Given the opportunity to become a charter school, the instructional professionals at Jack London will be better able to serve our unique population and improve the academic achievement of our students. The combination of research-based methods and our professional expertise with high school students will enable us to craft a “living” curriculum specifically for our students.

Proposed Members of the Board:

Additional Board members will be added.

Description of Philosophy:

Source/Core of Money:

Has London applied to any other jurisdiction for approval? No

What innovative elements of your charter could be considered “best practices” and replicated by other schools?

Instructional grade level core teams will be developed and organized to address selected State standards. These interdisciplinary core teams, affectionately called, Jack’s Pack, will plan curriculum that will provide overlap across disciplines and connections between core classes. Guided instructional guides and authentic assessment development will ensure that students are learning the body of knowledge that they will be held accountable for.

By increasing our number of students to 350 increases the nature of our existing school. The Opportunity School model provides the best model for serving the repeat 9^th grade student. Opportunity Education schools, classes, and programs provide a supportive environment with specialized curriculum, instruction, guidance and counseling, psychological services, and tutorial assistance to help students overcome barriers to learning. Opportunity Education is most effective when it meets guidelines related to class size, curriculum, classroom learning strategies, counseling and guidance, and transition strategies related to placement, assessment, and follow-up. The Jack London Peace Charter will increase its numbers to 350, by including a Opportunity school on the same site to accommodate up to 70 repeat 8R/9R students, 180 Avid/Peace students and 85 continuing and working students to total up to 350, as well as support staff that must include the following: principal, counselor, dean, administrative assistant, senior office assistant, twelve regular education teachers, and one special education teacher. We envision three levels of students that the new Jack London High School will benefit:

· Level One-8R/9R-Peace Charter Introduction-The repeat 8th & 9th grade student who has found little success in the traditional setting.

· Level Two-10-12: Current continuation students defined as the student who is behind in credits and who needs a flexible and working schedule.

· Level Three-9-12: Peace Charter Academy general students who want to attend the Peace Charter and who seek careers in mediation, teaching, probation, counseling but need intensive support to be successful in college (AVID)

The curriculum and schedules will vary for each program but each level of students served will focus on a baseline curriculum that addresses the State standards. All levels will require small class sizes that enable one-on-one student/teacher interaction.

Level one students’ will have a standards-based, success-oriented experience and the theme of “Peace” will be embedded in their curriculum. The primary objective for this level will be to prepare each student toward being an educated agent of peace at school, at home, and in their communities. Successful students will move into the level two, continuation model or the level three Peace Institute AVID model.

Level two students will continue a standard based curriculum that is individualized and supportive of student needs. We will continue the continuation model of serving students aged 16 and up and will provide students with a flexible and personalized course of instruction. We will continue to serve working students who work 30 hours or more each week. Successful students will have an option of moving into the level three model.

Level three students will receive directed instruction and the AVID model will be used as a format to deliver a standards-base course of study. The “Peace” theme will be embedded in the delivery of instruction as well as a career path emphasis in service. Students in this program will have a full school day. These students will be trained to be peer assistants to the level one student and will also be trained as peer counselors. These students will be actively engaged in community service and will have internship opportunities toward their area of service.

A separate space will be dedicated for all level one repeat 8^th and 9th grade students. This facility can be seen on the submitted drawings. The students’ curriculum will be rigorous, hands on, and performance based. Each student will have an Individual Learning Plan (ILP). Three teachers will be trained this summer (2004) at the Center for Teaching and Learning at California State University, Northridge. Dr. Michael E. Spagna will present the concepts and ideas of Dr. Mel Levine of the All Kinds of Minds Institute, Implications for Measuring Pupil Learning to learn how to develop comprehensive learning plans for each student that provide a prescriptive approach to their cognitive and affective dimensions for learning. We are also applying for funding to have the entire staff trained on the Waldorf methods of movement, interaction, and thematic teaching of the core curricula.

Opportunity classes are established to provide an intervention setting for students who are habitually truant from school, irregular in attendance, insubordinate, disorderly while in attendance or failing academically for most of the present semester. ‘the purpose of the class shall be to help the pupil develop acceptable social attitudes and personal goals and to help him improve his basic skills so that he may transition to the Peace Academy, or the home school. The characteristics of students assigned to the Opportunity class are as follows:

Multiple failures due to poor attendance or disciplinary problems
Anti-social behavior
A history of lack of success in school
A negative attitude toward school and authority
A lack of personal or vocational goals
Unsatisfactory family relationships
Health and nutritional problems
A poor self image
A poor physical appearance
Limited cultural experiences
Non-verbal tendencies
Educationally nom-conforming behavior
An overly dependent behavior
A lack of competitiveness; mental/physical
Poor reading skills and comprehension
A lack of motivation for school work
Victim of domestic violence, community violence

The needs of an Opportunity student is that they need to be accepted and recognized as a worthwhile individual by receiving an innovative high level approach to learning. These students must have a variety of learning activities, many of which must be active utilizing visual, performing, theatrical, industrial arts, and inquiry based learning challenges. These students must feel success related to tangible and short-term goals, and have the opportunity to work at their own pace. Opportunity students must have an Individual Learning Plan ILP, with established goals and high expectations tailored to student needs. These students require strength-based experiences that support building healthy relationships to maintain rapport with a supportive adult. Opportunity students need boundaries and to learn how to operate within the limits of their capabilities, and to develop healthy self concepts to identity their own strength, acquire student skills, and accept responsibility for their own actions.

The Jack London Charter will use innovative approaches to serve this population of students and to support these students to move to the continuation school and the Peace Academy.

One of the problems inherent in working with these young students is that they have emerging views of themselves and the world which are in such intense transition. Various educators and researchers provide material and ideas that we intend to utilize in our goal of taking at-risk young students and giving them the opportunity to explore their education and their world successfully.

Howard Gardner, best known for his theories on multiple intelligences, focuses on how human beings need to “explore in some depth a set of key human achievements captured in the venerable phrase ‘the true, the beautiful, and the good.’” To this end, our Peace Institute will be used to expose students to such concepts as seen throughout history and in modern times. While this triumvirate is a considerably subjective set of stones to toss into the educational pool, we believe that they are a must in today’s world. Successful examples of this teaching can be found in many small schools throughout the country including the flourishing Waldorf schools. In these schools, a focus on the artistic in the individual has been successful in bringing out the often problematic conceptual side of young students. Always with the knowledge that our students need to be accountable in a set of Standards, we nevertheless propose to instill this knowledge by fostering a curiosity in the students which will hopefully let them point themselves in the right academic and vocational direction.

Less Is More

In addition to the Peace/thinking curricula, the California State Standards drive the instruction in each core class with intensive experimentation using computer assisted math and language arts software programs along with performance-based activities. Research shows that the arts enhance academic performance. So we would partner with the California Arts Institute and Pivotal Point and train teachers on the importance and value of incorporating music, dance, and other fine arts into the academic program to enhance the social, ethical, moral, and positive behaviors of this core group of 9^th grade students. Class size will be 15 students to 1 teacher and will require many support personnel including community stakeholders.

Research also shows that the adage “less is more” is just as applicable in the teaching environment as well as in the arts. Rather than give these previously unsuccessful students what Theodore Sizer contends is a “smorgasbord of instruction” that continues to mystify them, we will identify key areas of need for each, and within their Individual Learning Plan, ILP work to strengthen a few areas at a time. Sizer states that “the qualities of mind that should be the goal of high school need time to grow and that they develop best when engaging a few, important ideas.” We believe that this concept will help students achieve levels of success that they have previously not known, and will thus allow them impetus to move forward more quickly and decisively in their educational and career goals.

The core curriculum will be organized in block schedules with 90-minute classes. There would be two to three teams of teachers in this core who will be advisors as well as teachers for this core of students. Each core will have a common planning period to look at the results of student work and plan daily lessons accordingly. Teacher advisors will contact parents to solicit help for any concern and act as a classroom counselor in addition to the school counselor.

(a) A Peace Charter Academy

The Peace Charter Academy will provide instruction for up to 180 students and will be the center for the major Peace thematic concepts taught because the thematic approach offers a backdrop for personal development as well as content information that is historic surrounding the theme of conflict, diversity, tolerance, and the struggle for World Peace. The theme “World Peace” works well throughout the body of the State standards in English Language Arts, Modern World History, Life Skills for the 21^st Century, Health, and Inter-Coordinated Science, which are the major core classes for 9^th grade. This same theme will be integrated into the creation of our Visual and Performing Arts classes.

The Jack London student will be at the center of the teaching dynamic as we utilize teaching concepts such as Inquiry Based Learning, Learning Circles, and the Constructivist approach. Most repeat 9^th grade students have encountered violence and failure so it is imperative to offer this approach when addressing complex State standards.

This process of infusing and embedding the curriculum with the peace theme and with visual and performing arts can foster the importance of social responsibility as an outgrowth of their individual learning, and students will continuously utilize critical thinking skills as they participate in shaping their own learning.

Students will become involved in community service projects through such entities as the Constitutional Rights Foundation, City As Schools, and become exposed through field trips to various museums and performing arts venues. The curricular focus through the theme of world peace correlates to a consistent story line of rich literature and historical context. The pedagogy will incorporate continuous organization and opportunities for socializing intelligence that will lend itself to carefully orchestrated cooperative and collaborative learning. The approach to the curriculum will provide equal access for a wide range of abilities and skills including all components of exceptional delivery of instruction. Service learning and community service and an awareness of events in the local community and in the world at large will be required for all students.

A mentor program of peer assistance will be integrated into the design of the core curriculum where senior students will work with 9^th grade students modeling positive behavior and providing student written textbooks that model quality learning. The mission will be to inspire positive social change by building students’ personal dignity and ethical conduct through safe opportunities that lead to insight, compassion, and the outcome will be that we produce educated change agents for peace. In addition to the academic program, the combination of creative methods used in the performing arts will motivate students to develop new skills, and achieve personal excellence.

(b) Facility

Jack London Alternative Peace Charter will expand to serve up to 200-350 students, and will need an exceptional facility to address the needs that are herein addressed in this proposal. To that end, we have included several drawings that reflect some of the concepts our team has developed. We envision and have developed preliminary plans for the space that would better meet the school’s needs. We look forward to discussing in greater length and with all interested parties even greater additions and needs of all concerned.

Jack London Alternative Peace Charter plans to remain in the current two bungalows until the new facility is built. The current facility cannot meet the demands for expansion to include the repeat 9^th grade students or the new approaches of an interactive pedagogy. We have a desperate need for a new facility that will be able to offer an alternative curriculum to the students who have experienced repeated failure because our current school designs do not meet the needs of all students, especially the kinesthetic learner.

In the first year, Jack London Alternative Peace Charter plans to serve students in grades 9-12, while adding more ninth grade students in the second year, and more in the third and fourth years to total up to 350 students.

Jack London Peace Charter Goals In accordance with the Expected School-wide Learning Results (ESLRs), every student who graduates from Jack London Peace Charter will be:

· An Effective Thinker able to think, analyze information and communicate, able to read write, converse and solve problems by listening for a variety of purposes and to build cohesive and collaborative unions.

· An Effective Problem Solver, able to access, organize, evaluate and solve problems in an informational and technological world and to apply the skills of resolving conflict in their personal, family, community, and global relationships.

· A Productive Member of Society, able to demonstrate a sense of giving back to the community, able to demonstrate healthy, responsible behavior and to work collaboratively in a culturally diverse community.

· A Negotiator for Peace and Democracy, able to use knowledge, skills, and relationships to promote fairness, justice, civic engagement through service, and set educational and career goals, to develop a realistic strategy to achieve those goals and to apply content knowledge and critical thinking skills to adapt to a rapidly changing environment.

Health and Human Services: Academic and Health Guidance

Jack London Peace Charter is committed to students to gain skills and access to a rich learning environment that meets the needs of all students. We believe that students need academic competencies but they also need to be physically, emotionally, socially, intact to learn effectively. Providing mental health support in the effort to address student’s emotional and social concerns are essential. Jack London wrote a successful Healthy Start planning grant to ensure that students and family needs were met. While we use many of the community agencies established by the “Buck Stops Here” Collaborative, funding for the implementation portion of the grant was not offered. We envision a comprehensive alternative program that meets the needs of our at-risk students.

Comprehensive programs are developmental in nature, preventative in design and comprehensive in scope and purpose. As an integral part of a total education program, Jack London Peace Charter, shall continue to make its site home to counselors, community agencies to ensure equity and access to services so that every student is challenged and supported to achieve their highest potential.

The “Buck” Stops Here” is a Jack London HS collaborative committed to improving services for children and families in our community. It has been formed to serve the students and parents of Jack London Continuation High School and Teens with Special Needs from Grant high school where many of our students originate. We strongly believe in our vision, “Preparing For a Better Future”. Our students deserve to have a chance to have access to services that are coordinated, efficient in access, and responsive to their educational, emotional, social, and physical needs.

Improve academic achievement. Our collaborative planning process will contribute to improved academic achievement, positive youth development and family functioning by building on the ideas presented in Second to None , A Vision Of The New California High School and the ASCD publication The Soul of Education. These publications reiterate the importance of helping students find powerful learning experiences through connection, compassion, and character at school to complete their high school requirements and to develop goals toward career paths that contribute positively to their community. According to Abraham Maslow, psychologist, in his hierarchy of human needs, we must deal with the basic need of survival which includes health care, food, and shelter before we can achieve the next level of need, which is safety and security, sense of belonging, self-esteem, and self-actualization. We must provide a structure of support to ensure that our students meet the ongoing challenges of the High School Exit exam, CST standardized assessments and other performances where students must demonstrate achievement.

One of the most pressing needs in our community is teen mental health, and each year, Jack London teachers have responded to many cases of individual students expressing a desire to end their lives. Teachers have visited students who have attempted suicide in the hospitals. Most of our teachers learn about a student’s desire to end his or her life through rumors that are whispered throughout the campus and in journals that are written in Life Skills or in the English class. Teacher involvement is essential and will allow service providers to understand students and their families from their perspective as educators. Teachers play a significant role in helping students understand the need and importance of mental health and the need for individual and group counseling for themselves and their families.

Mental health care is not as easily accepted or received by many families because they associate mental illness with shame. Our society is moving more positively toward educating the public about mental illness however, as a short and long term goal, the school site may be a good place to offer these services because parents trust the schools and often seek counsel with school personnel.

Local resources that are located in the community are not assessable is a problem for many families and the lack of basic insurance coverage for services are other reasons to plan for a coordinated system to deliver services.

Our new Healthy Start planning collaborative proposes to serve Jack London students and their parents who attend Jack London and live within San Fernando Service Planning Area of Los Angeles County. Our target population includes 100 youth, ages 16-21, who are in need of physical and mental health services who attend Jack London and who are identified by Grant High School as Teens with Special Needs.

The goal of The Buck Stops Here Collaborative is to write a planning grant that will result in an integrated and coordinated delivery system that is preventive, family oriented and community based. To this end, we will work with students and their parents to plan a ongoing system of services that is reliable, responsive, and available on campus. We can hypothesize and expect the program to feature both mental and physical health care services, substance abuse treatment, individual and family counseling, inter-group relations, health education, and to work with area clinics, community-based groups, and hospitals to make health and social services accessible. Teachers, counselors, school nurses, psychologists, social workers, and child welfare and attendance workers have expressed their support for The Buck Stops Here Collaborative, and will also play an important role in our planning process. Since we are a continuation school, we currently rely on the comprehensive high school for the services provided by the school nurse, psychologist, PSA worker, or psychiatric social worker, which are very limited and currently we cannot buy additional time for these services which are very much needed. We are requesting a collaborative planning grant to help us realize our vision of improving services for children and families who live in the The Buck Stops Here target area and to promote lifelong wellness for Jack London and Grant high school Teens with special needs. The collaborative planning process will help us build a constituency within agencies as well as within our own school community to make this vision a reality.

Ensuring cultural and linguistic access. Our community is culturally and linguistically split between Anglo-and African Americans who speak English, Latinos/immigrants from both Central America and Mexico who are Spanish-speaking, and immigrants from Armenia who speak Armenian. Our planning process will be responsive to the concerns of cultural and linguistic minorities. In our parenting classes, materials given to the parents were in Spanish, Armenia, and English. We respect the need for families to have information in their own languages. We also know that often students and families in the most need often are those who are unlikely to respond to a school survey including English and limited English proficiency students and families. We will address this issue using translators for interviews, focus groups and surveys. We began this process in our parenting classes and have transferred its idea to our leadership class that is currently working on a service learning project which address inter-group relations and the importance of diversity. Inherent in understanding diversity is being aware and sensitive to language barriers and the importance to make information available for all cultures..

Vision

The vision for the Jack London Peace Charter School begins with the 9-12 curriculum that embeds the “Peace” theme throughout the State Standards in English, Social Science, Science, and Math. Teachers will continue to develop this “Living Curriculum” to be rigorous, relevant, purposeful and consistent with students’ emergence into the world. Through a rigorous, standards-based curriculum and an interdisciplinary approach, students will gain an understanding of the world in which they live and the significance of global awareness, so that they recognize that their responsibility and their interdependence in the world extends beyond themselves, their homes, and the greater Los Angeles and San Fernando Valley. Students will be taught that they have an important role in shaping peace efforts in our global community. The essence of our vision is that through the study of world peace, global literature, and historical conflicts, students will be able to suggest to themselves through critical thinking and analysis what their community and the world need for peace to exist. The Peace Charter will create “change agents” who will demonstrate that they are responsible, self-confident, self-disciplined, character driven, success-oriented leaders who will promote peace in their own communities and the world.

We also believe that our students will begin to model the behaviors requisite to the establishment of peace throughout their educational journey at Jack London. It is our vision that students will engage in empathic thinking, that they will understand how to think and analyze critically, perform research, appreciate different perspectives, and that through the analysis of world events, they will realize their important role in the world at large, as well as the school community, and they will become the keepers of the peace. This vision naturally leads to active role-play to observe and recognize different approaches to solve problems and students in the Charter will actively participate in peer mediation whenever conflicts arise at the school site.

Jack London’s entire staff conveys to our at-risk students the same message, “We are preparing you for a better future and you have been given a fresh start to demonstrate your abilities and to open up to the possibilities that are within your reach.” We believe great opportunities are available for our at-risk students and that there is a better future for each of them. We help students to set new goals that are realistic and to work a plan toward attaining those goals. We also require students to formally communicate their goals and plans to their parents or guardians twice yearly. The target population includes students who have been to jail, may live in dysfunctional families, some live in foster care or group homes, some deal with physical, emotional or sexual abuse, some have parents who are abusing drugs, some of them abuse drugs, some are teenage parents, many are bright and quite articulate, some need a smaller classroom setting with lots of personal attention, some are academically behind their grade level, some have reading problems, some have learning disabilities, all need relevant and meaningful curriculum, most function well in project-based classrooms, most have low self-esteem, most are creative, many have no parental support of any kind and some are homeless.

The staff diligently works to assess and reassess the needs of students through a variety of assessments that include pre and post tests, surveys, interview, projects, annual State assessments, teacher developed authentic assessments and staff and parent collaboration. We meet weekly to develop and discuss new goals and areas of focus. This process creates a dynamic instructional program that is flexible, varied and designed to meet the needs of each of our students. We recognize our continual need for self-assessment, thus professional development is ongoing for each staff member. We experiment and implement new ideas for optimal results and quickly recognize what does and does not work. Some of our best work with our students, however, is when we have been willing to take calculated risks in the classroom.

Jack London began strategic planning in the fall of 2003, to develop its vision and mission. The process began with analyzing the core beliefs about education and our perceived roles as educators. The results include the following:

We believe that K-12 education makes future learning possible and all students are entitled to a quality education from teachers who are skilled in their subject area and that students should benefit by having the tools to be successful in life which include the ability to communicate effectively, make better decisions, and become productive citizens.

We believe that an instructional program that embraces the social, ethical, emotional, and educational development of students is the heart and sole purpose of a school which organizes itself around student needs, and where respect, caring, trustworthiness, responsibility, fairness, citizenship, are reciprocal between all stakeholders.

We believe that all students can learn with the support of all stakeholders working collaboratively for the common purpose and that students need educators who believe in them and who provide them with a strong foundation that builds positive self worth.

We believe that education is the most important profession in the world and by focusing on the shared vision of the whole, will reduce many challenges to provide support for stakeholders to take risks and be bold to admit failure, be flexible to support and develop programs and systems that better assist at risk students.

We also believe that all good instruction begins with the appropriate selection of the State standards for each core class and that each instructional piece must address the needs of the gaps in student achievement, and also must provide an instructional framework that gives equity and access to all students. Toward that end, instruction at Jack London is personalized, individualized, and effective.

Element 1: Description of Educational Program

Program Philosophy And Goals

The philosophy, goals, and mission of the program are developed and regularly reviewed by staff, students, parents, and the community.

Our world is becoming an increasingly diverse cultural community. For example, at Jack London Continuation high school that gets the majority of its students from Grant High School, currently half of the three thousand students in attendance are limited English proficient and there are over twenty-nine different language groups. Grant high school has recently been troubled with rival Hispanic and Armenian conflicts. In past years, the Los Angeles community and its schools have been rife with conflict. Many schools have experienced the outcome of students living with the realities of a declining economy, an increase in student violence, and diminishing performances in students’ academic success.

One of the outcomes of the curriculum for the Peace Charter is to provide all students who participate in the Peace Charter with an experience that would not only challenge students with a rigorous core curriculum but also answer some of the personal questions with which students live.

Global Awareness: A Way of Thinking

· “How do I expand my perspective and discover new ways of thinking?”

· “How do I express myself in an effective manner?”

Conflict Resolution: A Way of Behaving

· What is my sense of the world beyond me?

· “What is my assessment of self, how do others perceive me, and where am I going? ”What are other people’s perspectives on global issues?”

· How can I learn the art of listening and the skills to build solid relationships?

Service Learning: A Way of Giving Back

How do I use my experiences to give back?
How can I learn how to apply Margaret Mead’s quote, “Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it’s the only thing that ever has?” What to I bring to this process? What project demonstrates grade level standards and service?

Negotiation: A Way of Applying Skills

How do I generate new knowledge to expand the realm of the possible?
How do I learn how to envision a collectively desired peaceful future for myself school, and community? How do I carry forth that vision in ways that successfully translate images into possibility, intentions into reality and belief into practice?

These questions concern what the future holds for students’ regarding issues at home, their school and community concerning violence, war and peace and the residual issues surrounding the environment, the economic picture, and the social conflicts of which they are becoming more aware in their emergent years of high school. The curriculum will be fully integrated and will actually be trans-disciplinary as Standards based subject matter boundaries dissolve into one theme, “PEACE”. While this curriculum provides an enriching experience for the students, all of the material for the 9-12 frameworks and State standards will be covered in a contextually embedded form to provide a reality-based experience for the students. The Peace Charter will continue to follow No Child Left Behind, NCLB, law to ensure accountability and implement Lauren Resnick’s, Nine Principles of Learning as the instructional frame. The Nine Principles are:

· Clear Expectations

· Self-Management of Learning

· Accountability to the learning community

· Organizing of Effort

· Fair and Credible Evaluations

· Recognition /Accomplishment

· Academic Rigor in a Thinking curriculum

· Socializing Intelligence

· Learning as Apprenticeship

· Accountability to Knowledge

Projected Student Population

Jack London will continue to operate as a public high school serving all students who wish to attend. Students who come to the continuation school usually have emotional, behavioral, and educational needs. Historically, the majority of students enrolling in Jack London have come from Grant, Van Nuys, and North Hollywood High Schools. Many students will come to Jack London Peace Charter in search of a second chance at academic success, and we will be there to support them in every way possible.

Current demographics of the Jack London Continuation High School are:

Of the 81 students enrolled at Jack London during the 2004-05 school year, 65% were Latino, 16% white (non-Hispanic), 16% African-American, 1% Filipino, and 1% Asian. 21% of the student body is classified as English Language Learners, with the vast majority of them native Spanish speakers. 53% of our students qualify for the free or reduced lunch program. Jack London received an API score of 504 for the 2004/05 school year.

The 21^st Century Educated Person

Children are not born with the knowledge or skills to resolve conflict, nor the disposition necessary to approach their lives thinking win-win or to seeking win-learn peaceful solutions. To be productive citizens and responsible members of their community, state, nation, and the world, students must be taught the fundamental intellectual skills enabling them to think critically; to evaluate, to problem solve, and to build healthy relationships. Students in the 21^st Century must be competent, conscientious and character driven. The challenges of the 21^st Century make it even more important that we recommit ourselves to achieving change agents for “Peace”, and to prepare students in the 21^st Century with the knowledge and intelligence that will preserve our rights and liberties in our homes, schools, community, State, and the world.

The constructivist approach and peace/ thinking curriculum model will be implemented which provides the best evidence for how students best learn. Learning must occur in a meaningful context for students to develop an appreciation for knowledge and for students to become to become lifelong learners.

How Learning Best Occurs

Learning best occurs when students are actively engaged in a real-life situation or a simulation of a situation. The study of “Peace” will provide a real and tangible foundation to build upon because conflict is a natural reality that we all experience. Students can identify with conflict but rarely are they taught how to handle and resolve conflict effectively. By building instruction upon students’ prior knowledge of conflict coupled with what they are accountable for knowing in their core subjects, we believe that the skills gained will lead to the significance of learning how to become change agents for peace and educated citizens. This instruction is responsive to the students’ way of access into complex thinking and problem solutions and the ability to act and be responsible to rigorous disciplinary knowledge and practices. When students’ learn how to apply those skill sets to their own lives, to understand the complex world that they live in, student’s effort will create ability in their overall performance as students. New knowledge and skill sets must build upon prior knowledge, using a combination of inquiry base, directed lesson, independent study, performance/project base and collaborative practices. Students must be highly motivated, and learning occurs best when that motivation is intrinsic rather than extrinsic. “It takes an entire village to educate a child,” thus teachers, parents, community must participate for optimal results. Learning occurs best when students feel safe, and where the environment sets very high standards of academic rigor and expected character driven behaviors. The learning environment must be highly structured and generously flexible, allowing students to be empowered on their individual journey of becoming the peace that they want to see in the world.

Instructional Program

The Peace/Thinking Curriculum

The Peace/thinking curriculum fosters in-depth thinking and application of important, key concepts

· The Peace/ thinking curriculum explains what it means to be knowledgeable and focuses on the big picture of larger ideas, concepts, and understandings. The thinking curriculum does not focus on factoids, fiqures, definitions, and formulas, but rather on critical thinking where students possess key concepts and skill sets for making, using and communicating knowledge. Thinking students know how to learn, how to organize information, and how to use information to access, analyze, and apply the information about the concepts they are studying.

The Peace /thinking curriculum conceptual and procedural goals around “Peace” are meaningful to students, and are situated in real-world tasks.

The Peace/thinking curriculum will foster greater student learning within the classroom structure and reflect the real world, focusing on the complexities and issues of “Peace” that effect world events. We believe that educational experiences should be constructed using student’s prior knowledge, inquiry based, real-life, meaningful, hands-on experiences. Many lessons will be rigorous using project based, cooperative learning groups, and interdisciplinary teacher/advisory teams.

The Peace/ thinking curriculum challenges students to perform and be responsible for their learning at higher and higher levels.

The Peace/thinking curriculum promotes student confidence and a sense of efficacy because students who are taught how to approach and address conflict embrace the foundational principles of character and are self-disciplined and aware of their responsibility toward learning.

The Peace/thinking curriculum challenges students to own their educational experiences and build on and uses students’ prior knowledge and experiences.

The Peace living curricula content and processes build on students’ personal, family, school, and community cultural experiences. Students are motivated to learn because every student’s experiences are validated. Students will make connections to what is important to them and their cultures while connecting to standards to gain knowledge.

In addition to the use of art and music to express peace related issues, conflict resolution and cultural diversity training utilizing role play, peer counseling, and leadership training, will be embedded in all planning.

Standards Based Instruction will incorporate many of the design features found in the Peace Institute model suggested by Dr. Ron Klemp:

“Standards base instruction is enhanced with the incorporation of integrated thematic teaching bringing related issues surrounding “Peace” that are found as pressing issues. The world through the past and current events include the community-through local access, the school as students establish a strong identity to make statements about youth and violence and the self, as students reflect on the choices they make in their everyday lives with regard to non-violent ways of problem solving. Students will explore issues and use the curriculum as a means to problem solving, communication in authentic contexts, and in reflection about their role as emerging citizens in today’s society. Standards based instruction provides a structure for projects, which integrate all of the major disciplines.

“The “Peace Institute” models supports two underlying beliefs about literacy. First, literacy is a social event, and a mutually interdependent classroom culture fostered by cooperative literacy approaches enables students to expand their proficiency through authentic literacy events. The second component of literacy involves a social literacy where students learn to function in participatory work groups to learn modes of mitigation and politeness.”

Advisory Teams

Interdisciplinary teaching/advisory teams will work with up to (70) 9th grade students, heterogeneously grouped and representing a wide range of ethnicity, ability levels, and maturity. The ongoing development of an integrated curricular experience based on a yearlong theme of Diversity and World Peace and tied closely to State standards will require flexibility, collaboration, cooperation, and trained teachers to deliver instruction in new and innovative ways. Curricular trips, computer technology for skill development as well as for computer literacy, and production of student projects will be a regular part of the school.

Jack’s Pack Interdisciplinary Teams

Jack London Peace Charter will not only be innovative in its instructional approach that it will offer to its students but it will be a demonstration model of how the more “traditional” A-G classes are taught through the “Waldolf Approach” of infusing movement, music, visual and performing arts throughout the core curricula and using the AVID scaffolding model to bridge academic skills sets.

Jack’s Pack, interdisciplinary teams will combine many of the traditional A-G classes into one extended block period and combines methods and instruction to peak student interest and instruct students in relationships of concepts and big understanding across arts, English, social sciences, science, math, and history. These Jack’s Packs will be carefully constructed to ensure that all National and State Standards will be met as well as the A-G requirements.

Peace Education Elective Courses

Peace Media

Students will analyze media for images and news coverage regarding local and global conflicts and the attempts by communities to resolve such conflicts. This course will provide students with skills in writing articles, making commentary, and how to critically interpret and analyze both television and newspaper media. Students will also learn how to support peace processes by creating media that highlights the plight of the local and global poor and the disenfranchised.

Peer Mediation

Students will be taught a structure approach and process to help their peers peacefully express and resolve their disputes. Specifically, students will be trained to uncover the underlying issues of the dispute, find the common ground between the disputants, and take on the role of being intermediaries between the disputing parties.

Balanced Journalism

The objective of this course would be to teach students the interaction between media and biases. The students will learn to frame journalistic questions that they can answer by historical study and research. They will also learn how to collect, evaluate, and employ information from primary and secondary sources to understand the creation of news. They will learn how to evaluate many kinds and uses of evidence. Finally, the students will differentiate fact from interpretation and from fiction within all journalistic media.

Conflict Resolution

Students will be provided with the skills, understanding, and conviction to participate fully in creating democratic and peaceful interactions in their classrooms, schools, and communities. This course empowers students and helps them strengthen their social and emotional competencies. Students will also learn how to create cooperative learning environments, as well as how to develop effective communication and problem-solving skills. Through continuing consulting, coaching, and community-building, students will integrate skills in anger management and inter-group relations to peacefully resolve conflicts.

Ambassadors for Peace (Mentoring Class)

Students will participate in role-playing and discussion in a group setting with adult mentors to model universal moral values, non-sectarian harmony, and international cooperation. In addition, students will pursue the goal of establishing responsible mass media and the establishment of a global culture of peace. As ambassadors of peace, students will promote the transcendence of racial, national and religious barriers.

Film Making/Television/Radio

Students will work with members of the film, television, and radio communities to explore and learn the skills necessary to make youth programs which engage the audience, contribute to understanding, peacemaking and peace building, and have a positive rather than negative impact, helping to resolve rather than inflame conflict. Students will learn about principles that include new ways of seeing their roles, new perspectives on conflict, new objectives and techniques for presenting their programs, and new ways of becoming empowered with using the processes of and skills they have learned about film making, television, and radio.

Service Learning (Community Outreach)

Students will participate in service-learning as a teaching method that enriches learning by engaging students in meaningful service to their schools and communities. The students will apply academic skills to solving real-world issues, linking established learning objectives with genuine needs. The students lead the process, working with adults as partners, applying critical thinking and problem-solving skills to concerns such as hunger, pollution, and diversity. Service-learning is education in action.

Vocational Internships

This course would be designed to develop the knowledge, understanding and skills needed for work in broad occupational areas like business, manufacturing and retail & distributive services.

Photo Journalism

Students will learn the basics of photography, using computer software programs such as Adobe Photoshop, and basic graphic equipment such as scanners and printers to produce short photo essays on non-fiction topics. These photo essays will highlight issues and themes recognizing the process of peace.

Peace Education

Students will understand the pedagogy and theory of peace education through a review of the literature. They will critically analyze and understand issues of peace and violence from a variety of diverse perspectives.

Urban Ecology

Students will study urban landscapes with respect to their impact on environmental processes, specifically regarding biological and social well-being of urban inhabitants. By exploring urban environmental issues in the context of scientific discourse and public policies, students can critically understand and shape issues of urbanization in their communities and be successful in retaining natural green spaces as well.

American Sign Language

Students will learn sign language in the school curricula to ensure easy communication between the disabled and non disabled in the society, to enhance easy communication and protect the rights of the disabled, to enhance the relationship between the two groups of people, to enhance inclusive education for those with impairment, to encourage students to take up the responsibility of challenging the societal ill of exclusion, and to enhance the integration of deaf and dumb persons into the mainstream of social and economic activities so they can enjoy wider interactions with the non -disabled in school, at work and at play.

Grade 9: Opportunity Model of repeat 8^th grade and 9^th grade students

“ After all, the function of education is to turn out an integrated individual who is capable of dealing with life.” J. Krishnamurti

The Opportunity model will be used that requires 310 minutes of instruction, and a separation site to introduce good habits of mind and to work independently with at risk students. Repeat 8^th and 9^th grade students will be separated and given a success model of instruction. The Waldorf model uses a three-dimensional paradigm as their guiding principle for educating at risk students and they have been successful at transforming the lives of at risk students. Jack London Peace Alternative Charter will apply these same principles along with the Jack’s Pack Interdisciplinary team approach. The in depth study of the truth, beauty and goodness focuses upon the principles of character, and peace for students and integrates the emotional and spiritual aspects of a healthy self.

“To foster a students’ healthy development, we need to encourage a balanced growth of all three aspects so that in the end, clear, insightful thinking will rest upon a strong foundation of purposeful activity as well as a framework of emotional development. This natural and healthy progression from active experience and emotional response to conceptual understanding is a basic tenet of Waldorf schools”. Students will be engaged throughout each week actively, emotionally, and thoughtfully in activities that promote accepting responsibility for their actions and their consequences. “Ninth grade students are summoned to exercise powers of exact observation: in the sciences, to describe and draw precisely what happened in the lab experiments and demonstrations; in the humanities, to recount clearly a sequence of events or the nature of a character without getting lost in the confusion of details. The objective here is to train in the student powers of exact observation and reflection so they can experience in the raging storm of phenomena around them the steady ballast of their own thinking. One may summarize the approach of this freshman curriculum with the seminal question What? What happened? What is going on here? What did you see and hear? (Gerwin, 1997,p 12).

Monday	Tuesday	Wednesday	Thursday	Friday
Jack’s Pack	Jack’s Pack	Jack’s Pack	Jack’s Pack	Jack’s Pack
English, History,	English, History,	English, History,	English, History,	English, History,
Integrated Math	Integrated Math	Integrated Math	Integrated Math	Integrated Math
Inter Coordinated Science 1 AB/Physics	Inter Coordinated Science 1 AB/Physics	Inter Coordinated Science 1AB Physics	Inter Coordinated Science 1AB/Physics	Inter Coordinated Science 1AB/Physics
Advisory/Elective	Advisory/Elective	Advisory/Elective	Advisory/Elective	Advisory/Elective
American Sign Language	Music	American Sign Language	Music	American Sign Language
Visual/Performing	Visual/Performing	Visual/Performing	Visual/Performing	Visual/Performing

The “Peace Charter” models supports two underlying beliefs about literacy. First, literacy is a social event, and a mutually interdependent classroom culture fostered by cooperative literacy approaches enables students to expand their proficiency through authentic literacy events. The second component of literacy involves a social literacy where students learn to function in participatory work groups to learn modes of mitigation and politeness.”

Scheduling

The 9^th grade Opportunity/ Block schedule would be as follows:

	Start	End
Period 1	8:00	9:30
Advisory	9:33	9:55
Period 2	9:58	11:28
Period 3	11:31	1:01
Lunch	1:01	1:31
Period 4	1:34	3:04

Small class sizes that enable one-on-one student/teacher interaction, directed instruction of core concepts, an intensive prescriptive program to teach skills, partnership with CSUN for tutorial support, a multi-purpose room that would allow the infusion of music, art, dance, and physical education, and professional development training on how to blend core curriculum with art, music, and physical education.

Integrated Math I – III During the 9^th, 10^th and 11^th grades, students at Jack London Peace Charter will study mathematics in an integrated manner where relationships will be drawn by a combined Math & Science instructor. The study of mathematics will be broken into key domains that will be studied during all three years.

Algebra will stress a conceptual understanding of algebraic constructs, while continuing to develop a solid foundation of procedural skills

Geometrics refers to all forms of mathematics that are applicable to the visual, spatial and geometric domain. Students will study the algebraic, geometric aspects of angles in geometric composition.

Datametrics combines a set of skills that are fundamental to the social sciences, physical sciences, economics, and mathematics in general. Students will learn the methods of statistics, confront the challenges of probability, and discover algebraic functions to model a dataset and make predictions.

Proportional Reasoning/Logic is a way of teaching a method of setting up relationships and solving problems through logic and reasoning. Students will learn about form proof techniques, as well as common reasoning fallacies.

Measurement and Estimation skills are essential to the application of mathematics in every domain. Students will experience hands-on knowledge of he measurement systems.

Seniors who need advanced math or a calculus curriculum will concurrently enroll at Valley College.

10^th Grade Course of Study

An integrated approach of world literature, world history, math and science with the infusion of music and art will be taught with clarity and comprehension. Jack’s Pack assures that courses are not taught in isolation and that the cause and effect of world event, intersect and intertwine the State standards in different subject matter. Students will study the major turning points that shaped the Industrial world, from the 16^th century through the present, including the cause and effects of world wars.

The core curriculum would feature block schedule modules as shown:

Monday	Tuesday	Wednesday	Thursday	Friday
Jack’s Pack	Jack’s Pack	Jack’s Pack	Jack’s Pack	Jack’s Pack
English, History,	English, History,	English, History,	English, History,	English, History,
Integrated Math II	Integrated Math II	Integrated Math II	Integrated Math II	Integrated Math II
Inter Coordinated Science 2 AB/Chemistry	Inter Coordinated Science 2 AB Chemistry	Inter Coordinated Science 2AB Chemistry	Inter Coordinated Science 2 AB Chemistry	Inter Coordinated Science 2AB/ Chemistry
Advisory/Elective	Advisory/Elective	Advisory/Elective	Advisory/Elective	Advisory/Elective
American Sign Language	Music	American Sign Language	Music	American Sign Language
Visual/Performing	Visual/Performing	Visual/Performing	Visual/Performing	Visual/Performing

When students reach the 10^th grade, they would transfer to their home school, level two (continuation high school), or to level three the (AVID) model.

Continuation Schedule is as follows:

Period 1	8:00-8:40
Period 2	8:40-9:20
Period 3	9:20-10:00
Nutrition	10:00-10:20
Period 4	10:20-11:10
JRRR	11:10-11:30
Period 5	11:30-12:30
Lunch	12:30-1:00
Period 6	1:00- 2:00
Period 7	2:00-3:00
Working Students	Tuesdays	4:00 8:00

11 Grade Course of Study

The core curriculum would feature block schedule modules as shown:

Monday	Tuesday	Wednesday	Thursday	Friday
Jack’s Pack	Jack’s Pack	Jack’s Pack	Jack’s Pack	Jack’s Pack
English, History,	English, History,	English, History,	English, History,	English, History,
Integrated Math III	Integrated Math III	Integrated Math III	Integrated Math III	Integrated Math III
Inter Coordinated Science 3 AB/Biology	Inter Coordinated Science 3 AB Biology	Inter Coordinated Science 3AB Biology	Inter Coordinated Science 3 AB Biology	Inter Coordinated Science 3AB Biology
Advisory/Elective	Advisory/Elective	Advisory/Elective	Advisory/Elective	Advisory/Elective
American Sign Language	Music	American Sign Language	Music	American Sign Language
Visual/Performing	Visual/Performing	Visual/Performing	Visual/Performing	Visual/Performing

The Peace Charter Academy (AVID Students)-180 students

Level three students enrolled in this program volunteer to attend and would get directed instruction for their core classes. Mid-Semester enrollees will either be placed in the continuation school until the start of the next full semester or be placed directly into this program, depending upon their needs and their prior knowledge. Students in this program are on grade level but need more student/teacher interaction than is available in a traditional school setting. The AVID model would be used to prepare students for a committed path to college. We want to attract students who thrive in a program that is flexible and individualized in order to maximize their potential.

We envision an individualized program that would enable each student to integrate his or her interests and future goals with the required standards in each of the core classes. For example, we want to help musically talented students learn about a given period in history by blending historical, standards-based instruction and research with musically focused projects that are designed to both help the students to learn about the music of a given era and to give them the opportunity to demonstrate their knowledge to the rest of the student body in performance settings. We believe that blending students’ interests with the core requirements will result in a greater mastery of the state standards. The individualized nature of this program will enable us to address the needs of students with widely divergent interests, ability levels, learning modalities, and attitudes about learning and life generally.

We also want to address the needs of students who demonstrate the desire to pursue post-graduate vocational goals. We intend to pursue partnerships with local businesses to give students the opportunity to get hands-on experience in vocations of their choice. Such programs could also be integrated into a rigorous, standards-based instructional program. For example, students interested in pursuing a career in auto mechanics could integrate their vocational studies with rigorous, project-based research into the Industrial Revolution, the economics of the factory system, supply and demand (in the automotive industry) and American capitalism generally, or the history of the American labor movement. Again, our primary goal is to achieve mastery of the state standards through alternative and individualized student-centered pathways. In doing so, we believe that we can serve the needs of every student.

Many educators are finally beginning to realize what a number of other school systems, such as Rudolf Steiner’s Waldorf schools, and what theorists like Howard Gardner have been saying for years: children need to develop many aspects of their personalities and talents in order for them to reach their maximum potential. And in today’s world, as important as the regularly tested measurable skills are, they don’t always present a complete picture of a young student. The author William Ayers points out that “standardized test can’t measure initiative, creativity, imagination, conceptual thinking, curiosity, effort, irony, judgment, commitment, nuance, good will, ethical reflection, or a host of other valuable attributes.” Small Learning Communities are capable of addressing these important considerations in a more creative and individualized manner. And the current Jack London staff brings this understanding to each student now. In a facility designed to incorporate these many “intelligences” and modalities that additional teachers and current staff can address, we are confident that our students will be receiving that more “classical” education that we now know our children need.

Finally, we intend to pursue educational partnerships to provide opportunities to transfer into LAVC programs including Honors level programs. We will also attempt to create a partnership with CSUN’s College of Education in order to develop the most effective programs to serve the diverse needs of our students. We will also work to provide tutors for the AVID program and as well as other support personnel.

The AVID model Block schedule would include the core subjects as well as the following:

Monday		Tuesday	Wednesday		Thursday	Friday
AVID curriculum	Tutorials	AVID Curriculum	Tutorials	Binder due
Strategies for Success			Strategies for Success			Field Trips
Visual & Performing			Visual & Performing			Stage
Art					Art

School Calendar

The proposed school calendar for the 2006-2007 school year is as follows:

First Day	September 5, 2006
Last Day	June 21, 2007
Holidays
Labor Day
Veteran's Day
Thanksgiving
Martin Luther King Jr.
President's Day
Cesar Chavez Day
Memorial Day

Winter and spring break will be determined by the Principal and Board of Directo rs.

Academic Core Curriculum

English Language Arts

All instruction is united by the theme of Peace. Peace in the classroom, peace in ourselves, peace for the community and peace for the world. The English Language Arts department will incorporate this theme into each class through analysis, evaluation and elaboration. Teachers will enable students to clearly express their vision of peace by encouraging them to be dynamic, caring adults who are literate in all media, embrace challenges, have an understanding of the interdependency of life and are responsible members of society. In addition, the peace curriculum functions in developing student abilities:

· The ability to address questions from different viewpoints

· The ability to find peaceful solutions to problems

· The ability to seek relevant information from credible sources

· The ability to understand relationships and work cooperatively

· The ability to recognize the effect of actions and behaviors

· The ability to embrace diversity

· The ability to communicate what they have learned to a wide audience

The English Language Arts program will include the study of English language structure, its social and historical perspective, and a respect and appreciation for the cultural diversity of those who speak English. In addition to mastering English language skills, Peace Institute students will: 1) develop both cognitive and affective learning models to enable college and other post-secondary success; 2) demonstrate critical thinking and problem solving; 3) appreciate cultural and linguistic diversity; and 4) relate academic tasks to the school’s theme of peace.

The theme is interpreted through each course in four main academic areas:

Foundational Literacy

Narrative Comprehension

Persuasion and Exposition

Literary Analysis

Foundational Literacy

All 9^th grade students will be assessed for reading comprehension level. English 9AB will meet the state grade level standards. ELL students as well as those having difficulty meeting proficiency standards will receive supplemental assignments such as those from the Fast Track Reading Program to assist in reaching a higher reading comprehension level. Building a solid foundation through grammar, spelling, punctuation and vocabulary development will teach students to write and speak with a command of standard English language conventions such as diction, sentence structure, usage and paragraph formation.

Individual and group assignments will enable students to perform at or above grade level in reading, writing, speaking, and listening skills. They will also be able to comprehend texts and write well-reasoned responses to writing prompts.

Vocabulary development is an important component of English education. In literacy classes students will learn the etymology of common words by studying their ancient prefix, suffix and root. Challenging students to foster a command of the language will assist in better cross-cultural communication and encourage continuing study of basic reference skills. Students will participate in a range of community-based activities designed to aid their understanding of their multi-cultural environment. By the end of their time here, students will have the power to use language to become ambassadors for community and global change.

Narrative Comprehension

By the time they enter 10^th grade, students will have achieved a higher level of comprehension. In English 10AB they will be able to formulate more in-depth responses to literature. At the Peace Institute, students will study not only the great works of classic literature, but also have the opportunity to read and study contemporary authors. The Peace Institute will incorporate instructional learning strategies to enable students to address a wide variety of subjects, concepts and issues and allows them to apply this knowledge to their current experiences.

Students will be encouraged to practice self-monitoring by taking responsibility for their own learning and developing effective study habits. Working in a group dynamic will give students new perspectives and provide insight into others’ lives and cultures. Computer-based instruction will also serve students well in recognizing new ways to communicate in a technological age.

Teachers will provide focusing strategies and continual feedback. Students will be active participants in the learning process through use of written assignments, audio and video taped lessons, guest speakers, role-playing activities, interactive computer tasks and journaling.

Persuasion and Exposition

The upper grades enable students to focus and communicate what they have learned. Contemporary and Expository Composition classes allow students to critique the logic of text and produce documents designed to persuade the reader. Students will also formulate judgments about the concepts they have studied. Following the framework of the state standards, students in 11^th grade will understand the fundamentals of discourse when completing narrative, expository, persuasive, and descriptive writing assignments. In addition to exposition, students will experiment with different genres including:

Creative writing

Scriptwriting

Journalism

Letter writing

Journals and diaries

Poetry

Instruction in composition classes is geared toward skill building by use of rhetorical questions, parallel structure, concrete images, figurative language, characterization, irony and dialogue to achieve a clear, concise document. Students will continue to utilize technology and creativity to showcase their efforts. Research documents and essays will be written, edited and polished according to the Modern Language Association guidelines. Overall they will develop their own voices and be able to use language to function as informed and effective citizens in society, in the workplace and in life-long education.

Literary Analysis

Grade 12 focuses on preparing for the future. The courses developed for these students further develop their analytical skills and encourage an appreciation for literature. American Literature explores developments not only in the works themselves, but allows students to connect to events happening in History that caused the story to be relevant and the writer’s need to write that story. Senior-level work will generate deeper exploration of the domains of written discourse and the ideas and themes from literature and other sources through organized essays. Comparisons of works and authors will be discussed. Engaged learners will be confident in creating, proofreading, revising and publishing compositions.

Certain classes will be offered with honors credit to meet the needs of gifted and talented students: AP Literature, AP Language & Composition. Other English elective courses may be offered, including: Creative Writing, Drama, Speech, Myths & Legends, Literary Analysis, Great Books, World Literature and Modern Literature. Seniors will be able to continue to contemplate and evaluate analysis through alternative assignments such as speeches, debates, dramatic presentations and staged readings.

Before graduating, students will be able to complete a portfolio designed to showcase their learning process. Autobiographical writing, college application essay, creative writing, resumes, cover letters and other business correspondence will round out their English language course work.

History/Social Studies

The Peace theme will permeate instruction in the social sciences. Instructors will, in addition to creating lessons tied to the State frameworks, develop lessons in which students apply their knowledge of the social sciences to real-life (and current) issues of conflict and conflict resolution. Students, recognizing the connections between the past and the present, will take ownership of the material in ways that will benefit them personally and society at large. Ultimately, students will integrate their knowledge of the social sciences to become peaceful and cooperative citizens who apply the lessons of history to their personal lives. In doing so, they will learn to live lives filled with purpose and potential.

It has been our experience that many students are not prepared to succeed in high school social studies classes, for a variety of reasons. We will, therefore, create a 9^th grade Introduction to High School Social Sciences course in which students will be introduced to the theme of Peace and teachers will assess students’ possession of the basic analytical tools required for success in the high school social studies curricula: historical, geographical, political, and economic terms, concepts, and methods of analysis. Students will also review coursework from middle school social studies courses in order to ensure that they recognize the temporal, intellectual, and philosophical connections between the historical eras/events taught at the middle and high school levels.

In high school core classes, students will follow the state frameworks for social studies, and will master content areas as specified for each core class:

10^th Grade: World History A/B

11^th Grade: U.S. History A/B

12^th Grade: Principles of American Democracy and Economics

In each of these classes, instruction will also focus on the following core themes that will function to solidify student understanding of “Peace:”

1) Knowledge and Cultural Understanding. Instructors will provide students opportunities to enhance their understanding of social sciences by the inclusion of comprehensive, culturally-relevant, and multidimensional lessons designed to assist non-mainstream students to develop a sense of their unique capabilities and to develop the feelings of self-esteem and empowerment that are very often lacking in low-performing students in traditional school settings. Students in the Peace Institute will also enhance their understanding of history, politics, and economics with “Peace” activities (dispute resolution, interpersonal cooperation, empathy for others, etc.). In addition to the material required in the state frameworks, students will receive additional assistance in the following academic areas:

Historical Literacy: Students will develop research skills, develop an understanding of historical time and chronology, analyze cause and effect and the reasons for continuity and change, the universality of history, the significance of politics, religion, and philosophy, and the relationships between belief, intolerance, and conflict.
Ethical Literacy: In keeping with the theme of “Peace,” students will develop an understanding of historical empathy, a respect for human life, a comprehension of the ways that different societies respond to conflict, and possible alternatives to aggression and warfare.
Cultural Literacy: Students will enhance their understanding of “Peace” by recognizing that different cultures, while unique in certain ways, share many universal traits. By learning about different cultures, students will develop a sense of tolerance and cooperation that will help them to become contributing members of society who respect the dignity and worth of all people. Students will also analyze the interconnections that exist between the social sciences and other content areas, such as language arts, mathematics, and the physical and biological sciences. In addition, students will gain a sense of empowerment by embracing their own cultural heritages.
Geographic Literacy: Students will understand human and environmental interaction and patterns of human movement. Students will also understand the relationships between geography, the scarcity of natural resources, and conflict.
Economic and Political Literacy: Students will understand basic economic and political principles and the conflicts that exist in these areas historically and in current affairs. Students will analyze the connections between political, economic, and social systems. Students will understand the role of politics and economics in international disputes and analyze economic and political alternatives to aggression and dominance.

The ultimate goal is to provide students with the intellectual tools and the emotional support to help them to transform their lives and discover their potential for long-term success.

2) Democratic Understanding and Civic Values. Students will actively participate in activities that foster a sense of community responsibility and the understanding that individuals have the ability in our democratic society to access political and economic power and to become positive agents for change. Students will also participate in community activities in order to experience, first hand, political processes and the methods through which individuals and groups can work to improve the community. In doing so, they will come to understand peaceful alternatives to conflict and develop a sense of empowerment that comes with community involvement.

3) Academic and Social Skills. Many of our students, who come from disadvantaged backgrounds, require training in both academic and social contexts. Students will therefore actively participate in a rigorous, standards-based program designed to help them build the skills needed in today’s competitive world. In addition, students will learn the basic social skills that are required in academic, business, and social settings in order to gain a sense of confidence that will lead to success in these arenas. As students become increasingly competent academically and socially, they will develop confidence and optimism about the future in academic and or/occupational contexts. This, in turn, will help them to become peaceful, contributing members of society, who can be counted upon to make appropriate choices in different social environments.

Integrated Science 1AB-3AB

To function well in the global economy of today and tomorrow, we need an understanding of science concepts and the ability to think scientifically. The perception of a lack of resources or their uneven distribution causes much of the conflict in the world. In science classes, our students can learn to protect our resources and make the most of them. By promoting scientifically thoughtful production and consumption our students will promote peace. We need the skills and knowledge as outlined in the state frameworks and standards to take an active place in society, giving a basis for understanding trends and proposals that lead to the policies of our government and society. We will place emphasis on the development of critical thinking skills as well as gaining insights into the role of creativity in the progress of science. We will encourage thoughtful questioning and teach our students to search for answers to their scientific questions through research and application of science skills. Students will gain skills such as graphing, data collection, correct and safe lab procedures, and drawing conclusions from data.

Using the state standards as a base, students will learn the recurring concepts and connections made within the various science disciplines: Earth Science, Biology, and the various Physical Sciences. Our students will understand the effects of competition and interdependence. As students study ecology, they will see their place in and their responsibility for ecology. While they progress through the science courses, their skills and knowledge will grow as they build upon previous knowledge. Integrated/Coordinated Science 1 satisfies the “G” entrance requirement for UC/CSU, while Integrated/Coordinated Science 2 and 3 satisfy the “D” entrance requirement for UC/CSU. We will strive to prepare each of our students for success in the post-high school educational pursuit of their choice.

Students will meet the state standards through various methods. They will learn by directed instruction and textbooks; they will gain the foundations to understand science. They will learn through experiments and demonstrations; students will understand the concepts through experience. They will learn through open-ended problem solving and project-based assignments; they will wrestle with the applications of their learning. They will learn in cooperative groups; they will communicate and defend their proposals with scientific language and reasoning.

To gain a scientific outlook on the world around them, students will work together, talking and writing in the language of science. In this way, students will gain experience in solving problems together, and they will learn how to persuade others using their knowledge of science and the scientific way of thinking. In cooperation with staff and other students, pupils will use these skills and knowledge, integrating them with growth from other academic disciplines to complete one interdisciplinary, cooperative project per semester.

As the students progress through mastery of the state standards, we will place emphasis on use of: 1) knowledge base of science, 2) scientific thinking, 3) science application:

1) Knowledge base of science: In order to extend knowledge and skills, students will gain a base of the accepted science knowledge. They will learn this through demonstrations and experiments, directed lessons and texts, and group projects.

2) Scientific thinking: Students will practice scientific thinking by using their science skill and thinking in problems and situations presented for projects. They will also use the skills in demonstration/lab reports.

3) Science application: Students will also apply concepts and skills while working on problems and projects within the science class and in the interdisciplinary, cooperative projects.

As students progress in their science skills and knowledge, they will gain the tools necessary to learn and understand academic subjects in future learning. They will also learn to present their ideas in a persuasive and logical manner. They can apply their abilities to the everyday requirements of responsibly functioning in a global economy.

Integrated Mathematics 1AB-3AB

We believe that success in mathematics is critical for our students. Mathematics is considered a gateway to higher education. Without succeeding in mathematics, opportunities for entry into higher education will remain blocked. Without equal access to opportunities, the road is paved to dissention and conflict. Our students must participate in a strong mathematics program that will prepare them for their future. Our students will use the tools of mathematics and logic to study problems that block the way to peace in society.

As outlined by the California State Standards, the math program is designed to give students the fundamentals they need while providing opportunities to explore real world mathematics through a variety of projects. In addition to textbooks, teachers will use several different types of projects and logical puzzles to introduce real world applications of mathematics, which may include building structures, designing floor plans, and creating budgets. Students will appreciate and develop understanding of mathematical ideas as they frequently encounter interesting and challenging problems.

We expect our students to become fluent in mathematics. Fluency incorporates three ideas: efficiency, accuracy, and flexibility. Students can get bogged down in procedures and calculations if they cannot calculate quickly and accurately. Many students enter high school with out the requisite skills for successfully completing high school math classes. We will provide intensive intervention instruction by preparing our students using a diagnostic and prescriptive model to ready our students for success. Students must develop abilities in proportional reasoning. Mathematical flexibility results from the students’ successful experiences with problems using a variety of strategies and analysis of problems.

Mathematics has its own language; comprehension of this specialized vocabulary and language is critical to students’ mastery of mathematics. Students will learn need to correctly use the concepts, skills, symbols and vocabulary described in the state standards. Jack London students will talk together about mathematics and justify solutions to problems using deductive or inductive reasoning.

Visual/Performing Arts Curriculum

“When high school programs require all students to be artistically engaged it is easier for difficult students to find an artistic outlet for their frustrations” (Understanding Waldorf Education, page 100).

Jack London Alternative Peace Charter knows that at- risk students want to connect time and space, experience and event, body and spirit, intellect and emotion; and the art curricula make these connections a reality. For students to express the otherwise inexpressible helps students to empty their baggage to receive the academic core curricula and the joy of learning that they are sent to school to receive. The arts will be infused into the core curricula as well as focused in specific art elective classes taught by professors and graduate students from California Arts Institute. Different art forms provide a variety of experiences for examining the cultures and artistic contributions of our nation and other artists from around the world.

The core curricula is designed around State standards and courses in the arts will ground students in the rigor, detail and focus of the art form, whether it be visual, performing, music, drama, film, photo-journalism, industrial arts or web-design courses.

As students study the concepts of Peace, each art discipline will provide rich and complex points of view about the world and human experience. Each discipline offers analytical and theoretical perspectives, a distinct history, varied perceptions, as well as, innumerable connections to all human activity. Therefore, we will infuse Waldorf methods of teaching that incorporate movement, art, music, and kinesthetic modalities in teaching the core curricula where the process will focus on comprehensive, sequential learning across many arts disciplines, each including its own skills, knowledge, and techniques.

Music

Jack London Peace Charter will inspire students to achieve their individual musical potential, to cooperate within an ensemble setting, and to gain a higher respect for, and deeper understanding of, the world of music. Course offerings may include:

Instrumental Music

Instrumental music provides young musicians the opportunity to receive extensive training to learn to read music as well as instruction in recorders, harmonicas, guitar and piano.

Music Theory

Two levels of music theory will be offered. Music Theory I introduces students to the harmonic language of music. The year begins with lessons of scales, rhythm and time.

Music Theory II introduces students to writing music and examining counterpoint in two parts and harmonic concepts

Visual Arts

The visual arts curriculum is devoted to helping students connect, explore, discover and express themselves through a wide variety of media. Students examine meaning and intention in creating art to deepen the process of artistic expression. The focus of the visual arts curriculum is to encourage students to take risks, experience the rewards of the creative process, and learn cultural relevance and appreciation. Courses may include:

Animation

Students learn the fundamentals of drawing and scale. Students learn the fundamental techniques used in making a cartoon or in the production of an animated feature.

Film Making

Students will study the historical nature of film and will be readied for occupations that relate to the film making business, such as photography, casting, stage production, director. Mentorships, internships, volunteer positions will be developed for students through the school’s connections with the entertainment industry.

Photo Journalism

Photoshop, used for developing illustrations is the industry standard for graphics production in marketing and advertising. Students learn the basic skills that enable them to start down a career path towards professional graphic design. Photojournalism is based on requiring students to integrate words and graphics into a complete expression that communicates multiple layers of meaning. Students use higher order thinking skills to determine how pictures and words complement and/or replace each other to communicate a message visually, and learn basic principles of effective layout. Expected outcomes are the production of advertisements, book covers, CD covers, illustrations for poetry and posters, including material for Jack London’s annual Peace Conference.

Basic Web Design

Students use a basic web design program in this class to manage the Jack London web site and to create personal web sites. The basics of HTML, programming, the nature of the World Wide Web, effective layout, and the integration of text and images are among the skills developed as students create their own web pages. Students learn the difference between different types of images for the web, and how to convert pictures from one format to another. The Jack London message of Peace is incorporated into the ongoing planning and maintenance of the web site.

Performing Arts

The performing arts program will focus on situational, interactive, psycho drama vignettes that deal with student concerns and issues expressed through dance, drama, and music. The performing arts will help students’ express positive alternatives to the social issues in their schools and communities. Students will participate in theater games, focus exercises, writing and public speaking. Students will use the art forms taken from dance, choreography, and concentration techniques to teach body awareness, boundaries, and cooperation. Through progressive skill-building and trust-setting process, students integrate these elements in a dramatic school-wide performance at the annual Peace conference reflecting their feelings about the social issues they face and their new found peace and unity in diversity and appreciation for the richness of their own backgrounds. Students develop concentration, personal discipline and a respect for the art and the artist. Courses include:

Introduction to Dance

Students will learn a series of different dances that deal with ethnic-cultural conflict and social justice as well as dances that express the turmoil in student’s lives and communities, and students will reflect the issues of gender conflict, drugs and alcohol in movement. Students will be guided through a series of lessons:

The Prisoner’s Step Dance- Dancers create rhythms with their bodies while a narration pays tribute to individuals who are being studied in their history and literature classes.

· The Equality Dance- Dancers depict the struggle between women and men to become equal partners.

The Unity Dance- Dancers use movement and dramatic readings to emotionally charge the room, unity through diversity is achieved without violence or denying any differences.

Hip Hop/Jazz

This class incorporates body development and conditioning exercises to allow for the full expression of modern urban dance. The music and movement of Hip Hop crosses all cultural and ethnic boundaries. Participation in this class allows students to enjoy a spirit of cross-cultural unity and team cooperation while creating routines for public performance.

Classical Ballet

Classical ballet is the foundation for all other dance forms due to the rigorous and fundamental physical techniques tit requires and develops. This class emphasizes the basic barre technique for classical ballet as well as center work and performance. Participation in this class encourages the development of strength, agility and grace uniquely afforded by ballet training, as well as the opportunity for performance.

Choreography

Students learn the basics of choreography and progress into creating pieces for performance. Periodic performances will culminate into a large performance performed at the annual Peace Conference.

Psycho Drama

Students will learn a series of exercises that challenge their capacities while they are actively engaged cooperating with other students. The cognitive skills of focus, concentration, memory, will be developed through group movement activities that develop motor skills and cooperation. Each exercise is like a mini-morality play that appeals to students sense of character, choice, and consequences. Students engage in hypothetical scenarios and role play related to violence, drugs, race, and gender on a personal, experiential basis. Students open to express concerns and feelings about events in their daily life and become increasingly receptive constructive feedback from peers.

Improvisation

Stories, characters and situations are created through the use of theatre games and exercises. Students will learn to relax and stay in the moment, students learn through the games and exercises to really listen to and trust each other.

Specialized Instruction

Jack London Alternative Peace students will be assessed in writing, reading, math, talents, skills, interests, career goals, and prior academic achievement. An Individualized Learning Plan (ILP) will be developed by the intake team, which includes the student, principal, counselor, parent, and a teacher. The student and parent will be required to sign a contract with the school, showing their commitment to the ILP. The ILP will be reviewed on a regular basis to ensure progress and achievement, and to make sure that the established goals are met.

Life Skills: Growth and Personal Development

Personal Development embraces a thoughtful series of thematic based classes in order for students to better understand themselves and their place in the world. Compass learning, Why Try, Ripple Effect, are process-oriented lessons with the underlying intention of improving students’ self-concept, self-awareness, and connectedness to others. Students are given opportunity to reflect on their lives and examine the quality of their relationships to themselves, others and the community. Students are taught techniques for focused listening and speaking, working in collaboration and embracing the six pillars of character, respect, responsibility, trustworthiness, fairness, caring, and good citizenship.

Senior Seminar

An annual Peace conference will be planned that will require students to take an action and o make measurable improvement in an identified human or natural environmental issue that will be presented at the annual Peace Conference. Students in this class will participate in many service -learning activities that begin in their junior year. As students complete each project, they will increase their understanding of the core content classes, develop the skills necessary to solve issues, take action to improve their local community and acquire values that include an appreciation for Peace and Unity that will be expressed in both the cognitive and affective domains. Students will experience school to work experiences with business ventures and their own community.

School to Career

Using a service and business oriented school to work pathways, vocational experience, service oriented experiences, business experiences, college experiences, Jack London Alternative Peace Charter students will research opportunities to improve their exposure to the enormous possibilities for their future. The demand for service oriented career pathways and business opportunities will provide opportunities for students to explore industry, businesses, community organizations, and experts with the idea that a bridge of connectedness will foster the relevance of their education at school. Field trips, guest speakers, will expose students to new experiences that will foster a quest to make learning relevant. Students will visit industries, hospitals, colleges, entertainment, small and large cooperation’s, as well as businesses in the local community.

Conflict Resolution

Students develop practical techniques for resolving conflict effectively.

Making the Peace

Making The Peace, a class developed by the Oakland Men’s Project presents a dynamic structure to faciltate the work with youth who face domestic violence, gang violence, and other forms of violence in their everyday experience. Students explore the social and economic roots of violence in the community and their own lives. Students deal with the issues of dating violence, male-male fights, male-female fights, suicide, guns, and sexual harassment. Students learn practical techniques for stopping violence both before and when it happens. Students become leaders to build respectful and violence-free relationships in the school and the community.

English Language Learners

English Language Learners (ELL) will experience a rich English Language Development program using the data from CELDT to determine each student’s need, based upon the home language and English language proficiency level. The CELDT will be given to all new students with a home language other than English.

Each student identified as an ELL will experience SDAIE strategies from all teachers. Ongoing professional development will be provided to ensure that all teachers are implement an English Attainment Program whereby English learners will receive instruction to enhance language development in all content core areas.

Students with Special Needs

Special Education

The Peace Charter will approach Special Education in an innovative way. Special Education law requires that public entities provide equal access for all students regardless of any disability. Special Education is defined as classroom or private instruction involving unconventional techniques, material exercises, facilities and subject matter designed for students whose learning needs cannot be met by a standard school curriculum. Students who fall under this category include those with different intellectual capacities; physical handicaps; behavioral disorders or learning disabilities. Generally, students of this population are served in regular schools where various programs are implemented to help these individuals achieve educational success. However, these same students can also be served on an alternative campus such as a continuation high school charter with the development of a structured learning center. The development of a Structured Learning Center can help these students who have been unsuccessful on large comprehensive campuses. Placement is based on assessed educational needs outlined in the student’s Individual Educational Plan (IEP). Specifically designed instruction and related services are provided to meet each student’s individual needs. A certificated teacher and at least one instructional aide provide the delivery of services to the Structured Learning Center. Related services may include professionals such as a school psychologist, speech-language pathologist, occupational therapists and others, which the school would obtain as needed. The placement of these classrooms is generally located to allow for the interaction of disabled students with non-disabled students. The proposed Structured Learning Center could be broken up into two segments to serve both individuals with academic and behavioral difficulties.

Structured Learning Center-Academic (SLC-A) This classroom is generally self-contained and assists students with low average to average cognition who need intensive or direct support in developing appropriate academic and vocational skills. Students are placed based on similar academic and vocational needs.

Structured Learning Center-Behavioral (SLC-B) Classrooms are geared to provide instruction for students with emotional and behavioral issues. These services focus on assisting the student’s social and emotional growth. Classroom instruction helps students gain greater independence and improve behavior patterns while working on academic goals as needed. Components of the program may focus on behavior management techniques as outline on the student’s IEP, DIS counseling, small student/staff ratio and a variety of strategies geared to help improve a students’ social emotional status. Special Education students along with other Peace Charter students will increase their skills in public speaking as they prepare and deliver speeches based upon the persona of their country and countries studied. Students’ will an annual Peace conference and facilitate discussions and focus groups for peers and for younger students who would attend the peace conference. All students would engage the community, and would be able to speak with community representatives including the city councilman, state representative, and other community agency representatives who would attend our peace conference.

Jack London Peace Charter School’s general program of instruction for students with disabilities shall be responsive to the required sequence of courses and related curricular activities provided for all students in the charter school. Jack London Peace Charter School’s special education personnel shall be credentialed and/or licensed consistent with California laws and regulations. Student discipline and procedures for suspension and expulsions shall comply with federal and state laws and regulations, and shall include positive behavioral interventions. Jack London Peace Charter School is accountable for student participation in special education programs and shall certify attendance per District procedures. Jack London Peace Charter School shall conduct assessment and standardized testing for students with disabilities using state and District guidelines for modifications and adaptations.

Jack London Peace Charter School will ensure that student discipline and procedures for suspension and expulsion of students with disabilities are in compliance with state and federal law. Discipline procedures will include positive behavioral interventions. In accordance with the Modified Consent Decree, Jack London Peace Charter School is responsible for the collection of data pertaining to the number of special education students suspended or expelled from its school.

Closing the Achievement Gap

Jack London Alternative Peace Charter’s objective and purpose is to close the widening achievement gap between at-risk students. At risk students are not making connections in their reading, thinking, and mathematical skills. The percentiles are demoralizing. The current system is not working for a vast number of students and many of those students drop out of high school before attending high school. We are positioning ourselves to make a difference and to become a model demonstration school of what can be possible for at risk students.

Instructional Materials

The Principal and teachers will select instructional materials to be used at Jack London Peace Charter School. Student texts and instructional materials will be identified based on the following criteria:

· Alignment with state standards

· Research-base and evaluation data showing success with similar student populations

· Accessibility for students

· Alignment with school’s mission

· Ease of use for teachers

Standard instructional materials will be supplemented, whenever possible, with original and primary source material. Videos, essays, photos, periodicals, and educational software may be used to keep students actively engaged and enhance the learning environment.

Accreditation

Jack London Continuation School has submitted an initial application for WASC accreditation, and we expect a visit during the 2005-2006 school year.

Professional Development

Staff members will receive on-going professional development training to meet the educational and social needs of our students and we will meet weekly with students and parents to continuously improve our program. Professional Development is a critical component of transforming theory into sound instructional practices that stretch the professional and meet the needs of at-risk students. Reflective practice occurs in an environment where there is collaboration, use of meaningful data, and thoughtful experimentation regarding instruction. Through professional development opportunities and experiences, teachers will be provided time to inquire about their effectiveness in the classroom.

Student Records Confidentiality

Jack London Peace Charter School will adhere to The Family Educational Rights and Privacy Act (FERPA) and all other applicable state and federal laws regarding the confidentiality of pupil record information.

Element 2: Measurable Pupil Outcomes

Student Performance and Assessment

Jack London Peace Charter School students will meet all requirements for an LAUSD high school diploma and meet or exceed all Content Standards for California Schools. Graduates will have received coursework necessary to meet all A-G entrance requirements for the University of California and California State Universities.

Curricular Focus Outcomes

English Language Arts/Composition Skill building classes Interdisciplinary projects Cooperative group work Great Books/Plays series	Students will develop an appreciation for standard language conventions. Students will write stage plays and perform dramatic skits and/or monologues through participation in an ongoing Dramatics program. Students in the ESL program will achieve reading proficiency with the Fast Track reading series. Students in English 9 and 10 will gain reading proficiency using the Holt Literature and Language series. The Holt Interactive Reader workbook will supplement the curriculum as it is designed to assist students in standardized test preparation. Students enrolled in Literature and Composition classes in grades 11 and 12 will build on their reading proficiency and demonstrate competence in English using Holt’s Language and Literature series and McDougal Littell’s The Language of Literature textbook (Recognition of Accomplishment). Through these programs, students will read with comprehension, speak with meaning, and analyze at least one work of grade appropriate literature from each of the five major literary time periods each academic semester (Academic Rigor in a Thinking Curriculum; Clear Expectations). Students will write persuasive and expository compositions using textual analysis, integration of support material and intellectual critique. (Socializing Intelligence). Students will be able to explain what they have learned to others (Accountable Talk).
Social Studies/History	Students will demonstrate intellectual reasoning and research skills related to chronological and spatial thinking, and historical interpretation (Academic Rigor in a Thinking Curriculum). Students will reflect upon the lessons of history and connect the past with the present actively, with an overall focus upon “Peace”(Socializing Intelligence). Students will appreciate how ideas, events, and individuals have produced change over time (Fair and Credible Evaluations). Students will learn the responsibilities of being a member of a culturally diverse society. Students will also develop ethical and moral responses to aggression and conflict Self-management of Learning). Students will participate in cooperative activities and interdisciplinary projects related to the environment and the community both inside and outside of school Clear Expectations, Recognition and Accomplishment). Students will be expected to explain what they know to others (Accountable Talk).
Science The Science and Environment Framework including the California State Science Standards	Through investigation, experimentation, demonstration, directed lessons, interactive learning, and group participation, students will understand the principles of Physical Sciences, Earth Science, and Biology (Academic Rigor in a Thinking Curriculum; Clear Expectations). They will explain what they have learned to others (Accountable talk).
Mathematics Skill building classes and interdisciplinary units.	Students will understand and use the language and concepts of mathematics through written, oral and visual communication Biology (Academic Rigor in a Thinking Curriculum; Clear Expectations). They will apply proportional thinking and logic in simulations and projects. They will explain what they know to others Accountable talk).
Physical Education & Health	Students will obtain knowledge on the nutrition elements of body care and development. Students will learn the skills necessary to maintain their own physical and emotional wellness.
Visual & Performing Arts	Student assessment will be based on effort, willingness to take creative risks, and the willingness to participate in the artistic process of working, reflecting, and developing a unique artistic “voice.” Students will learn specific concepts and develop specific artistic skills (Learning as Apprenticeship). The process of creating is given priority over the product.
Human Development & Community Service	Students will demonstrate focus and resilience through the development of autonomy, responsibility, and a sense of purpose and hope. They will become effective communicators (the ability to listen, think, read, and write as appropriate to the intended audience). Students will cooperate with others (the ability to work productively with peers, family, and community). Students will demonstrate critical thinking (the ability to form a reasonable opinion on matters that require the assessment of information). In keeping with the theme of “peace,” students will demonstrate caring and respect towards others (in cultural/ethnic, socioeconomic, linguistic, and interpersonal contexts). In addition, students will practice conflict resolution skills, in which they will learn how to resolve differences in a civil, fair, and mutually beneficial manner. Students will also develop the highest personal standards in studies, character development, and citizenship. Finally, students will actively design and implement service projects to benefit the school and/or the community. (Accountable Talk, Socializing Intelligence)

Measures of School-Wide Progress

Academic Growth

All data will be disaggregated to show how sub-groups; i.e. LEP, non-LEP, mobility, gender, etc. perform. The school Principal, teachers, and students will be held accountable for meeting school outcome goals. The Principal will report to the Board on the school’s academic progress.

Jack London Peace Charter School will pursue the following goals:

· Rank 4 or better on the similar school Academic Performance Index ranking system in the year prior to charter renewal or two of the last three years prior to charter renewal.

· Rank 4 or better on the statewide Academic Performance Index ranking system in the year prior to charter renewal or two of the last three years prior to charter renewal.

· Meet its API growth target in the year prior to charter renewal or two of the last three years prior to charter renewal.

· Close the achievement gap: Standardized test scores will reflect growth in achievement of traditionally underserved minority students.

· Academic performance will be equal to or better than the academic performance of LAUSD schools containing similar pupil populations.

· The school dropout rate will be lower than LAUSD schools containing similar pupil populations.

· Mediation and suspension referrals will decrease each year.

Element 3: Methods By Which Pupil Progre ss is Measured

Statewide Testing

Jack London Peace Charter School will meet all statewide standards and conduct assessments pursuant to Education Code 60605, as well as any other assessments applicable to students in non-charter public schools.

California High School Exit Exam (CAHSEE)

In accordance with State law, the CAHSEE will be administered to all students, beginning in grade 10.

Curricular Focus Outcomes Assessment Tools

English Language Arts/Composition

Students will develop an appreciation for standard language conventions through participation in an ongoing Dramatics program.

ESL Students will achieve reading proficiency with the Fast Track reading series.

Students will read with comprehension, speak with meaning, and analyze at least 5 works of grade appropriate literature each academic semester.

Students will write persuasive and expository compositions using textual analysis, integration of support material and logical critique.

State standardized tests

State content standards

School designed pre- and post- tests

Written examinations

Writing Portfolios

Rubric-based evaluation

Teacher observation and assessment

Oral recitation

Multimedia presentations

Vantage Writing Portfolios

Quarterly Periodic Assessments

Social Studies/History

Students will demonstrate intellectual reasoning and research skills related to chronological and spatial thinking, and historical interpretation.

Students will reflect upon the lessons of history and connect the past with the present actively, with an overall focus upon “Peace.”

Students will appreciate how ideas, events, and individuals have produced change over time.

Students will learn the responsibilities of being a member of a culturally diverse society. Students will also develop ethical and moral responses to aggression and conflict.

Students will participate in cooperative activities and interdisciplinary projects related to the environment and the community both inside and outside of school.

Students will be expected to explain what they know to others.

State standardized tests Pursuant to EC60602.5

State content Standards

Pre- and post-school designed tests

Ongoing teacher assessments

Writing portfolios

Rubrics in all social studies courses

Performance exams

Oral exams

PowerPoint presentations

Research projects.

Science

Through investigation, experimentation, demonstration, directed lessons, interactive learning, and group participation, students will understand the principles of Physical Sciences, Earth Science, and Biology. They will explain what they have learned to others.

Ongoing teacher assessments

Plato Assessments

Science portfolios

State standardized tests

Inquiry Based Projects

Mathematics

Students will understand and use the language and concepts of mathematics through written, oral and visual communication. They will explain what they know to others.

Pre and post tests

Ongoing teacher assessments

State standardized tests

Projects

Carnegie Tutor

Plato Math

Physical Education & Health

Students will obtain knowledge on the nutrition elements of body care and development.

Students will learn the skills necessary to maintain their own physical and emotional wellness.

Nutrition journal

School-designed examinations

Visual & Performing Arts

Student assessment will be based on effort, willingness to take creative risks, and the willingness to participate in the artistic process of working, reflecting, and developing a unique artistic “voice.” Students will learn specific concepts and develop specific artistic skills.

The process of creating is given priority over the product.

Participation records

Performance videos

Artistic portfolios

Public performances and/or exhibitions

Human Development & Community Service

Students will demonstrate focus and resilience through the development of autonomy, responsibility, and a sense of purpose and hope. They will become effective communicators (the ability to listen, think, read, and write as appropriate to the intended audience). Students will cooperate with others (the ability to work productively with peers, family, and community).

Participation records

Reflection journals

Work experience and work experience portfolios

Student conduct records

Community and school projects

Mentoring

Vocational internships

Grading Policy

Jack London Peace Charter School will use a conventional letter-grade system, scoring student work on an A to F scale. Teachers will determine the deadlines for submission of missing work as well as consequences and final grades when students fail to complete missing work. Jack London Peace Charter School will use a standards-based report card, given quarterly, based on LAUSD’s report card for high school. All teachers will work collaboratively to align their grading criteria and ensure consistency throughout the school. Periodic assessments given by teachers will provide timely feedback for parents and teachers regarding student progress.

Longitudinal Data Analysis

Jack London Peace Charter School staff will monitor student and school progress through the collection of all academic assessments, teacher assessments, student portfolios, state tests, and projects. This data will be analyzed on an annual basis and compared to previous years’ data to determine student progress and the effectiveness of the school curriculum. This information will be used to drive instruction.

Element 4: Governance

Governing Board

The mandate of the Governing Board consisting of stakeholders of Jack London Peace Charter School is to implement the guiding mission of Jack London as articulated in the charter. Accordingly, the Board will act as the decision-making body for school-wide policies. The Board of Directors will have legal and fiduciary responsibility for Jack London Peace Charter School. The Board will be responsible for providing fiscal accountability by approving and monitoring the budget. The Board will also help ensure effective organizational planning by approving long-range goals and annual objectives, monitoring the general policies such as health and safety, use and maintenance of facilities (for non-district sites), fundraising, and overseeing that school resources are managed effectively. This goal will be accomplished primarily through hiring, supporting, reviewing the performance of, and if necessary, dismissing the Principal.

The Founding Board will be made up of the Principal, at least one high school educator, parent representative, representatives of community-based organizations, and one student. An LAUSD representative may serve on the board as a non-voting board member, to facilitate communications and mutual understanding between Jack London Peace Charter School and LAUSD. Subsequent board members will be nominated by any member of the community and will be elected by a simple majority of current board members. Board member selection, terms of service, and number of members will be regulated in accordance with the bylaws. The Board will meet in accordance with the bylaws.

The School Site Council (SSC) and Compensatory Education Advisory Committee (CEAC) will serve as advisors to the Governing Board.

School-Site Leadership

The Principal will be the instructional leader and will retain all management powers not specifically designated to the Board. The founding Principal, Angela Cleveland, has a Masters of Arts degree in Educational Administration, and has been in educator for over 17 years and has had a leadership role for over 11 years.

Business Management

Jack London has contracted Excellent Education Through Charter Schools (ExED), an independent non-profit organization, to provide Business and Operations Management services. ExED currently provides business services to over 20 different charter schools in Los Angeles and Orange County, and their staff will oversee the management of the Peace Charter. The Jack London office manager will manage the District accounting systems and has an excellent record with basic accounting skills, and she along with the administrative team would be trained by ExED to sustain the daily operations.. The actual governing board will consist of administrators, teachers, parents and community members. We are currently partnering with the LAUSD Charter Unit and the California Charter Schools Association as well as ExED.

Organizational Chart

Element 5: Employee Qualifications

Affirmations

Jack London Peace Charter School will not discriminate against any employee on the basis of race, color, creed, age, sex, religion, national origin, disability, sexual orientation, or ma rital status. Jack London Peace Charter School will be nonsectarian in its programs, admission policies, employment practices, and all other operations. Jack London Peace Charter School will not require any employee to work at the charter school.

Background Checks

Jack London Peace Charter School will perform all required background checks, including fingerprinting and drug testing, according to existing California state law. Prior to the first day of work for every employee, Jack London Peace Charter School will process background checks through LiveScan, administered by the Department of Justice.

Jack London Peace Charter School will adhere to school policy pertaining to the safety and health of all employees and students. All employees must furnish or be able to provide:

· Medical clearance for communicable diseases and Mantoux tuberculosis (TB).

· Fingerprinting and the service fee to the Department of Justice for a criminal record check. Applicants will be required to provide a full disclosure statement regarding their prior criminal record.

· Documents establishing legal status.

Hiring/Selection Process

Jack London Peace Charter School reserves the right to hire and terminate teachers and administrative staff for reasons established by the code of ethics and Department of Labor. The school Principal will interview candidates from the District list of eligible teachers and determine which are best qualified to work at the school. Jack London Peace Charter School requires and demands specific skills from its teachers and staff, therefore the principal and Board must be able to choose appropriate teachers to carry out the unique curricula and administrative staff to maintain the school. Additionally, given the small learning environment that the Jack London Alternative Peace Charter operates within, staff cohesion and collaboration is essential for success. The Governing Board will have ultimate responsibility for the hiring of the Principal. The school Principal will hire all teachers and support staff.

Principal

The Principal of Jack London Alternative Peace Charter will oversee every aspect of the school’s operations. As the only administrator at Jack London Alternative Peace Charter, the Principal will perform all the essential duties done a traditional high school without the aid of an Assistant Principal and other high-level administrative personnel.

Jack London Alternative Peace Charter is unique in its concept, design, and innovative curricula. Accordingly, the principal must be knowledgeable of current research that leads to student achievement results, and model proven methods for successful implementation in the classroom. Duties for the Principal include, but are not limited to:

Instructional leadership.

Angela Cleveland will be the principal at Jack London Alternative Peace Charter. She has been the leader of the four-year development team and is the founder and spokesperson for the ideas of this charter. Angela Cleveland is the only person qualified to lead the Jack London Alternative Peace Charter because of her passion, conviction, proficient knowledge of the Peace Charter model and curriculum, as well as her dedication to the students of the surrounding community. Angela Cleveland brings a wealth of organizational and curricular skills to Jack London Alternative Peace Charter, including B.S, Mangagement, Californial University of Dominquez Hills, Ryan Secondary Credential, California University, Los Angeles, MA, Educational Administration and Administrative Credential, California Lutheran University. Angela Cleveland has worked for the Los Angeles Unified School District since 1987, and most recently as principal of Jack London Continuation High School. Angela Cleveland’ s vision and expertise are vital to the success of the Jack London Alternative Peace Charter.

Teachers

Jack London Alternative Peace Charter will monitor the development of the regulations to implement the No Child Left Behind Act (NCLB) and ensure that the qualifications for all teachers will follow the guidelines set by the State with regards to this law. Teachers hired will meet the following factors:

· Teacher will posses state certification or license.

· Teacher holds a bachelor’s degree

· Teacher passed rigorous tests, major/course work; or state evaluations

The principal and a Human Relations committee will select the teachers on application and interview basis. Selection of teachers will be based on their teaching experience, the degree of subject matter expertise, and their ability to demonstrate classroom instructional capabilities that address the needs of at risk students. Responsibilities for teachers include:

· Planned lessons evidenced in writing

Participate in professional development
Maintain accurate records of student progress, attendance
Maintain regular, punctual attendance

Evaluations

Evaluations will be performed annually. Performance measure will be developed to evaluate all school personnel.

The Advisory Council will evaluate the Principal on:

· Maintenance of a fiscally sound charter school

Balanced Budgets
Academic success
Completion of required job duties
School culture

· Completed self evaluation

The Principal will evaluate the teachers on:

· Student growth and progress related to established assessment measures

Effective and appropriate teaching strategies
Performance of job duties
Knowledge of curriculum
Knowledge of kinesthetic and multi-dimensional approaches to learning

The principal will evaluate classified staff with an annual performance evaluation.

No Child Left Behind and Credentialing

Teachers will meet all requirements for employment as stipulated by the California Education Code section 47605(l). Primary teachers of core, college preparatory subjects (i.e. English language arts, math, science, history/social science, and special education) will hold a Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in a non-charter public school would be required to hold.

All teachers will be highly-qualified as defined by No Child Left Behind. Jack London Peace Charter School will adhere to all requirements outlined by No Child Left Behind with respect to teachers and paraprofessional employees. Appropriate records of credentials held by Jack London Peace Charter School teachers and supporting documentation will be monitored and maintained by the school administration. Credentials will be monitored annually in compliance with state and federal law.

Staffing

Principal

The Board of Directors will select a Principal. The Board will establish an advisory committee composed of school/community representatives that will review and recommend candidates to the Board. Selection of the Principal will be based on proven experience in educational leadership, educational vision for and experience with low-income and/or minority children, demonstrated ability in program design and/or development, entrepreneurial ability, and interest and commitment to educational reform. All management powers not specifically designated to the Board are delegated to the Principal, who will answer directly to the Board. The Principal will:

· Facilitate communication between the Advisory Board and the Board of Directors

· Have the shared responsibility of hiring and dismissing (with cause) all other employees according to the mission, philosophy, and obligations of the school as spelled out in the charter.

· Oversee the day-to-day operations of the school.

· Prepare credentialing paperwork and monitor processing.

· Organize and lead teacher workshops and in-service.

· Organize teacher common planning time.

· Assist with student discipline.

· Report to the Board of Directors on the progress of the school in achieving educational success once a month.

· Be a liaison to community and business partners.

· Represent school at meetings/forums.

· Call needed meetings.

· Assist in writing grants, facilitating fundraising, and/or obtaining loans.

Teachers

Teachers will be selected by the Principal on an application and interview basis in consultation with parents, students, and other staff members. Selection of teachers will be based on their teaching experience, the degree of subject matter expertise, and their ability to demonstrate classroom instructional capabilities. Teachers will:

· Provide a quality, enriched and powerful curriculum.

· Provide continual assessment of student progress and maintain records.

· Continually evaluate classroom performance to meet the needs of students.

· Provide an effective classroom environment that reflects and facilitates the academic program.

· Provide peer assistance to fellow teachers.

· Continually seek professional growth.

· Have, at a minimum, basic experience with educational technology.

· Actively strive for continuous and open communication with parents and community members.

· Maintain regular, punctual attendance.

Other Certificated Staff

A list of day-to-day substitutes will be established and a list of qualified substitutes will b e maintained.

Classified Staff

Classified and other personnel will be selected by the Principal on an application and interview basis in consultation with teachers and other classified staff. Selection will be based on ability to perform the job duties for that position. Office personnel duties will include, but not be limited to:

· Answering telephones.

· Filing reports.

· Enrolling students.

· Managing/monitoring office operations.

· Ordering and purchasing office and classroom supplies, and vendor management.

· Developing and implementing clerical and administrative procedures for daily school operations.

· Preparing correspondence, reports, bulletins, files, forms, memorandums, and performing other clerical and administrative duties as assigned.

· Bilingual translation and communication with parents and community.

Evaluations

Evaluations will be performed annually. Performance measures, both quantitative and qualitative, will be used to evaluate all school personnel.

The Principal will be evaluated by the Board on:

· Maintaining a fiscally sound charter school including a balanced budget.

· Overall successful school academic program and achievement of educational goals.

· High parental and community involvement.

· Completion of required job duties.

· Creation of a school atmosphere of enthusiasm, warmth, and cooperation among all parties.

Teachers will be evaluated by the Principal on:

· Student progress as referenced from assessment measures.

· Effectiveness of teaching strategies as evaluated by the principal through classroom visitations.

· Performance of job duties.

· Knowledge of curriculum.

Classified and other personnel will be evaluated by the Principal based upon completion of assigned job duties and regular, punctual attendance.

If an employee disagrees with an evaluation, a written objection may be appended to the review. Employees always have the right to engage in the Due Process and Process for Resolving Complaints /Grievances.

Element 6: Health and Safety of Pupils

The health and safety of Jack London Peace Charter School staff and pupils is a high priority for the school. The school will follow all required safety regulations including emergency policies and procedures. Jack London Peace Charter School will comply with all health and safety laws and regulations that apply to non-charter public schools, including those required by CAL/OSHA, the California Health and Safety Code, the EPA and the Healthy Schools Act. Jack London Peace Charter School will operate as a drug, alcohol, and tobacco free workplace. The school will adopt a set of health, safety, and risk management policies that address the following:

Criminal Background Checks

Each employee of the school will submit to a criminal background check and furnish a criminal record summary as required by Education Code Section 44237. Employees will submit fingerprints to the Department of Justice via LiveScan processing. Employee will not start work until results are received from the Department of Justice and the employee is cleared to begin work.

Immunizations and Tuberculosis Testing

All enrolling students and staff will provide records documenting immunizations to the extent required for enrollment in non-charter public schools. Records of student immunizations shall be maintained, and staff shall honor County requirements for periodic Tuberculos is (TB) tests.

Emergency Situations

Jack London Peace Charter School will develop policies and procedures for response to natural disasters and emergencies, including fires and earthquakes. The school will train instructional and administrative staff in ba sic first aid.

Fire Drills

Fire drills will be held at least once a semester. Office personnel will maintain a record of fire drills held and total required time for complete evacuation. When the fire drill signal sounds, teachers will lead the students in their room along the route indicated on the evacuation map posted for that purpose. Before leaving the room, teachers will see that all windows and doors are closed and that they have their class attendance roster with them. Students who are not in a classroom at the time the fire drill signal is given will attach themselves to the nearest teacher exiting the building for purposes of getting to the designated evacuation site.

Once at the designated evacuation site, teachers and other staff will ensure that all students find their respective teachers. Teachers will then take roll to ensure that all students are accounted for. The names of any missing students will be given to the office personnel and the administrative staff will attempt to locate missing students. Students will remain with their teachers at the designated evacuation site until the administrative staff gives the “all clear” signal.

Disaster Drills (I.e. earthquake)

Disaster drills will be conducted at least once every two months. Students will be made familiar with the “duck and cover” routine. A disaster drill commencing with the “duck and cover” routine will be initiated by an announcement over the intercom. Staff and students will hear “This is an emergency drill. Duck and cover.” During the “duck and cover” routine in the classroom, teachers will turn off the lights and have students get under a desk or table or against the wall away from the windows. Students must remain quiet and orderly so they will be able to hear additional instructions when given. All drills will be concluded with an “all clear” announcement on the intercom, or a visible signal from the administrative staff.

In the case of a real earthquake, everyone must engage in the “duck and cover” routine immediately and remain in position until the teacher determines that it is safe to leave the building. If remaining in the room becomes dangerous, or when the shaking stops, teachers will proceed with their students to the evacuation site or another safety zone. If students are on the playground or other outdoor area when a disaster drill is called or during an actual earthquake, students are to drop immediately to the ground, away from trees and power lines, and cover their heads with their hands. They are to remain in that position until given additional instructions.

In the case of disasters other than earthquakes, the administrative staff will contact each room, advise staff of potential dangers, and give further directions or orders. Teachers and students will remain in their classrooms until instructions are received for an all clear or an evacuation. For safety purposes, no one is to leave the rooms. If there has been a chemical spill, the teacher must make sure that all doors, windows, and vents remain closed. The school site maintenance staff will turn off the gas. All unassigned staff will report to the office for assignments such as searching offices, bathrooms, and all other common areas, including outdoor facilities.

Teachers will stay with their classes for the duration of the emergency. In the event of an earthquake or other national disaster, all school employees are immediately designated “Civil Defense Workers” and are not allowed to leave school until they are given official clearance to do so by the administrative staff.

Bomb Threats

The person receiving the call or letter will note the time of day, wording of the message, background noises, and quality of the voice to try to determine if it is a young child or an adult. This person will delay the caller as long as possible, while they alert another adult to the crisis. That adult will immediately notify the telephone company to trace the call and immediately thereafter, notify the police using 911.

Based on the information at hand, the administrative staff will make a decision whether an immediate evacuation is warranted. If so, the evacuation code word “safe school drill” will be given over the intercom and evacuation procedures will be followed. The office personnel will coordinate information requests to and/or from law enforcement, the telephone company, and parents.

If an immediate evacuation is not warranted, the administrative staff will notify teachers to inspect their room for any suspicious materials or unknown packages, without alarming students. All unassigned staff will report to the office for assignments such as searching offices, bathrooms, and all other common areas, including outdoor facilities.

Evacuation Plan

A disaster of a significant nature may require the evacuation of the school. Immediately upon notification by outside authorities that the school must be evacuated, the administrative staff will verify the name and position of the person placing the alert. Once the source is confirmed, the administrative staff will give the evacuation code word “safe school drill” over the intercom. Teachers will proceed with their students to the nearest school exit indicated on the evacuation map posted for this purpose. Before leaving the room, teachers will make sure they have their class attendance roster with them. Students who are not in a classroom at the time the intercom signal is given will attach themselves to the nearest teacher exiting the building for purposes of getting to the designated evacuation site. Prior to evacuation, offices, bathrooms, and all other common areas, including outdoor facilities, will be searched by unassigned staff members designated by the administrative staff.

Once at the designated evacuation site, teachers and other staff will ensure that all students find their respective teachers. Teachers will then take roll to ensure that all students are accounted for. The names of any missing students will be given to the office personnel and an individual will be assigned the task of finding any missing students. Teachers will work together to take care of students with injuries, respiratory problems, or other medical conditions.

Teachers will stay with their classes for the duration of the emergency. In the event of an evacuation, all school employees are immediately designated “Civil Defense Workers” and are not allowed to leave school until they are given official clearance to do so by the administrative staff.

Students will remain with their teachers at the designated evacuation site until the administrative staff gives the “all clear” signal. In the event students cannot return to the school site, the administrative staff will notify parents and/or the media as to where students can be picked up. The office personnel will sign out students as they are being picked up by a parent or other adult listed on the emergency information card. Parents will be asked to remain in a designated area, and students will be escorted to the designated area for release.

Staff Responsibilities

All employees are responsible for their own safety, as well as that of others in the workplace. Jack London Peace Charter School will rely upon its employees to ensure that work areas are kept safe and free of hazardous conditions. Employees will report any unsafe conditions or potential hazards to their supervisor immediately. If an employee suspects a concealed danger is present on Jack London Peace Charter School’s premises, or in a product, facility, piece of equipment, process, or business practice for which Jack London Peace Charter School is responsible, the employee will bring it to the attention of their supervisor or Principal immediately. Supervisors will arrange for the correction of any unsafe condition or concealed danger immediately and will contact the Principal the problem.

Employees will be encouraged to report any workplace injury, accident, to their supervisor as soon as possible, regardless of the severity of the injury or accident. If medical attention is required immediately, supervisors will assist employees in obtaining medical care, after which the details of the injury or accident must be reported.

On a periodic basis Jack London Peace Charter School may issue rules and guidelines governing workplace safety and health. All employees will familiarize themselves with the rules and guidelines, as strict compliance will be expected. Failure to comply with rules and guidelines regarding health and safety or work performance will not be tolerated.

Child Abuse Reporting

Jack London Peace Charter School will adhere to the requirements of California Penal Code Section 11166 regarding child abuse reporting. Jack London Peace Charter School staff must report to the proper authorities if they suspect the following occurring to a student:

· Sexual assault

· Neglect

· Willful cruelty or unjustifiable punishment

· Cruel or inhuman corporal punishment or injury

· Abuse in out-of-home care

The reporting person need only “reasonably suspect” that abuse or neglect has occurred. The reporting person does not have to prove abuse.

The Principal will work will all faculty and staff members to make sure all appropriate steps are taken if a child abuse situation occurs. All faculty and staff will understand that it is their duty and responsibility to report any suspicions of child abuse. Staff will understand that under California law, failure to report an incident of known or reasonably suspected child abuse or neglect is guilty of a misdemeanor punishable by up to six months confinement in a county jail or by a fine of one thousand dollars ($1,000) or by both. Staff will not be made to investigate any incident, only report to the Principal and/or proper authorities.

All suspected cases of child abuse will be brought to the Principal and/or proper authorities. A written report of the situation will be completed and the Department of Children Services will be immediately notified. If necessary, the Los Angeles Police Department will be informed of the situation as well. The reporting person will be responsible for providing all the necessary information and child abuse reports to the Department of Children Services and/or Los Angeles Police Department since he/she will be most knowledgeable of the situation.

Should it be necessary to remove the child from school, Jack London Peace Charter School staff will obtain the contact information of the agency person removing the child. This information will be placed in the student’s record and be available to the parent /guardian.

Prescription Medications

Students requiring prescription medications and other medicines during school hours will be accommodated. Parents must bring medication to the office in the original containers, with the name of the prescribing physician, the name of the student, and dispensing instructions. Parents will complete the appropriate form authorizing school staff to administer medication. Designated staff will put medications in a locked cabinet or refrigerate as needed for medications requiring refrigeration. Designated staff will log times for administering medications for each student and will establish a tickler system to ensure that medications are dispensed at the appropriate times. Designated staff will call students to receive medications at the appropriate times. In cases where medications are long-term prescriptions, designated staff will provide parents with one week’s notice to alert them that additional medication is needed.

Element 7: Racial and Ethnic Balance

Jack London Peace Charter School will make every effort to recruit students of various racial and ethnic groups in order to achieve a balance reflective of the general population residing within the territorial jurisdiction of LAUSD. The London School will be completely heterogeneous mixed, and offered to at risk students who will agree to the requirements of the charter. Students who wish to attend the charter will participate in an in-take interview accompanied with an agreement and signed contract between the parent/guardian, Peace Charter and the student seeking enrollment. The AVID model will be the infrastructure for the Peace Charter classes. There will be a full range of student ability, from gifted students to special education students who will be part of a full inclusion program. The majority of students who come to Jack London will be disaffected, neglected, and at risk of dropping out of high school. We will work with families from the Van Nuys, North Hollywood, and Grant High School areas to recruit students who would be better served in the Peace Charter. Open enrollment will be advertised widely throughout the LAUSD and surrounding districts.

We will outreach to the middle school to recruit students who have not had a successful experience and who are potential repeat 9^th grade students. We will outreach to the High School to recruit students for the Peace Charter, and we will continue to recruit the potential drop-out; students who have fallen behind on their credits and need a continuation program and the working student who needs a flexible schedule to complete high school.

Student referrals to Jack London are made and will continue to be made within the parameters of the California Education Code, as evidenced by our records and consensus with the LAUSD Options office. Teachers and staff are selected on the basis of education, experience, and commitment and each member participates in the selection process. The school climate encourages all students and we abide by all rules and regulations promulgated by Title IX. Both male and female students participate in all activities at Jack London.

Jack London Peace Charter School will maintain an accurate accounting of the ethnic and racial balance of students enrolled in the school. Jack London Peace Charter School will also document the efforts made to achieve racial and ethnic balance in accordance with the charter petition and standards of charter legislation.

Element 8: Admission Requirements

Jack London Peace Charter School will be open to all students residing in California that wish to attend the school. Jack London Peace Charter School will adhere to the provisions of the McKinney-Vento Homeless Assistance Act and ensure that each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education as provided to other children and youths.

Affirmations

· Jack London Peace Charter School will be nonsectarian in its programs, admission policies, employment practices, and all other operations.

· Jack London Peace Charter School will not charge tuition.

· Jack London Peace Charter School will not discriminate against any pupil on the basis of ethnicity, national origin, gender, disability, or any other basis prohibited by law.

· Jack London Peace Charter School will not require any pupil to attend the charter school.

· Jack London Peace Charter School will not enroll pupils over 19 years of age unless continuously enrolled in public school and making satisfactory progress toward high school diploma requirements and are not more than 22 years of age.

Public Random Drawing

Should the amount of pupils that wish to attend Jack London Peace Charter School exceed the enrollment limit, a public random lottery will take place to determine the school enrollment in accordance to Education Code, section 47605(d)(2)(B). Preference will be given to pupils that reside within the LAUSD attendance area and students currently attending the school and their siblings. The school will designate a deadline and all interested students will be considered for the public random drawing. Public notice will be posted regarding the date and time of the public drawing once the deadline date has passed. A waiting list will be developed from the list of students that do not receive admission and will be considered should a vacancy occur during the year.

Element 9: Annual Audit

Each fiscal year an independent audit will be conducted of the financial affairs of Jack London Peace Charter School to verify the accuracy of the school's financial statements, attendance and enrollment accounting practices, and internal controls.

Jack London Peace Charter School will engage an independent public accountant with school accounting experience certified by the State of California, to audit the school's financial statements in accordance with Generally Accepted Auditing standards and the audit guide issued by the Controller of the State of California. Fiscal statements audited by the Certified Public Accountant will be submitted to District within four months following the close of the fiscal year. Audit exceptions/deficiencies will be resolved to the satisfaction of the District.

Jack London Peace Charter School will transmit a copy of its annual independent financial audit report for the preceding fiscal year to the District, Los Angeles County Board of Education, and California Department of Education by December 15 of each year.

Pursuant to AB 1137, Jack London Peace Charter School will provide any necessary financial statements to LAUSD, the Los Angeles County Office of Education (LACOE), and California Department of Education. Additionally, the following reports will be submitted to LAUSD, in the required format and within timelines to be specified by LAUSD each year:

· Provisional Budget – Spring prior to the operating fiscal year

· Final Budget – August of the budget fiscal year

· First Interim Projections – November of operating fiscal year

· Second Interim Projections – February of operating fiscal year

· Unaudited Actuals – July following the end of the fiscal year

· Audited Actuals – November following the end of the fiscal year

· Classification Report – monthly the Monday after close of the last day of the school month

· Statistical Report – monthly the Friday after the last day of the school month

· P1 Report - first week of January

· P2 Report - first week of April

· Calendar and Bell Schedule – annually by November

· Other reports as requested by the District

Element 10: Stud ent Discipline

Discipline Policy

The student discipline policies at Jack London Peace Charter School will be developed with input from parents, teachers, and students regarding their opinions on how to create a safe and healthy school environment. Based on the feedback, Jack London Peace Charter School will develop a comprehensive student discipline policy that will be included in the student handbook.

School staff will review the discipline policy with students and parents prior to admission to Jack London Peace Charter School. By enrolling in the school, the students and parents acknowledge their understanding of and the responsibility to the standards set forth in the discipline policy. The discipline policy will include the students’ rights and responsibilities and the school’s suspension and expulsion policies. The discipline policy will not be discriminatory, arbitrary, or capricious, and will provide all students with an opportunity for due process. All policies will be adapted as needed in regard to the discipline of a student with special needs as determined by the provisions of the IDEA and Section 504 of the Rehabilitation Act.

Students who do not adhere to their responsibilities, and who violate the school rules may expect consequences for their behavior. Consequences may include, but are not limited to:

· Warning, both verbal and written

· Notices to parents by telephone or letter

· Parent conference

The discipline policy will clearly describe progressive discipline measures, grounds for suspension and expulsion, minimum/maximum number of consecutive days of suspension, notification process to parents of suspension, reason for suspension, appeal process, length of suspension, provision for student’s education while suspended, etc.

Any student who engages in repeated violations of the school’s behavioral expectations will be required to attend a meeting with the school’s staff and the student’s parents. The school will prepare a specific, written remediation agreement outlining future student conduct expectations, timelines, and consequences for failure to meet the expectations which may include, but are not limited to, suspension or expulsion.

Students who present an immediate threat to the health and safety of others may be immediately suspended and later expelled. Additionally, a student may be suspended or expelled for any of the acts enumerated in Education Code section 48900 related to school activity or school attendance that occur at any time including, but not limited to:

· While on school grounds

· While going to or coming from school

· During the lunch period whether on or off the campus

· During, or while going to or coming from, a school sponsored activity

Reasons For Suspension and Expulsion

A student may be recommended for suspension or expulsion for any of the following reasons, as specified in the Education Code Section 48900(a)(1) through 48900 (q); 48900.2, 48900.3, 48900.4, and 48900.7; and 48915 (a) and (c):

· Caused, attempted to cause, or threatened to cause physical injury to another person

· Willfully used force or violence upon the person of another, except in self-defense

· Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object, unless, in the case of possession of any object of this type, the pupil had obtained written permission to possess the item from a certificated school employee, which is concurred in by the principal or the designee of the principal

· Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence of, any controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind

· Unlawfully offered, arranged, or negotiated to sell any controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or otherwise furnished to any person another liquid, substance, or material and represented the liquid, substance, or material as a controlled substance, alcoholic beverage, or intoxicant

· Committed or attempted to commit robbery or extortion

· Caused or attempted to cause damage to school property or private property (includes, but is not limited to, electronic files and databases)

· Stolen or attempted to steal school property or private property (includes, but is not limited to, electronic files and databases)

· Possessed or used tobacco, or any products containing tobacco or nicotine products, including, but not limited to, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel (exception made for use or possession by a pupil of his or her own prescription products)

· Committed an obscene act or engaged in habitual profanity or vulgarity

· Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Section 11014.5 of the Health and Safety Code

· Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties

· Knowingly received stolen school property or private property (includes, but is not limited to, electronic files and databases)

· Possessed an imitation firearm

· Committed or attempted to commit a sexual assault as defined in Section 261, 266c, 286, 288, 288a, or 289 of the Penal Code or committed a sexual battery as defined in Section 243.4 of the Penal Code

· Harassed, threatened, or intimidated a pupil who is a complaining witness or a 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

· Engaged in, or attempted to engage in, hazing as defined in Section 32050

· Aided or abetted, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person (suspension only)

· Committed sexual harassment (grades 4-12)

· Caused, attempted to cause, threatened to cause, or participated in an act of hate violence (grades 4-12)

· Engaged in harassment, threats, or intimidation directed against school district personnel or pupils (grades 4-12), that is sufficiently severe or pervasive to have the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder, and invading the rights of either school personnel or pupils by creating an intimidating or hostile educational environment

· Made terrorist threats against school officials school property or both

A student may be suspended, but not expelled, for behaviors described in Section 48900(s).

As specified in Education Code Section 48915(c), a student shall be immediately suspended and recommended for expulsion for the following reasons:

· Possessing, selling, or otherwise furnishing a firearm. In accordance with the federal Gun-Free Schools Act of 1994, any student who is determined to have brought a firearm to school, expulsion for a period of not less than one year (except on a case-by-case basis).

· Brandishing a knife at another person

· Unlawfully selling a controlled substance

· Committing or attempting to commit a sexual assault or committing a sexual battery

· Possession of an explosive

To expel, except in the case of Education Code Section 48915(c) behaviors, one of the following must also be found to be true:

· Other means of corrective action are not feasible or have repeatedly failed to bring about proper conduct

· Due to the nature of the act, the student’s presence causes a continuing danger to the physical safety of the student and/or others:

Students may be expelled for any of the following reasons, as specified in the Education Code Section 48915:

· Causing serious physical injury to another person

· Possession of any dangerous object (such as a firearm, knife, or explosive)

· Unlawful possession of any controlled substance listed in Chapter 2 of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind

· Robbery or extortion

· Assault or battery upon any school employee

It is the intent of the Legislature that alternatives to suspension or expulsion be imposed against any pupil who is truant, tardy, or otherwise absent from school activities. The principal may use discretion to provide alternatives to suspension or expulsion including, but not limited to, counseling and an anger management program

Process For Suspension and/or Expulsion

Informal Conference

Suspension shall be preceded by an informal conference conducted by the principal, with the student and the student’s parents. The conference may be omitted if the principal 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 the student is suspended without a conference, the parents will be notified of the suspension and a conference will be conducted as soon as possible.

Notice to Parents

At the time of a student’s suspension, a school employee sh

Founding Group

Location

Less Is More

(a) A Peace Charter Academy

(b) Facility

The Peace/Thinking Curriculum

Advisory Teams

Jack’s Pack Interdisciplinary Teams

Working Students

Tuesdays

4:00 8:00

Monday

Tuesday

Wednesday

Thursday

Friday

History/Social Studies

Integrated Science 1AB-3AB

Integrated Mathematics 1AB-3AB

Music

Visual Arts

Performing Arts

Hip Hop/Jazz

Improvisation

Stories, characters and situations are created through the use of theatre games and exercises. Students will learn to relax and stay in the moment, students learn through the games and exercises to really listen to and trust each other.

Specialized Instruction

Life Skills: Growth and Personal Development

Senior Seminar

School to Career

English Language Learners

Special Education

Instructional Materials

Element 2: Measurable Pupil Outcomes

Element 5: Employee Qualifications

Background Checks

Evaluations

Principal

Other Certificated Staff

Element 6: Health and Safety of Pupils

Criminal Background Checks

Immunizations and Tuberculosis Testing

Emergency Situations

Child Abuse Reporting

Element 9: Annual Audit

Element 10: Student Discipline

Element 10: Stud ent Discipline