Bilingual is a plus Valid CA drivers license DMV report showing safe driving history WORKING CONDITIONS Environment/Physical Demands: The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 5% sitting, 70% walking, and 25% standing. The job is performed under minimal temperature variations and some hazardous conditions.

This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.

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APPENDIX 18
TITLE: Elementary Teacher CLASSIFICATION: Full Time REPORTING TO: Principal CALENDAR: 2010-2011 General Summary: Provide a high quality instructional program within a small school environment where every student will have the opportunity to reach their fullest potential and acquire the tools needed to prepare for college. Teacher will establish a personal relationship with each student ensuring that each child feels valued as an individual. Establish a culture of high expectations that includes the shared belief that every student will attend college. Serve students in elementary grade levels and uphold the mission, vision and values of Fortune School. ESSENTIAL DUTIES AND RESPONSIBILIES: Establish a culture of high expectations that includes the shared belief that every student will attend college Develop and implement lesson plans and classroom activities aligned with California State Standards and Fortune School of Education Instructional Guidelines Assess students regularly and analyze student results; refines and differentiates classroom instruction based on assessment data and student needs Collaborate with colleagues to improve instructional practices throughout the school; share best practices Assume leadership role in some aspects of the development of the school Communicate regularly with students and their families about classroom activities and student progress Involve parents and guardians as partners in their students education Manage student behavior to ensure every student is fully engaged Actively participate in professional development activities, and work closely with lead teachers, principal, and instructional coaches Maintain accurate student records including attendance Identify unique student needs and collaborate with team members to effectively address those needs Support the mission, vision, and core values of Fortune School Perform other related duties as required and assigned MINIMUM QUALIFICATIONS Student Assessment and Monitoring Experienced in assessment; emphasizing student achievement as the primary outcome of schooling Systematically assesses and monitors student progress using objective and verifiable information whenever possible Works with principal to systematically identify and respond to at risk students; makes referrals to appropriate community agencies when needed Provides meaningful information to parents / guardians and others regarding student progress Maintains policies and practices for grading, reporting, and promoting Knowledge of child cognitive development and various learning styles Knowledge of subject matter, including California State Standards and subject-specific frameworks and assessments Ability and willingness to implement Fortune School Instructional Guidelines and Best Practices Ability to analyze qualitative and quantitative student data Ability and willingness to reflect and improve instructional practices Ability to collaborate with colleagues, parents, community, and stakeholders

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EDUCATION and/or EXPERIENCE

Possess a California teaching credential based on a bachelors degree and student teaching or possession of a valid intern credential as required by California Charter School Act of 1992 and the federal No Child Left Behind Act. Credential must be appropriate for the teaching assignment; Possession of one of the documents issued by the California Commission on Teacher Credentialing (CCTC) that authorizes instruction to English Learners (EL). Including, but not limited to: Multiple or Single Subject Teaching Credential with English Learner Authorization or CLAD/BCLAD Emphasis, District Intern Credential with English Learner Authorization/BCLAD Emphasis, Bilingual Cross-cultural Specialist Credential, or CLAD/BLCAD Certificate. (per Credential Leaflet: CL-622 from California Commission on Teacher Credentialing 1+ year working with students as a teacher, teacher intern, or teaching assistant preferred WORKING CONDITIONS Environment: Classroom environment: constant interruptions Outdoor environment: driving a personal vehicle to conduct work; visit school sites; travel to other organizations and companies; meetings and workshops. Physical Abilities: Hearing and speaking to conduct group training; exchange information in person, electronically, and on the telephone Ability to read printed material and computer screens Ability to hear and comprehend speech at normal volumes Dexterity of hands and fingers to operate computer keyboard and other office equipment Kneeling, bending at the waist, and reaching overhead above the shoulders and horizontally to retrieve and store files and supplies Ability to climb stairs, walk, and sit for extended periods of time. Ability to lift and carry 10 pounds Reasonable accommodations will be made to enable individuals with disabilities to perform essential job functions This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.

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TITLE: REPORTING TO:

Education Specialist Teacher Principal

CLASSIFICATION: CALENDAR:

Full Time 2010-2011

General Summary: The Education Specialist is responsible for providing quality instruction to students with various disabilities.

Teacher is responsible for implementing curriculum to ensure that students are successful in academics, develop interpersonal skills and participate in activities of daily living. Teacher is responsible for documenting student progress/activities, outcomes; addressing specific needs of students; providing a safe and optimal learning environment and providing feedback to students, parents and administration regarding student progress and goal. ESSENTIAL DUTIES AND RESPONSIBILITIES:
Develop, maintain IEPs, quarterly reports, progress monitoring for measuring goals Collect and report progress monitoring data for all student goals Conduct IEP meetings within mandated timelines Make data-driven instructional decisions to improve student outcomes Complete Quarterly Progress Reports Complete mandatory reporting as required by state and federal guideline. Complete all special education paperwork accurately, according to regulations, and on time Develop and monitor appropriate transition plans for students of transition age Serve as a liaison and resource to Special Education Local Plan Areas (SELPAs) Adapts lesson for the purpose of implementing the IEP goals and meeting the special needs of students Advises parents and/or legal guardians of student progress for the purpose of supporting teachers expectations, developing methods for improvement and/or reinforcing classroom goals in the home environment Assesses students social needs (e.g. behavioral, motor development, communication, etc.) and academic needs (developmental level, vocational abilities, etc.) for the purpose of evaluating students and family requirements, placement and success of the program Collaborates with school personnel, agencies and community agencies (e.g. social service agencies, caretakers, etc.) for the purpose of developing and modifying the program to maximize the quality of student outcomes, developing solutions and planning curriculum Directs instructional assistants, volunteers and/or student aides for the purpose of providing an effective school program and addressing the needs of individual students Instructs students with individualized special needs for the purpose of developing appropriate academic interpersonal and daily living skills through a defined course of study Manages student behavior for the purpose of providing a safe and optimal learning environment Prepares teaching materials and reports (e.g. grades, attendance, anecdotal records, etc.) for the purpose of implementing lesson plans and providing documentation of teacher and student progress Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment and adhering to Education Code, district and/or school policies Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities Participates in various meetings (e.g. individual education plan meetings, conferences, in-service training, site meetings, etc.) for the purpose of receiving and/or providing information and/or meeting credential requirements

EDUCATION and/or EXPERIENCE

Possess a California teaching credential based on a bachelors degree and student teaching or possession of a valid intern credential as required by California Charter School Act of 1992 and the federal No Child Left Behind Act. Credential must be appropriate for the teaching assignment Possession of one of the documents issued by the California Commission on Teacher Credentialing (CCTC) that authorizes instruction to English Learners (EL). Including, but not limited to: Multiple or Single Subject Teaching Credential with English Learner Authorization or CLAD/BCLAD Emphasis, District Intern Credential with English Learner Authorization/BCLAD Emphasis, Bilingual Cross-cultural Specialist Credential, or CLAD/BLCAD Certificate. (per Credential Leaflet: CL-622 from California Commission on Teacher Credentialing) Three or more years experience serving students with special needs

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Qualifications: Required knowledge, skills & abilities: Skills to motivate students, communicate with individuals from varied educational and cultural backgrounds, direct support personnel, evaluate performance, address student needs. Knowledge of appropriate special education category (learning, severely, communication, visually and/or physically handicapped), age appropriate teaching methods, state curriculum framework, education code and relevant laws. Licenses, Certifications, Bonding, and/or Testing Required: Teaching Credential for appropriate level of instruction and/ specialty area of special education. Criminal Justice Fingerprint Clearance. WORKING CONDITIONS Environment Classroom environment: constant interruptions Outdoor environment: driving a personal vehicle to conduct work; visit school sites; travel to other organizations and companies; meetings and workshops Physical Abilities Hearing and speaking to conduct group training, exchange information in person electronically and on the telephone Ability to read printed material and computer screens. Ability to understand speech at normal levels Dexterity of hands and fingers to operate a computer keyboard and other office equipment Kneeling, bending at the waist, and reaching overhead above the shoulders and horizontally to retrieve and store files and supplies. Ability to climb stairs, walk, and sit for extended periods of time. Ability to lift and carry 10 pounds Reasonable accommodations will be made to enable individuals with disabilities to perform the essential job functions Abilities to stand and walk for prolonged periods, perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, parents and other school personnel, meet scheduling deadlines. Significant physical abilities include lifting/carrying, reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/accommodation/field of vision.

This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.

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APPENDIX 19
TITLE: REPORTING TO:

After School Aides

Principal

CLASSIFICATION: CALENDAR:

Part Time 2010-2011

General Summary: After-school aides will provide students with additional support teaching basic concepts in subjects ranging

from reading comprehension and math, to writing and history. Aides will read to students, guide them through pronunciation and explain terms using definitions and real-life examples. Pupils can range from kindergarten students learning the English alphabet, to high school seniors who need to refresh on basic algebra. Additional after-school duties may include meeting with teachers and teaching assistants to set individual goals for students, preparing lesson plans, facilitating group learning sessions and attending regular tutor training sessions. Aides may also provide after-school teaching sessions to students who are studying for standardized tests such as the SAT and ACT.
ESSENTIAL DUTIES AND RESPONSIBILITIES Qualifications: Required knowledge, skills & abilities: After-school aides should be flexible, patient, attentive and responsible when dealing with students, teachers and parents Must have interest in helping students achieve their academic potential Explore with students difficult concepts and share new approaches to understanding them Demonstrated commitment to students and learning Must be able to customize and craft effective tutoring plans that address student weaknesses and strengths Must have excellent writing, oral and interpersonal communication skills, and demonstrate a mastery of various school subjects such as English, math and writing Must be motivated and dedicated to helping students improve and succeed academically Strong community-building skills Excellent organization, time management and follow-up skills; timely, reliable and accurate record keeping abilities Model of pro-active integrity and ethics Valid Drivers License and reliable transportation Education and Experience Must have high school diploma BA or successfully passed college courses in English, creative writing, chemistry, biology, physics, social science and literature preferred Experience working with urban youth in an educational environment; formal teaching experience highly desired Proficiency with Microsoft Office and Internet WORKING CONDITIONS: Physical Abilities Hearing and speaking to conduct group training, exchange information in person electronically and on the telephone Ability to read printed material and computer screens. Ability to understand speech at normal levels Dexterity of hands and fingers to operate a computer keyboard and other office equipment Kneeling, bending at the waist, and reaching overhead above the shoulders and horizontally to retrieve and store files and supplies. Ability to climb stairs, walk and sit for extended periods of time. Ability to lift and carry 10 pounds Reasonable accommodations will be made to enable individuals with disabilities to perform the essential job functions This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.

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APPENDIX 20
CHILD ABUSE POLICY ACKNOWLEDGMENT FORM All school personnel are mandated reporters of suspected abuse and/or neglect. Mandated reporters are required to report suspected child maltreatment immediately when they have reasonable cause to believe that a child who is 17 years of age or younger and known to them in a professional or official capacity has been harmed or is in danger of being harmed physically, sexually, or through neglect and that a caregiver either committed the harm or should have taken steps to prevent the child from harm. No one in the workplace, even a supervisor, is permitted to suppress, change, or edit a report of abuse. A mandated reporter who willfully fails to report suspected incidents of child abuse or neglect is subject to license suspension or revocation of employment, and will be charged with a misdemeanor. Falsely reporting information to the hotline is also a misdemeanor. Penal Code 1116 Duty to Report Known or Reasonably Suspected Child Abuse California Penal Code section 11166 requires any child care custodian who has knowledge of, or observes, a child in his or her professional capacity or within the scope of his or her employment whom he or she knows or reasonably suspects has been the victim of child abuse to report the known or suspected instance of child abuse to a child protective agency immediately, or as soon as practically possible, by telephone and to prepare and send a written report thereof within thirty-six (36) hours of receiving the information concerning the incident. By signing this agreement, the employee is certifying that he or she has knowledge of California Penal Code section 11166 and will comply with its provisions. Your acknowledging and returning this letter will serve to confirm you will serve as a mandated reporter.

Employee Signature

Date

Employee Name (please print)

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APPENDIX 21
Fortune School of Education 2010-2011 Salary Guide Certificated Personnel Column B BA Growth in Steps 1 2 3 4 5 6 7 8 9 10 39,935 41,133 42,367 43,638 44,947 46,296 47,684 49,115 50,588 52,106 40,441 42,059 43,741 45,491 47,310 49,203 51,171 53,218 55,346 57,560 42,462 44,160 45,927 47,764 49,675 51,662 53,728 55,877 58,112 60,437 44,587 46,370 48,225 50,154 52,160 54,247 56,417 58,673 61,020 63,461 Column C BA+45 Column D BA+60 Column E BA+M OR BA+90

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APPENDIX 22

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Dear Parents and Students, Welcome to Hardy Brown College Prep! We stand at a very special point in time. Educational research clearly states that ALL students, regardless of socio-economic status or ethnicity, can learn when provided with high expectations, rigorous standards, and exceptional teaching. There are NO EXCUSES for students, parents, teachers and school administrators! There are also no shortcuts on the road to high achievement. To meet this challenge, students, parents, educators and community members must work collaboratively. We must be able to rely on one another. Our relationships will grow stronger as we build trust and learn to value one anothers unique skills and contributions. Ultimately, our relationships and efforts will yield outstanding results in student achievement as demonstrated by our model school, through repeated increases in state-wide measures of achievement. There is even greater excitement as we open the 2010-11 school year. The relentless efforts of dedicated community members, teachers, staff, and parents will help HBCP become one of the highest performing schools in California. Parental involvement is also a crucial component in creating a learning community that meets the safety and academic needs of all HBCP students. Please read through this handbook carefully and keep it so that you may have it available for future reference. This handbook has been designed to communicate the basic policies that we all must follow to ensure that learning remains the focus every minute of each day. I look forward to working with you to prepare our students to become lifelong learners and leaders. For the Children, Howana Lundy Principal

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HARDY BROWN COLLEGE PREP STUDENT/PARENT HANDBOOK 2010-11

Vision: To create one of the finest urban Pre-K through 12 public school systems in America. Mission: To graduate self-motivated, industrious, and critical-thinking leaders who are passionate about life-long learning and committed to serving others. Five Principles 1. High Expectations Hardy Brown College Prep and Fortune School of Education have high expectations for academic achievement and conduct that are clearly defined, measurable, and make no excuses based on the background of students. Students, parents, teachers, and staff create and reinforce a culture of achievement and support through a range of formal and intrinsic rewards and consequences for academic performance and behavior. 2. Choice and Commitment Students, their parents, and the staff of Hardy Brown College Prep and Fortune School of Education choose to participate in the program. No one is assigned or forced to attend. Everyone must make and uphold a commitment to the school and to each other and must be willing to put in the time and effort required to achieve success. 3. More Time Hardy Brown College Prep and Fortune School of Education know that there are no shortcuts when it comes to success in academics and life. With an extended school day, week, and year, students have more time in the classroom to acquire the academic knowledge and skills that prepare them for competitive colleges, as well as more opportunities to engage in diverse extracurricular experiences. 4. Focus on Results Hardy Brown College Prep and Fortune School of Education focus relentlessly on high student performance through standardized tests and other objective measures. Just as there are no shortcuts, there are no exceptions. Students are expected to achieve a level of academic performance that will enable them to succeed in the nations best colleges and the world beyond. 5. Citizenship Hardy Brown College Prep and Fortune School of Education train all students to become leaders and all our staff shall model leadership qualities. Principals are given independent control of staffing and budget decisions. In addition to principals, staff members who demonstrate necessary leadership potential are given responsibilities extending beyond a single classroom. Most importantly, students are given leadership development training and opportunities to practice leadership skills on a daily basis both inside and outside the classroom.

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PARENT INVOLVEMENT
To put it simply, Hardy Brown College Prep (HBCP) cannot provide a high-quality education without including the parent(s) of every student in the learning process. HBCP educators and parents cannot work in isolation of each other. In order for learning to take place for every student, there must be a continuum of instruction that lasts much longer than the time students are in school. By working together as trusted partners, parents and HBCP educators can create an educational experience for each student that allows learning to continue at home and beyond the classroom walls. Research states that: When parents are involved, students tend to achieve at higher levels in school, regardless of socioeconomic status, ethnic/racial background, or parents' education level. The more extensive the parent involvement, the higher the student achievement. When parents are involved in students' education, those students generally have higher grades and test scores, better attendance, and complete homework more consistently. Students whose parents are involved in their lives have higher graduation rates and greater enrollment rates in postsecondary education. In programs designed to involve parents in full partnerships, student achievement for disadvantaged children not only improves, but can also reach levels that are standard for middle-class children. Because of this overwhelming evidence, HBCP believes it is paramount to include parents in the learning process. Upon enrollment, HBCP parents sign a Commitment to Excellence Contract to provide 40 hours of service each year to improve the achievement of their child and the HBCP community. HBCP also provides structures to involve parents in their childs learning and coordinate parent communication, workshops, activities, and club to educate, train, and empower parents to better support their childs pursuit of an excellent education. Several of the activities that count as Parent Hours are listed below (see Parent Passport for complete list): Attending Student/Parent/Teacher Conferences and Parent Orientations Participating in Parent Events or Parent Group Meetings Buying food for parent events or for your childs classroom ($5 = 1 hour) Completing at home projects for teacher or parent liaison Helping during after school Homework Hour Homework or Reading time at home with your kids Making or baking food for Classroom or Family Event Mentoring another HBCP Parent through the Parent Peer Leaders Morning greeting (2 mornings = 1 hour of credit) Set up/clean up for school events Tutoring Volunteering in your childs classroom Parents who do not fulfill their 40 hour commitment during any HBCP academic year MUST complete any remaining portion of their 40 hours during the following school year. Failure to fulfill commitment may cause their child to lose various HBCP privileges.

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BELL SCHEDULES
KINDERGARTEN Early Birds Activity Begin Breakfast (in class) Math Calendar Language Arts Recess/Snack Mathematics Lunch/P.E. (M Th.) Lunch/Break/TEAM Mtg. (Friday) Science/Social Studies Study Hall/Homework Help Dismissal: Students must be signed out by parent/guardian (or other authorized adult). 7:30 a.m. 7:55 a.m. 8:15 a.m. 10:15 a.m. 10:40 a.m. 12:10 p.m. 12:10 p.m. 1:10 p.m. 2:10 p.m.

End 7:55 a.m. 8:15 a.m. 10:15 a.m. 10:35 a.m. 12:10 p.m. 1:10 p.m. 1:10 p.m. 2:10 p.m. 2:40 p.m. 2:45 p.m.

Instructional Minutes/Day 20 minutes 120 minutes

Instructional Minutes/Year

90 minutes

60 minutes 30 minutes Total: 56,320 minutes

Minimum Instructional Minutes for Kindergarten = 36,000 minutes/year. KINDERGARTEN Later Gators Activity Language Arts Recess/Snack Language Arts Mathematics Lunch/P.E. (M Th.) Lunch/Break/TEAM Mtg. (Friday) Rest Period Mathematics Science/Social Studies Study Hall/Homework Help Dismissal: Students must be signed out by parent/guardian (or other authorized adult). Begin 8:45 a.m. 10:20 a.m. 10:40 a.m. 11:10 a.m. 12:10 p.m. 12:10 p.m. 1:10 p.m. 1:20 p.m. 2:10 p.m. 3:10 p.m. End 10:15 a.m. 10:35 a.m. 11:10 a.m. 12:10 p.m. 1:10 p.m. 1:10 p.m. 1:20 p.m. 2:10 p.m. 3:10 p.m. 3:40 p.m. 3:45 p.m. 50 minutes 60 minutes 30 minutes Total: 56,320 minutes 30 minutes 60 minutes Instructional Minutes/Day 90 minutes Instructional Minutes/Year

Minimum Instructional Minutes for Kindergarten = 36,000 minutes/year.

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BELL SCHEDULES
GRADE 1 Activity Breakfast (in class) Language Arts Recess/Snack Language Arts Mathematics Lunch/PE (Monday-Thursday) Lunch/TEAM Mtg. (Friday) Mathematics Science/Social Studies Study Hall/Homework

Begin 7:30 a.m. 8:00 a.m. 9:15 a.m. 9:40 a.m. 11:05 a.m. 12:10 p.m. 12:10 p.m. 1:10 p.m. 2:10 p.m. 3:10 p.m.

End 7:55 a.m. 9:15 a.m. 9:35 a.m. 11:05 a.m. 12:10 p.m. 1:10 p.m. 1:10 p.m. 2:10 p.m. 3:10 p.m. 3:40 p.m.

Instructional Minutes/Day 75 minutes 85 minutes 65 minutes

Instructional Minutes/Year

60 minutes 60 minutes 30 minutes Total: 66,000 minutes

Dismissal: Students must be signed 3:45 p.m. out by parent/guardian (or other authorized adult). Minimum Instructional Minutes for Grade 1 = 50,400 minutes/year. GRADES 2 & 3 Activity Breakfast (in class) Language Arts Recess Language Arts Lunch/PE (Monday-Thursday) Lunch/TEAM Mtg. (Friday) Language Arts (Universal Access) Mathematics Science/Social Studies Study Hall/Homework Begin 7:30 a.m. 8:00 a.m. 9:35a.m. 9:55 a.m. 11:00 a.m. 11:00 a.m. 12:00 p.m. 12:30 2:00 p.m. 3:10 p.m. End 7:55 a.m. 9:30 a.m. 9:50 a.m. 11:00 a.m. 12:00 p.m. 12:00 p.m. 12:30 p.m. 2:00 3:10 p.m. 3:40 p.m. (Gr. 2) 3:55 p.m. (Gr. 3) 30 minutes 90 minutes 70 minutes 30 minutes 45 minutes 65 minutes 90 minutes Instructional Minutes/Day

Instructional Minutes/Year

Dismissal: Students must be signed 3:45 p.m. (Gr. 2) out in classroom by parent/guardian 4:00 p.m. (Gr. 3) (or other authorized adult). Minimum Instructional Minutes for Grades 2 & 3 = 50,400 minutes/year.

66,000 minutes 68,640 minutes

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BELL SCHEDULES
SUPER SIXTH GRADE Activity Breakfast Advisory/Morning Meeting Acceleration & Enrichment 1st Period 2nd Period Collaborative Time/Reading Lunch/Break 3rd Period 4th Period 5th Period Study Hall/Tutoring Dismissal Times Monday-Thursday Friday 5:00 p.m. 3:00 p.m.

Begin 7:30 a.m. 7:45 a.m. 8:00 a.m. 9:00 a.m. 10:30 a.m. 12:00 p.m. 12:30 p.m. 1:10 p.m. 2:08 p.m. 3:05 p.m. 4:00 p.m.

End 7:45 a.m. 8:00 a.m. 9:00 a.m. 10:30 a.m. 12:00 p.m. 12:30 p.m. 1:10 p.m. 2:05 p.m. 3:03 p.m. 4:00 p.m. 5:00 p.m.

Instructional Minutes/Day 15 minutes 60 minutes 90 minutes 90 minutes 30 minutes 40 minutes 55 minutes 55 minutes 55 minutes 55 minutes

Minimum Instructional Minutes for Grades 6 = 54,000 minutes/year

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STUDENT CONDUCT
HBCP has high standards for academic achievement and student conduct that are clearly defined, measurable and do not allow for excuses based on the background of students. Students are expected to be responsible for their own behavior. Clear and consistent intrinsic and extrinsic rewards and consequences are strictly applied and enforced just as they will be in our students lives beyond HBCP. School administrators, teachers and staff will ensure that every student who wants to learn will be able to do so in a safe, productive, and clean environment. In return, HBCP students are expected to work hard, have a nice or neutral attitude, and treat classmates, staff, visitors, and property with kindness, courtesy and respect. NON-NEGOTIABLE EXPECTATIONS 1. Adherence to the HBCP Commitment to Excellence Contract. 2. School Rules LISTEN: One person speaks at a time during instructional time. Be on-task at all times during class. While anyone is speaking, students will always have their eyes, ears, and brains focused on that person. At HBCP this is referred to as SLANTing and tracking the speaker. RESPECT: Be nice. Students must respect themselves, their teachers, fellow students, as well as school and personal property. WORK HARD: Learning is hard work. It can also be fun and rewarding. There are no excuses for not working hard by giving your best effort at all times. ADDITIONAL GUIDELINES 1. Golden Rule: Treat others like you want others to treat you. 2. Be organized and prepared for all classes. Work should always be completed on time and presented neatly. All personal belongings must be kept neatly in binders, folders, and backpacks. 3. Respond appropriately to all directions. Non-verbal actions matter. 4. Do the right thing without being told. Assign Yourself. INTERNET TERMS AND CONDITIONS 1. Acceptable Use The use of computing devices with internet access must be in support of education and research and consistent with education objectives of HBCP. 2. Unacceptable Use Transmission of any material in violation of any U.S. or state regulation is prohibited. This includes, but is not limited to: copyrighted material, threatening or obscene material, or material protected by trade secret. Use for commercial activities is not acceptable. Use for product advertisement or political lobbying is also prohibited. Any transmission reception or web search of pornographic material is expressly prohibited and will result in the cancellation of all information technology access and privileges. 3. Privileges The use of information technology is a privilege and unacceptable use will result in cancellation of those privileges. 4. Network Etiquette You are expected to abide by the generally accepted rules of network etiquette. These include (but are not limited) to the following: Be polite Use appropriate language Share resources Do not reveal personal information (address, phone numbers, or email) Social networking (i.e. use of Myspace, Facebook, instant messaging) is prohibited.

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5. Use of any information obtained via the INTERNET is at the students own risk. 6. Security Security on any computer system is a high priority, especially when the system involves many users. If you can identify a security problem, notify an administrator or teacher immediately. Do not use another individuals account without written permission from that individual. Attempts to login to any network server as a system administrator will result in cancellation of user privileges. 7. Vandalism Vandalism will result in cancellation of privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user, hardware, network or any of the above listed agencies or other networks that are connected to the INTERNET. This includes, but is not limited to, the uploading or creation of computer viruses or installation of software on school computers by students. PERSONAL BELONGINGS Students are not allowed to have the following items at school: Weapons or toy weapons Alcohol, tobacco, or any illegal substance Soda Toys, stuffed animals or dolls Candy, gum or sunflower seeds Radio, MP3 Player, iPod, etc. Game Boys or any other electronic toys Pagers Cash in excess amounts Cellular telephones Lasers Vulgar/inappropriate stickers and logos Sunglasses Inappropriate magazines / books Baseball caps or do rags Denim clothing of any kind Consequences for bringing prohibited items to school: 1. The first time a prohibited item is brought to school it will be confiscated and returned only to a parent or legal guardian. 2. The second time a prohibited item is brought to school it will remain in the possession of the school until the following Monday, when it may be picked up only by a parent or legal guardian. 3. The third time a prohibited item is brought to school it will remain in the possession of the school until the end of the current trimester. 4. The fourth time a prohibited item is brought to school it will remain in the possession of the school until the end of the school year. (These consequences refer to prohibited items per student, not the same item multiple times). If parents choose to have their student carry a cellular telephone to and from school for safety purposes, the student must check the device in at the school office. The student may check the telephone out at the end of the day. PRESCRIPTION MEDICATION All prescription medication must be turned in to the Nurses office and stored there. Prescription medication must be administered by school personnel, following the written dosage amount indicated by the physician. Prescription medication cannot not be carried or administered by the student.

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DRESS CODE
Hardy Brown College Prep believes that a students appearance has an impact on his or her attitude and behavior. Respect for the school community and for the students themselves is evidenced by dressing appropriately. Hardy Brown College Prep students will adhere to a dress code that enhances a professional educational environment at all times. Students are to wear a Hardy Brown College Prep every day or dress uniform, Monday through Friday, during off-campus school functions, as well as during Intersession and summer sessions, unless otherwise specified. 1. The Hardy Brown College Prep everyday uniform consists of the following clothing: a. A green polo shirt with the Hardy Brown College Prep Logo. b. Khaki pants, shorts, skirt, scooters, or skorts. c. Black ,white or brown closed-toe shoes. d. Black or white socks. 2. The Hardy Brown College Prep dress uniform consists of the following clothing: a. A Hardy Brown College prep Blazer (5th-8th). b. A Hardy Brown navy blue sweater vest (K-3). c. A green plaid tie. d. White short sleeve button down dress shirt. e. Khaki pants, or khaki /plaid skirts, scooters, or skorts. f. Black, brown or navy shoes (no tennis shoes). g. White or navy knee highs or tights (girls). * Students will be required to wear dress uniforms every Thursday beginning January 6, 2011 3. The PE uniform consists of: a. A green Hardy Brown College Prep t-shirt or plain white t-shirt. b. Solid colored shorts or sweats. c. Tennis shoes. Hardy Brown College Prep is a Uniform School. If a student is not wearing a uniform, the following may be expected: 1. A phone call will be made to the parent/guardian requesting a change of clothes. 2. If no clothes can be provided, the student will be given a loaner uniform from the office. 3. If repeated uniform violations occur throughout the year, the student may be given consequences deemed necessary by administration. HARDY BROWN COLLEGE PREP DRESS CODE 1. All shirts must be tucked in unless otherwise specified (i.e. PE). 2. Students may not wear inappropriately tight or short shirts, pants, shorts, skirts, scooters, or skorts. If a student violates this rule, they must wear a loaner uniform article from the office. HBCP defines inappropriately short as any skirt, scooter, skort, or shorts that do not reach the top of the knee. 3. All pants must fit around the natural waist and not be excessively baggy, and may not cover the shoes. 4. Belts must be worn through all belt loops and may not cause a distraction to learning. 5. All clothing must be hemmed. Cut-offs are not allowed. 6. Students may only wear black or blue colored jackets/ sweatshirts in the winter (no fur or any type of design allowed). 7. Students may not wear denim clothing (pants, jackets, etc.)

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9. 10. 11. 12. 13. 14. 15. 16. 17. 18.

Hair must be must be worn neatly, and without designs. Students may not wear hats, caps, do rags, bandanas, or other head coverings at school, unless deemed appropriate. Religious requirements for wearing head covering will be addressed on a case-by-case basis. Cornrows or braids are not allowed for male students. Designs, lines, colored, or bleached hair is not permitted for any student. For safety reasons, the following jewelry will not be permitted at Hardy Brown College Prep: chains, chokers, multiple-finger rings, toe rings, and large dangling earrings (larger than a quarter). For safety reasons students must wear closed-toe shoes. Students may not wear multiple bracelets. (Two maximum, one per wrist.) Students may not pierce any body parts other than their ears. Male students are not permitted to wear earrings. Students may not wear make-up with color. Students may not wear artificial nails. Students are not allowed to paint their nails. Students may not have tattoos (real or fake). Students may not wear perfume/cologne/spray-on deodorant. Any item of clothing, accessory, or personal belonging deemed to be a distraction to the learning environment will not be allowed.

ATTENDANCE
HBCP students will be in class by 7:45 a.m. every day (Monday Friday), and remain at school until grade-level dismissal. On specific days when dismissal times will change, families will be given written notice of the adjusted time. All missed work due to an excused or unexcused absence(s) must be completed. All work needing completion or correction must be fixed. Work can increase. It is the students responsibility to consult with each of his/her teachers to make sure she/he is aware of all assignments. The time generally allowed to complete this work will be the number of days the student was absent. For example, if a student was absent for one day, then he or she will have one day to make up any missed work. Students with excessive missing assignments, due to absences or other circumstances, may be required to stay at school until all missed work is completed. Since absences negatively affect academic achievement, repeated absences shall be reflected in the students grades. Excessive unexcused absences or instances of tardiness, may lead to the Principal, Lead Teacher, or Dean of Students, student, and parent or guardian meeting to address the issue. A student may be retained if they obtain 10 or more unexcused absences. A meeting of appropriate administrators, the child, and parent (Student Attendance Review Team) will be convened to assist parents and students who have persistent attendance or tardiness problems. TARDINESS Parents and guardians will be prompt when bringing their child to school or to other HBCP events. Repeated tardiness can lead to appropriate consequences determined by the administration due to the missed learning time. ABSENCES Excused Absence: Absence for proper causes are listed in the State Educational Code for illness, medical, dental, or optometry appointments. Unexcused Absence: Absence which occurs with the knowledge and approval of parents or guardian but for reasons which, though not acceptable under State Law, are not classified as truancy.

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If a student is expected to be absent, parents/guardians must contact the HBCP office by phone the night before the day of the expected absence. If a student becomes sick in the morning, the parents/guardians must contact the HBCP office by 7:30 a.m. If a student is not in the classroom and the school has not been notified of the absence, the parent or guardian will be called. Upon the students return, the student is expected to bring a signed note from the parent/guardian or the physician who treated the student, which includes the date or time and a reason for the absence. School funding is based on attendance, so accurate record keeping and state law requires parent confirmation of the reasons for the absences. If your child is ill, it is best for him/her to stay home to get the care needed and prevent the exposure of illness of others. If for any reason your child is absent from school, please call the school office/or send a note indicating the reason. The note should state the reason and the dates of absence. State law permits absences for the following reasons: Illness, Quarantine, as directed by the Health Department, Medical, dental or eye appointments, Attending the funeral of an immediate family member. CLOSED CAMPUS POLICY Hardy Brown College Prep is a closed campus. This means that students are to remain on campus once they have entered the school premises. Students are not permitted to leave these grounds without first clearing through the office. Only a parent or guardian listed on the Emergency Card may sign the student out from school. Notes are not accepted. DAILY DISMISSAL Parents and guardians will be prompt when picking their children up from HBCP or HBCP events. Families picking their children up more than 60 minutes after dismissal may be charged up to $2 per minute due to the inconvenience for staff. TELEPHONE USE Students may not use any school phone or staff cellular phone without permission from a staff member. Students will only be allowed to use the phone when deemed necessary by a staff member. A teacher or staff member must be present at the time of the call. At times, the teacher will dial the number for a student. Students who use a phone without permission from a teacher will be subject to appropriate consequences. HUMAN RIGHTS POLICY Hardy Brown College Prep brings together a diverse group of individuals. We are guided by the principle that respect and consideration for all individuals is foremost in all school activities. It is unlawful to discriminate against any individual based on ethnic origin, race, color, religion, sex, ancestry, nationality, sexual orientation, age or physical/mental disability. HBCP wishes to stress that it is the responsibility of every member of the HBCP community to observe and uphold the principles of equal opportunity as they affect staff, faculty and students in all aspects of school life. It is the responsibility of every member of the HBCP community to actively promote appropriate workplace behavior. Any form of coercion or harassment that insults the dignity of others or impedes their freedom to work and learn will not be tolerated. Any such form of coercion or harassment will result in appropriate discipline, up to and including, expulsion

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DISCIPLINARY PROCEDURES
CALIFORNIA EDUCATIONAL CODE SECTION 48900-48927 48900. A pupil may not be suspended from school or recommended for expulsion, unless the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has committed an act as defined pursuant to any of subdivisions a.1 Caused, attempted to cause, or threatened physical injury. a.2 Willfully used force or violence upon the person of another except in self-defense. b. Possessed, sold, or furnished dangerous object. c. Possessed, used, sold, furnished, or under the influence of controlled substance, alcoholic beverage, or intoxicant. d. Offered, arranged, or negotiated to sell any controlled substance, alcoholic beverage, or intoxicant and then furnished an imitation. e. Committed robbery or extortion. f. Caused or attempted to cause damage to school or private property. g. Stolen or attempted to steal school or private property. h. Possessed or used tobacco. i. Committed an obscene act or engaged in habitual profanity or vulgarity. j. Possessed, offered, arranged, or negotiated to sell drug paraphernalia. k. Disrupted school activities or defied authority of teachers, administrators, or other school personnel. l. Knowingly received stolen school property or private property. m. Possessed an imitation firearm. n. Committed or attempted to commit a sexual assault or committed a sexual battery. o. Harassed, threatened, or intimidated a pupil who is a complaining witness or witness in a school disciplinary proceeding for the purpose of either preventing that pupil from being a witness or retaliating against that pupil for being a witness, or both. p. Committed unwelcome sexual advances, request for sexual favors and/or other verbal or physical conduct constituting sexual harassment as prohibited by law (48900.2). q. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence (48900.3). r. Engaged in harassment, threats or intimidation against a pupil or group of pupils creating a hostile educational environment (48900.4). s. Made terrorist threats against school officials or school property, or both (48900.5).

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HBCP students are responsible for their actions and are expected to adhere to the HBCP Commitment to Excellence Contract and school rules and policies. If a student is in violation of a school rule or policy, a teacher or staff member will refer him/her to the appropriate administrator to determine the consequences based on the type and severity of the violation. Corporal Punishment will not be permitted at Hardy Brown College Prep. Any employee of Hardy Brown who engages in such action will be terminated immediately. POTENTIAL CONSEQUENCES FOR NOT ADHERING TO THE HBCP COMMITMENT TO EXCELLENCE CONTRACT OR SCHOOL RULES Minor Violations Student receives verbal warning. Teacher will talk to student about inappropriate behavior, clearly state school/classroom expectations, and redirect student to focus on learning. Student behavior will be tracked and may result in citizenship points being lost (loss of paycheck dollars). Repeated Violations Student is sent to the Bench and parent/guardian will be notified by telephone or in writing as soon as possible. Loss of Privileges (school and/or home) Classroom Job Field Lesson(s) Elective activity Lunch with their peers Deduction from Choices Sheet, Daily Salary/Paycheck, or other behavior management system Student may also be asked to complete: Letter of Apology Verbal Apology Reflection Journal Major Violations Referral to Administration Community Service (school or classroom clean up) Mandatory Saturday School (begins at assigned time and may include physical education) Conference with Student and Family Parent(s)/guardian(s), student and staff member(s) meet to discuss student misconduct and come up with best solution(s) to resolve the problem. Suspension Student Success Team meeting Intervention Plan Students who choose to use profanity, and/or vandalize school or personal property will be immediately referred to an administrator and removed from the classroom.

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FIGHTING The first time a student chooses to fight the student will be immediately referred to an administrator and suspended from classes for a minimum of the remainder of the day and the next day. The second time a student chooses to fight, the student may be returned to their home school. The following definition will be used to classify fighting at HBCP: Caused, attempted to cause, or threatened to cause physical injury to another person [Ed. Code 48900 (a) (1)] or willfully used force or violence upon another person, except in self-defense [Ed. Code 48900 (a) (2)]. Continued student misconduct and/or disruption to the HBCP educational program will lead to a referral to the Principal or appropriate administrator and the dismissal of the student from HBCP for violation of the Commitment to Excellence Contract and/or the School Rules.

PROHIBITION OF SEXUAL HARASSMENT BY STUDENTS POLICY

Hardy Brown College Prep desires to maintain an academic environment in which all students are treated with respect and dignity. Sexual harassment is specifically prohibited by state and federal law and instances of harassment may result in both civil and criminal liability on the part of the individual harasser as well as the School Board. Sexual harassments destructive impact wastes human potential, demoralizes students, and perpetuates the tendency to further unacceptable behavior. For these reasons, Hardy Brown College Prep forbids harassment against any student on the basis of sex. The Board will not tolerate sexual harassment activity by any of its students. Sexual Harassment: The unwelcome sexual advances, requests for sexual favors, and other inappropriate verbal or physical conduct of a sexual nature, wherever such harassment occurs on school property or at a school-sponsored event, that is aimed at coercing an unwilling person into a sexual relationship whether or not it involves physical contact; or that substantially interferes with a students academic performance, or creates an intimidating, hostile, or offensive school environment. Examples of sexual harassment may include but are not limited to the following: a. Verbal harassment or abuse of a sexual nature; b. Subtle pressure for sexual activity; c. Repeated remarks to a person with sexual or demeaning implications (e.g., a persons body, clothes, or sexual activity); d. Unwelcome or inappropriate physical contact such as patting, pinching, or unnecessary touching; e. Suggesting or demanding sexual involvement accompanied by implied or explicit threats; f. Display of sexually suggestive objects, pictures, or written materials. Compliant Process: Any student who alleges sexual harassment by another student should complain to the principal, or teacher. Filing of a complaint or otherwise reporting sexual harassment will not affect the students status, extracurricular activities, grade or any other assignments. The complaint should be in writing, state the act or acts, state the date(s), state the names of witnesses, and be signed. The right of confidentiality, both of the complainant and of the accused, will be respected, consistent with the Boards legal obligations and with the necessity to investigate allegations of misconduct and take corrective action when this conduct has occurred. In 169

determining whether alleged conduct constitutes sexual harassment, the totality of the circumstances, nature of the conduct, and the context in which the alleged conduct occurred will be investigated. Penalties. A substantiated charge against a student shall subject that student to disciplinary action consistent with California State Law for sexual harassment.

STUDENT SEARCHES AND SEIZURES

Reasonable Suspicion A personal search of a student may be conducted if there is reasonable suspicion of prohibited contraband. All personal searches should be conducted only by an HBCP school administrator. For example, students who are suspected to be in possession of contraband that is in violation of state or federal law, may be searched. A reasonable suspicion is one based upon objective, observable facts. The scope or extent of the search must also be reasonably related to the reason for the search. Student Searches Searches of student backpacks desks, and similar facilities may be conducted at the direction of the principal or his or her designee, at any time, with or without suspicion, and with or without the consent of the student. Searches of outer garments such as jackets and coats, purses, wallets, book bags, backpacks, and similar items of personal property that are in a student's possession may be conducted in the same manner.

NOTICE OF PROHIBITION OF ALCOHOL, TOBACCO AND OTHER DRUGS

Hardy Brown College Prep believes that involvement with, and/or use of controlled substances will seriously impair students ability to achieve academically and to live healthy lives. HBCP will not tolerate the possession, use, or sale of alcohol, tobacco, or drugs on school locations.

ACADEMIC INFORMATION
The HBCP curriculum is driven by clear content and performance standards for what students should know and be able to do. For each grade level, standards are based on California state-adopted content standards. Teachers will use regularly scheduled assessments to measure how well students are mastering the standards. HBCP uses knowledge about student skills to shape whole-class instruction, small-group work, and oneto-one tutoring. Using individual student data, instruction can be targeted to better meet individual student needs. Teachers do not simply work to get through a textbook; rather, they establish a big goal for students, diagnose student skills and needs in order to target instruction appropriately and maximize student achievement towards the set goal.

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Teachers will give students and parents/guardians on-going feedback about student performance. Teachers will send assessments and progress reports home to be signed consistently throughout the year, as well as class and homework for parents/guardians to sign. Teachers will contact parents/guardians if they see a slip in academic performance, students performing below their potential, or a skill that needs extra practice at school and/or home. Report cards will be sent home at the end of each trimester and all students will have three student-led parent teacher conferences. Parents/guardians will also get feedback about student performance throughout the year. MEASUREMENT OF STUDENT PERFORMANCE Student grades will be based on three (3) areas of development: Leadership. Academics, Attendance and

1. Academics (0-4 grade points) Student performance on specific academic standards will be assessed through multiple measures, including but not limited to criterion-referenced tests, portfolios, and rubrics. Performance Level Advanced Proficient Basic Below Basic Far Below Basic Grade Points 4 3 2 1 0 Assessment Average 90 100% 80 89% 60 79% 40 59% Below 40%

2. Attendance (0-3 grade points) Students can earn 1 grade point for each of the following areas of Attendance: Presence: daily attendance in class, with no unexcused absences. Punctuality: coming to school on time (no tardiness) for the trimester. Participation: active participation in the classroom. 3) Leadership (0-3 grade points) Students can earn 1 grade point in each of the following areas of Leadership. Citizenship: acceptable behavior for the trimester. Character: effort and determination to meet academic and behavior goals (individual and school-wide). Service: participation in and completion of community-based service learning projects. GRADING AND REPORT CARDS The school year is divided into three grading periods (trimesters). The trimesters are long enough (approximately 12 weeks) to allow students multiple opportunities to demonstrate mastery of specific skills. At the end of each trimester, students will receive OVERALL grades in each of five subjects. The subjects that will be graded are English Language Arts (ELA), Math, History, Science, and Physical Education. Teachers will clearly state the grading standards for their class and/or subject area at the beginning of the year. 171

If a students skills are below grade level, then he or she will receive instruction using intervention materials. HBCP academic interventions are focused on: identifying gaps in students learning, setting high, standards-based goals for learning, and relentlessly working to help a student reach grade level proficiency. However, while a student is receiving intervention instruction, his or her grades will be based on the students performance on grade level standards. Parents/guardians are required to participate in three Student-led Parent/Teacher Conferences (1 or more of which may be at the students home or off-campus) during each academic year. These conferences are focused on their childs trimester report card. During this meeting, parents/guardians will have the opportunity to learn about their childs academic progress through a student-led presentation of the report card and samples of student work, as well as receive ideas and instructional materials to assist their child at home. Parents/guardians and students will also problem-solve with the help of teachers to determine strategies to maximize the performance of their child. Final Grades Students final grades are based on student performance in Academics, Attendance, and Leadership. Promotion to the Next Grade To be promoted to the next grade, students must be at the Proficient level or above in Academics, Attendance and Leadership. Students will have ample opportunities to reach Proficiency through extended-day learning, individualized tutoring, as well as Intersession and Summer Session courses. Any student who has an Individualized Education Plan (IEP) will be promoted to the next grade level based on successful completion of the goals in the IEP, and by the recommendation of the IEP team. The Principal and teacher reserve the right to request that a student repeat a grade level for lack of academic progress, organization and/or maturity.

SPECIAL EDUCATION
Referral Referrals requesting evaluation for possible special education programming are made through the School Referral Team to the Schools Education Specialist. Referral may also be made by parents and outside agencies directly to the School Support Team. Parents must be notified in writing when a referral for evaluation is made and written parental permission must be obtained before an evaluation is conducted. Evaluation Evaluation, in accordance with California regulation for special education, must be conducted by a state certified psychologist. Evaluation of progress towards academic goals are conducted annually and triennial reevaluations by psychologist are completed every three (3) years on each student continuing in special education programs. An Individualized Educational Plan Team which includes parents, general education teacher, Education Specialist, School Psychologist on initial and triennial evaluations will determines if a student is eligible to receive services.

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