LOS ANGELES UNIFIED SCHOOL
DISTRICT
DIXIE CANYON COMMUNITY
CHARTER
A DISTRICT AFFILIATED CHARTER SCHOOL
4220 Dixie Canyon Avenue Sherman Oaks, CA 91423
Renewal Petition
Submitted
February 24, 2017
TERM OF PROPOSED CHARTER
JULY 1, 2017 TO JUNE 30, 2022
LAUSD BOARD
APPROVED
05/09/17
(BR 541-16/17)
TERM: 2017-2022
ii
TABLE OF CONTENTS
Assurances and Affirmations .......................................................................................................... 1
Element 1 – The Educational Program ........................................................................................... 3
Element 2 – Measurable Pupil Outcomes and
Element 3 – Method by which Pupil Progress Toward Outcomes will be Measured .................. 49
Element 4 – Governance ............................................................................................................... 59
Element 5 – Employee Qualifications .......................................................................................... 64
Element 6 – Health and Safety Procedures ................................................................................... 66
Element 7 – Means to Achieve Racial and Ethnic Balance .......................................................... 68
Element 8 – Admission Requirements .......................................................................................... 69
Element 9 – Annual Financial Audits ........................................................................................... 73
Element 10 – Suspension and Expulsion Procedures ................................................................... 74
Element 11 – Employee Retirement Systems ............................................................................... 76
Element 12 – Public School Attendance Alternatives .................................................................. 77
Element 13 – Rights of District Employees .................................................................................. 78
Element 14 – Mandatory Dispute Resolution ............................................................................... 79
Element 15 – Charter School Closure Procedures ........................................................................ 80
Additional Provisions.................................................................................................................... 82
Page 1 of 117
ASSURANCES AND AFFIRMATIONS
Dixie Canyon Community Charter (also referred to herein as “Dixie Canyon”, “District Affiliated
Charter School” and “Charter School”) shall:
• Be nonsectarian in its programs, admission policies, employment practices, and all other
operations. (California Education Code (hereinafter “Ed. Code”) § 47605(d)(1).)
• Not charge tuition. (Ed. Code § 47605(d)(1).)
• Not discriminate against any pupil on the basis of disability, gender, gender identity, gender
expression, nationality, race or ethnicity, religion, sexual orientation, or any other
characteristic that is contained in the definition of hate crimes set forth in Section 422.55 of
the Penal Code. (Ed. Code § 47605(d)(1).)
• Except as provided in Education Code section 47605(d)(2), admission to a charter school
shall not be determined according to the place of residence of the pupil, or of his or her
parent or legal guardian, within this state, except that an existing public school converting
partially or entirely to a charter school under this part shall adopt and maintain a policy
giving admission preference to pupils who reside within the former attendance area of that
school. (Ed. Code § 47605(d)(1).)
• Admit all pupils who wish to attend Charter School. (Ed. Code § 47605(d)(2)(A).)
• Except for existing students of Charter School, determine attendance by a public random
drawing if the number of pupils who wish to attend Charter School exceeds Charter
School’s capacity. Preference shall be extended to pupils currently attending Charter School
and pupils who reside in the Los Angeles Unified School District (also referred to herein as
“LAUSD” and “District”). (Ed. Code § 47605(d)(2)(B).)
• If a pupil is expelled or leaves Charter School without graduating or completing the school
year for any reason, Charter School shall notify the superintendent of the school district of
the pupil’s last known address within 30 days, and shall, upon request, provide that school
district with a copy of the cumulative record of the pupil, including a transcript of grades or
report card, and health information. (Ed. Code § 47605(d)(3).)
• Meet all statewide standards and conduct the pupil assessments required pursuant to
Education Code sections 60605 and 60851 and any other statewide standards authorized in
statute or pupil assessments applicable to pupils in non-charter public schools. (Ed. Code §
47605(c)(1).)
• Consult, on a regular basis, with Charter School’s parents, legal guardians, and teachers
regarding the school’s educational programs. Ed. Code § 47605(c)(2).
Page 2 of 117
• “Charter School hereby declares that the Los Angeles Unified School District is and
shall be the exclusive public school employer of the employees working at or
assigned to Charter School for the purposes of the Educational Employment
Relations Act (EERA), Chapter 10.7 (commencing with Section 3540) of Division 4
of Title I of the Government Code.”
Page 3 of 117
ELEMENT 1 – THE EDUCATIONAL PROGRAM
“The educational program of the charter school, designed, among other things, to identify those whom the charter
school is attempting to educate, what it means to be an “educated person” in the 21st century, and how learning best
occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated,
competent, and lifelong learners.” (Ed. Code § 47605(b)(5)(A)(i).)
“The annual goals for the charter school for all pupils and for each subgroup of pupils identified pursuant to
Section 52052, to be achieved in the state priorities, as described in subdivision (d) of Section 52060, that apply for
the grade levels served, or the nature of the program operated, by the charter school, and specific annual actions to
achieve those goals. A charter petition may identify additional school priorities, the goals for the school priorities,
and the specific annual actions to achieve those goals.” (Ed. Code § 47605(b)(5)(A)(ii).)
“If the proposed charter school will serve high school pupils, a description of the manner in which the charter school
will inform parents about the transferability of courses to other public high schools and the eligibility of courses to
meet college entrance requirements. Courses offered by the charter school that are accredited by the Western
Association of Schools and Colleges may be considered transferable and courses approved by the University of
California or the California State University as creditable under the “A” to “G” admissions criteria may be
considered to meet college entrance requirements.” (Ed. Code § 47605(b)(5)(A)(iii).)
GENERAL INFORMATION
• The contact person for Charter School is:
Gloria H. Yniguez, Principal
• The address of Charter School is:
4220 Dixie Canyon Avenue,
Sherman Oaks, CA 91423
• The phone number for Charter School is:
818-784-6283
• Charter School is in LAUSD Board District:
BD 3
• Charter School is in LAUSD Local District:
Local District Northeast
• The grade configuration of Charter School is:
K-5
• The number of students in the first year of this Charter will be:
746
• The grade levels of the students in the first year will be:
K-5
• Charter School’s scheduled first day of instruction in 2017-2018 is:
08-15-2017
• The current operational capacity of Charter School is:
NOTE: For all District affiliated charter schools, the District determines each school’s
operational capacity annually in accordance with District policy. (Operational capacity
refers to the maximum number of students that Charter School may enroll in each year and
includes all students, regardless of student residence or other factors).
752
• The type of instructional calendar (e.g. traditional/year-round, single
track/multi-track, extended day/year) will be:
Traditional Calendar
• The bell schedule (start and end of day) for Charter School will be:
8:15am to 2:38 pm
• The term of this Charter shall be from:
July 1, 2017 to
June 30, 2022
COMMUNITY NEED FOR DISTRICT AFFILIATED CHARTER SCHOOL
As an Affiliated Charter School in our community, Dixie Canyon will provide prospective students
an opportunity to attend an award-winning, innovative, vision-driven, shared leadership school
dedicated to the success of each child.
Page 4 of 117
Since Dixie Canyon’s conversion to affiliated charter status, our student enrollment has grown each
year with a wait list of approximately 200 students every year. Our Academic Performance Index
has grown over 40 points.
Within a three-mile radius, 37 schools surround Dixie Canyon, including private schools and
independent charter schools. Our objective is to provide our community members an option to
attend a competitive school that provides students with an academically challenging and
emotionally nurturing school with a diverse student population.
Dixie Canyon will seek to attract the families within the Charter School’s surrounding
neighborhoods who have elected to send their children to a school of choice. Dixie Canyon will
continue to serve grade levels TK through 5th grade. As a neighborhood school offering a solid
academic foundation in all the core curricular areas, balanced with arts, technology and character
education, Dixie Canyon will continue fostering a community atmosphere within the Charter School
and create a welcoming environment for local families. Dixie Canyon will continue developing
educational programs based on various student groupings that best meet the needs of these students.
Figure 1: Elementary Schools Located within a 2-Mile Radius of Dixie Canyon CS.
ELEMENTARY SCHOOLS WITHIN A 2-MILE RADIUS
Name of School
Private
Public
2013 Growth API Score
X
X
X
X
X
X
874
X
X
943
X
933
X
X
X
X
828
X
798
X
X
812
X
X
X
X
X
X
X
804
X
898
X
866
Page 5 of 117
ELEMENTARY SCHOOLS WITHIN A 2-MILE RADIUS
Name of School
Private
Public
2013 Growth API Score
X
X
X
X
X
X
X
X
X
838
X
770
X
24
12
STUDENT POPULATION TO BE SERVED
2016-17 ENROLLMENT BY PROGRAM
# of
Students
% of
Students
2016-2017
2016-2017
Program Group
Program Type
December
December
GIFTED PROGRAM
GIFTED AND TALENTED EDUCATION
PROGRAM (GATE)
65
8.8%
Total
65
8.8%
MASTER PLAN
PROGRAM
MSTR PLAN PGM - ENG. IMMERSION
43
5.8%
MSTR PLAN PGM - MAINSTREAM
8
1.1%
MSTR PLAN PGM - PARENT WITHDRAWN
1
0.1%
Total
52
7.0%
NO STUDENT
PROGRAM
NO STUDENT PROGRAM
563
76.3%
Total
563
76.3%
SPECIAL
EDUCATION
DIS - RELATED SERVICES
51
6.9%
RESOURCE SPECIALIST PROGRAM
38
5.1%
SPECIAL DAY PROGRAM
54
7.3%
Total
64
8.7%
TRAVEL PROGRAM
MAGNET
1
0.1%
PUBLIC SCHOOL OF CHOICE
1
0.1%
SPECIAL ED WITH TRANSP
11
1.5%
Total
13
1.8%
Overall
738
100.0%
Source: My Data 12.6.2016
Page 6 of 117
2016-17 ENROLLMENT BY GRADE
Grade
# of Students
% of Students
K
122
16.5%
PK
13
1.8%
TK
25
3.4%
01
144
19.5%
02
108
14.6%
03
120
16.3%
04
105
14.2%
05
101
13.7%
Overall
738
100.0%
Source: MyData 12.6.2016
2016-17 ENROLLMENT BY LANGUAGE CLASSIFICATION
Language Classification
# of Students
% of Students
EO
637
86.3%
IFEP
27
3.7%
LEP
52
7.0%
RFEP
19
2.6%
UNKNOWN
3
0.4%
Overall
738
100.0%
Source: MyData 12.6.2016
2016-17 ENROLLMENT BY LANGUAGE CLASSIFICATION
Language Classification
# of Students
% of Students
EO
637
86.3%
IFEP
27
3.7%
LEP
52
7.0%
RFEP
19
2.6%
UNKNOWN
3
0.4%
Overall
738
100.0%
Source: MyData 12.6.2016
2016-17 ENROLLMENT BY ETHNICITY
Ethnicity
# of Students
% of Students
AMERICAN INDIAN/ALASKA NATIVE
1
0.1%
ASIAN
59
8.0%
BLACK
56
7.6%
HISPANIC
128
17.3%
WHITE
472
64.0%
FILIPINO
18
2.4%
PACIFIC ISLANDER
3
0.4%
UNKNOWN
1
0.1%
Overall
738
100.0%
Source: MyData 12.6.2016
Page 7 of 117
ELA SBAC
2014-15
meeting/ex
ceeding
standards in
ELA
2015-16
meeting
/exceedi
ng
standard
s in ELA
LAUSD
Average
2014-
15
meeti
ng/exc
eeding
standa
rds in
2015-
16
meeti
ng/exc
eeding
standa
rds in
LAUSD
Averag
e
2014-
15
2015-
16
LAUSD
Average
Bassett Street Elementary 22% 27% 37% 17% 18% 31% 880 2% 11% 48% 90% 24% 9% 11%
Calabash Charter Academy 60% 63% 37% 54% 62% 31% 435 2% 8% 4% 18% 50% 21% 11%
Chandler Learning Academy 45% 54% 37% 46% 54% 31% 463 4% 9% 13% 55% 18% 22% 11%
Colfax Charter Elementary 75% 80% 37% 73% 75% 31% 682 3% 8% 6% 22% 36% 14% 11%
Darby Avenue Charter 60% 60% 37% 59% 53% 31% 511 4% 9% 7% 39% 27% 14% 11%
Dixie Canyon Community Charter 72% 70% 37% 60% 64% 31% 731 3% 8% 8% 24% 20% 13% 11%
Maurice Sendak Elementary 28% 24% 37% 28% 25% 31% 517 3% 13% 57% 92% 12% 7% 11%
Encino Charter Elementary 78% 79% 37% 66% 78% 31% 554 7% 8% 6% 19% 24% 34% 11%
Erwin Elementa ry 24% 39%
37% 31% 33% 31% 696 5%
14%
38% 87% 17% 14% 11%
Franklin Avenue Elementary 63% 68% 37% 60% 61% 31% 506 10% 5% 11% 32% 22%
28% 11%
Hamlin Charter Academy 41% 44% 37% 41%
41%
31% 426 2% 12% 28% 46% 12% 8% 11%
Hazeltine Avenue Elementary 26%
21% 37% 24% 24% 31% 758 4% 10%
48% 92% 18% 16% 11%
Kester Avenue Elementary 67% 73% 37% 64%
64% 31% 977 5% 7% 16%
50%
14% 14%
11%
Lankershim Elementary 25% 34% 37% 19% 32% 31%
472 0% 13% 37% 82% 17% 5% 11%
John B Monlux Elementary 36% 46% 37% 31% 37% 31% 684 7%
13% 30% 78% 24% 5% 11%
Nestle Avenue Charter 48% 51% 37% 43%
49% 31% 571 4% 8% 28%
53%
18% 28% 11%
Ranchito Avenue Elementary 35% 39% 37% 42%
38%
31% 565 5% 9% 40% 86% 15% 14%
11%
Rio Vista Elementary
53% 60% 37% 48% 52% 31%
453
10% 13% 8% 49% 27% 8% 11%
Riverside Drive Charter School 46% 47%
37% 40% 41% 31% 649 2% 10% 18% 32% 4% 6% 11%
Coeur D Alene Avenue Elementary 53% 72% 37% 46%
69%
31% 581 3% 6% 8% 17% 11%
13%
11%
Sherman Oaks Elementary Charter Sch
57% 64% 37% 49% 58% 31% 865
4% 10% 9% 25% 27% 25% 11%
Strathern Street Elementary 20% 33%
37% 15% 22% 31% 716 2% 9% 34% 87% 10% 18% 11%
Valley View Elementary
59% 71% 37% 39% 59% 31% 230 4% 10% 3% 18% 7% 0% 11%
Columbus Avenue Elementary 16% 22% 37% 10% 17% 31% 531 2% 11% 52% 86% 16% 14% 11%
Victory Boulevard Elementary 24% 36% 37% 15% 23% 31% 557 4% 16% 49% 90% 20% 10% 11%
School Name
Are 3rd-5th graders meeting/exceeding standards in ELA
d th?
Total
Number
of
Student
s
%
Gifte d
and
Talente
d
%
English
Learner
s
%
Socioec
onomica
lly
Disadva
ntaged
English learners who
reclassified to fluent
English proficient (RFEP)
ELA
Math
%
Student
s with
Disabilit
ies
GOALS AND PHILOSOPHY
Mission and Vision
Vision
Provide an environment that nurtures every student’s innate ability to learn and achieve while fostering social
and emotional growth. We focus on collaborative experiences in Science, Technology, Engineering, the
Arts, and Mathematics to prepare our students to succeed as 21
st
Century LEADERS and INNOVATORS
Mission
At Dixie Canyon, we align pedagogy, curriculum and the learning environment in order to reach a
child’s full potential. Our goal is to provide differentiated instruction, research-based instructional
strategies, enrichment programs, and interventions that address the social, emotional, and academic
needs of the whole child. Most importantly, Dixie Canyon expects and encourages students to take
responsibility and accountability as active participants in their own learning and in doing so
Page 8 of 117
recognize their role in their world. Our highest priorities revolve around the central belief that each
student is fully capable of becoming a productive and influential member of society. Dixie Canyon
will continue to provide an exemplary education through a learning program that:
• Emphasizes multidisciplinary, project-based learning that enables students to make real-life
connections, ask essential questions, and think conceptually.
• Utilizes hands-on, investigative learning that assists students to problem solve, think
critically, and make meaning of the world around.
• Integrates science, technology, engineering, arts and mathematics.
• Incorporates the arts throughout the curriculum and studies its importance throughout
history and its role establishing a culture.
• Provides authentic opportunities for students to effectively utilize all forms of
communication.
• Uses technology to apply knowledge and create original work as a means of personal and
group expression.
• Emphasizes a growth mindset, habits of mind, and scholarly behaviors for all.
• Teaches Character development focused lessons from the Six Pillars of Character
• Practices MindUp daily lessons for a well-balanced awareness of brain development and
stress
• Collaborates with all stakeholders and problem solves with shared decision making
• Provides opportunities for all stakeholders to model continuous learning and intellectual
growth.
• Expects integrity, teamwork, cooperation, positive relationships, and a genuine home-school
connection.
• Develops community partnerships to connect students to the real world.
Our instructional program at Dixie Canyon will prepare a new generation of luminaries who thrive
in Learning Communities that extend far beyond geopolitical borders. Students will understand that
education is an investment in their own identity, know how to apply learned skills, take pride in
their academic and career accomplishments, display cultural awareness, and strive to empower
others to do to the same.
What It Means to be an “Educated Person” in the 21
st
Century
An educated person in the 21st century must be able to think critically, is creative, collaborates with
others, makes informed decisions and understands global connections. Success in a rapidly
changing world will take a great commitment to life-long learning and persistence in problem
solving; thus, learning must be a meaningful experience. An educated person is able to take their
educational experience and make sense of the world in order to be a contributing member of
society. They need to be able to listen, read, write, talk, solve puzzles, see the world through the
eyes of others, empower others and lead; in other words, they need to be able to make connections.
(Croson, 2008)
In addition, an educated person in the 21st century must have digital competence so one can live
safely and productively in the new, emerging world. According to Yong Zhao, one needs to have
the proper skill and perspectives to be able to lead virtual communities, to manage virtual
Page 9 of 117
relationships, to defend our nation in cyberspace, to re-create the virtual world, and to direct the
development of the virtual world for the betterment of humankind. (Zhao, 2009).
In order to meet the needs of our community, Dixie Canyon Community Charter employs a number
of research-based strategies to build a foundation for elementary age students who will be the
citizens of the future. Our staff teaches students to be mindful of their actions and activities. They
are taught to safely use technology to best meet their educational and life goals. Students’
psychosocial needs are addressed through a number of motivational and educational activities
including Students of the Month, Friendship Club, the Buddy Bench, as well as classroom and other
groups. There is a focus on teaching the academic foundational skills and extending those skills to
solve real world problems, analyze using evidence and write with clarity. Students are also
encouraged to enjoy and develop creative skills in the arts and through physical education.
The responsibility of teaching young children to be well-educated citizens of the 21
st
century is a
heady task. Our community recognizes that our students face a constantly changing world requiring
excellent problem solving and communication skills as well as the ability to collaborate with a
diverse peer group and others. Once students develop a strong foundation based on ever developing
strategies, they will be resilient and adaptable, equipped to take on the challenges of the future as
fulfilled and socially responsible citizens.
How Learning Best Occurs
Dixie Canyon recognizes that learning best occurs when the school embodies a culture of
educational excellence and social responsibility that both challenges and nurtures the development
of each individual. Collaboratively, teachers, parents, and the community members foster an
educational climate that is uniquely reflective of our school, home, and community.
Learning best occurs as all stakeholders fulfill their individual, departmental, and collaborative
commitments to foster this culture of working as a team to educate each child. Creating a culture
that focuses on the needs of the students as the first priority and encourages collaboration, shared-
learning, shared decision-making, and shared responsibilities establishes an environment where
learning works best.
Dixie Canyon will continue its history of academic excellence in the community, which nurtures a
passion for lifelong learning. The school will continue to ensure a safe, encouraging, and rigorous
learning environment that supports students in realizing their optimum learning potential through
multifaceted educational experiences. Highly qualified teachers, support personnel, and diverse
classrooms maximize accessibility for all students to progress in their educational development.
Instruction in the classroom utilizes best practices based on current educational research, clear
expectations, rigor, multiple modalities and pathways to learning, as well as differentiated
instruction to meet the varying abilities among all students.
Local Control Funding Formula (LCFF) Requirements
Charter School acknowledges and agrees that it must comply with all applicable laws and
regulations related to AB 97 (Local Control Funding Formula) in accordance with District
policies and procedures, as they may be amended from time to time. Charter School shall
Page 10 of 117
comply with all requirements of Education Code section 47606.5, including but not limited
to the requirement that Charter School “shall consult with teachers, principals,
administrators, other school personnel, parents, and pupils in developing the annual
update.” (Ed. Code § 47606.5(e).)
LCFF STATE PRIORITIES
GOAL #1 – BASIC SERVICES
STATE PRIORITY #1 – BASIC SERVICES
1. The school will assign 100% of teachers in accordance with their
credentials, including subject matter, Special Education and EL
authorizations. .
2. The school will achieve and maintain an overall “good” rating or
better on annual review(s) of school facilities.
3. The school will provide 100% of students with sufficient access to
100% of standards-aligned instructional materials necessary to
participate fully in the educational program described in the
school charter.
Related State Priorities:
☐ 1 ☐ 4 ☐ 7
☐ 2 ☐ 5 ☐ 8
☐ 3 ☐ 6
Local Priorities:
☐:
☐:
Specific Annual Actions to Achieve Goal
1. Annual review of school compliance with credentialing, assignment requirements, and of
teacher hiring procedures by Principal and Charter Personnel Committee members.
2. Internal and/or District annual reviews of the state and condition of its facilities. Ongoing
maintenance and repair log, with bi-annual inspection of school facilities by Plant
Manager and Principal.
3. Access to Instructional Materials: School will provide 100% of students access to
Standards aligned instructional materials. Annual Williams instructional materials review
and certification process. Annual budget review and planning to ensure funds are
available for instructional materials. Annual review of ELD and special education
programs to identify and obtain all instructional materials needed (Principal and School
Coordinator)
Expected Annual Measurable Outcomes
Outcome #1: The school will assign 100% of teachers in accordance with their credentials,
including subject matter, Special Education and EL authorizations.
Metric/Method for Measuring: Annual Review of School Compliance with Credentialing and
Assignment Requirements
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (Schoolwide) 100% 100% 100% 100% 100% 100%
Page 11 of 117
English Learners
100%
100%
100%
100%
100%
100%
Socioeconomically Disadvantaged Students
100% 100% 100% 100% 100% 100%
Foster Youth
100%
100%
100%
100%
100%
100%
Students with Disabilities
100% 100% 100% 100% 100% 100%
African American Students
100%
100%
100%
100%
100%
100%
American Indian/Alaska Native Students
100% 100% 100% 100% 100% 100%
Asian Students
100%
100%
100%
100%
100%
100%
Filipino Students
100% 100% 100% 100% 100% 100%
Latino Students
100%
100%
100%
100%
100%
100%
Native Hawaiian/Pacific Islander Students
100% 100% 100% 100% 100% 100%
Students of Two or More Races
100%
100%
100%
100%
100%
100%
White Students
100% 100% 100% 100% 100% 100%
Outcome #2: School Facilities
Metric/Method for Measuring: School will achieve and maintain a good overall rating for
facilities on the Annual School Experience Survey and other annual reviews of School Facilities.
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (Schoolwide)
“Good” or
better rating
on annual
review
“Good” or
better rating
on annual
review
“Good” or
better rating
on annual
review
“Good” or
better
rating on
annual
review
“Good” or
better rating
on annual
review
“Good” or
better rating
on annual
review
Outcome #3: School will provide 100% of students with sufficient access to 100% of standards-
aligned instructional materials necessary to p
articipate fully in the educational program described
in the school charter. Each EL student will have full access to ELD program materials and any
supplemental materials necessary to provide the student with access to core instruction. Each
student with a disability
will have full access to all instructional materials necessary to participate
fully in the program set forth in the IEP.
Metric/Method for Measuring:
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (Schoolwide)
100%
100%
100%
100%
100%
100%
English Learners
100% 100% 100% 100% 100% 100%
Socioeconomically Disadvantaged Students
100%
100%
100%
100%
100%
100%
Foster Youth 100% 100% 100% 100% 100% 100%
Students with Disabilities
100%
100%
100%
100%
100%
100%
African American Students
100% 100% 100% 100% 100% 100%
American Indian/Alaska Native Students
100%
100%
100%
100%
100%
100%
Asian Students
100% 100% 100% 100% 100% 100%
Page 12 of 117
Filipino Students
100%
100%
100%
100%
100%
100%
Latino Students
100% 100% 100% 100% 100% 100%
Native Hawaiian/Pacific Islander Students
100%
100%
100%
100%
100%
100%
Students of Two or More Races
100% 100% 100% 100% 100% 100%
White Students
100%
100%
100%
100%
100%
100%
LCFF STATE PRIORITIES
GOAL # 2 – IMPLEMENTATION OF STATE CONTENT AND PERFORMANCE STANDARDS
State Priority #2: Implementation of State Content and Performance
Standards
• Consistent with the charter, the school will annually increase the
number of students achieving proficiency level and above as
measured by the CAASPP SBAC English Language Arts and
Mathematics assessments.
• For English Learners, the school will meet annual AMAO 1
targets.
Related State Priorities:
☐ 1 ☐ 4 ☐ 7
☐ 2 ☐ 5 ☐ 8
☐ 3 ☐ 6
Local Priorities:
☐:
☐:
Specific Annual Actions to Achieve Goal
• The school will annually identify the need to improve and monitor the design and delivery
of a high-quality Common Core State Standards-driven educational program in order to
(1) yield improved academic performance outcomes for all students, including English
Learners, (2) set internal benchmark performance targets, and (3) design and deliver
appropriate professional development.
• Provide or obtain training for certificated staff on Co
mmon Core implementation strategies
for English Language Arts and Mathematics, including lesson design and delivery, with a
focus on critical thinking, problem-solving, and real-world applications.
• Annual review and modification of English Language acquisition program for English
Learners to ensure adequate yearly progress and access to core curriculum.
• Ensure programs for English Learners are designed to include the new California English
Language Development Standards.
• The school will use the grade-level appropriate internal benchmark assessments (e.g.,
DIBELS, curriculum-based assessments, and interim assessments) described in the
charter, together with historical data, to estimate/calculate growth API-equivalents
schoolwide and for all numerically significant subgroups.
Page 13 of 117
Expected Annual Measurable Outcomes
Outcome #1: Increase the number of students achieving proficiency level and above as
measured by the CAASPP SBAC English Language Arts and Mathematics assessments.
Metric/Method for Measuring: CAASPP SBAC results for all subgroups.
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (School-wide)
At or above
Benchmark
70% ELA
64% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
English Learners * not a significant subgroup
At or above
Benchmark
17% ELA
21% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Socioeconomically Disadvantaged Students
At or above
Benchmark
46% ELA
46% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Foster Youth *
not a significant subgroup
*
Students with Disabilities
At or above
Benchmark
21% ELA
16% Math
>=5% above
School baseline
2015-16
proficiency
levels
>=6% above
School baseline
2015-16
proficiency
levels
>=7% above
School baseline
2015-16
proficiency
levels
>=8% above
School baseline
2015-16
proficiency
levels
>=9% above
School baseline
2015-16
proficiency
levels
African American Students
At or above
Benchmark
66% ELA
47% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
American Indian/Alaska Native Students
* not a significant subgroup
*
Asian Students *
not a significant subgroup
*
Filipino Students*
not a significant subgroup
*
Latino Students
At or above
Benchmark
39% ELA
31% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Native Hawaiian/Pacific Islander Students *
*
Students of Two or More Races*
*
White Students
At or above
Benchmark
>=1% above
School baseline
>=2% above
School baseline
>=3% above
School baseline
>=4% above
School baseline
>=5% above
School baseline
Page 14 of 117
74% ELA
69% Math
2015-16
proficiency
levels
2015-16
proficiency
levels
2015-16
proficiency
levels
2015-16
proficiency
levels
2015-16
proficiency
levels
Outcome #2: 100% of English Learners will meet annual AMAO 1 target.
Metric/Method for Measuring: Annual CELDT data and Reclassification Rate for EL students.
.
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (Schoolwide)
English Learners
Meet or
exceed
AMAO 1
target
Meet or
exceed
AMAO 1
target
Meet or
exceed
AMAO 1
target
Meet or
exceed
AMAO 1
target
Meet or
exceed
AMAO 1
target
Meet or
exceed
AMAO 1
target
LCFF STATE PRIORITIES
GOAL #3 – PARENT INVOLVEMENT
STATE PRIORITY #3: PARENT INVOLVEMENT
The school will increase the number of parents completing the School
Experience Survey and percentage of parents trained on academic
initiatives by providing a minimum of four workshops annually.
(1) My child's teachers inform me about my child's academic progress.
(2) My child is safe on school grounds.
(3) School staff takes my concerns seriously.
(4) This school provides opportunities to help me support my child's
learning.
Related State Priorities:
☐ 1 ☐ 4 ☐ 7
☐ 2 ☐ 5 ☐ 8
☐ 3 ☐ 6
Local Priorities:
☐:
☐:
Specific Annual Actions to Achieve Goal
Maintain an effective program for interactive parent and family involvement that includes
meaningful opportunities for providing and gathering parental input for decision-making, sharing
and receiving information, and teaching and learning how to support the educational program.
Provide guidelines for parents to express and resolve concerns, in accordance with the charter.
Provide information and incentives to encourage parents to complete the annual school survey.
Page 15 of 117
Expected Annual Measurable Outcomes
Outcome #1: Increase the number of parents completing the annual School Experience Survey.
(1) My child's teachers inform me about my child's academic progress.
(2) My child is safe on school grounds.
(3) School staff takes my concerns seriously.
(4) This school provides opportunities to help me support my child's learning
Metric/Method for Measuring:
Percentage of parents completing the annual School Experience
Survey.
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (Schoolwide)
60% 62% 64% 66% 68% 70%
LCFF STATE PRIORITIES
STATE PRIORITY #4 : STUDENT ACHIEVEMENT
#4 STUDENT ACHIEVEMENT:
1. The school will annually increase the number of students
achieving “proficiency” or equivalent on CAASSP English
Language Arts and Mathematics assessments.
2. The school will meet or exceed state targets (or locally
determined equivalent targets while state is developing the new
state target) schoolwide, for English Learners, low income
students, foster youth, and for all numerically significant
subgroups, as required by law and the charter.
3. The school will increase the number of English Learners who
make adequate annual progress by 2% each year.
4.
The school will annually increase the number of English Learners
who reclassify as Reclassified Fluent English Proficient by at
least 1%.
Related State Priorities:
☐ 1 ☐ 4 ☐ 7
☐ 2 ☐ 5 ☐ 8
☐ 3 ☐ 6
Local Priorities:
☐:
☐:
Specific Annual Actions to Achieve Goal
1. The school will annually identify the need to improve and monitor the design and delivery
of a high-quality Common Core State Standards-driven educational program in order to
(1) yield improved academic performance outcomes for all students, including English
Learners, (2) set internal benchmark performance targets, and (3) design and deliver
appropriate professional development. Provide or obtain training for certificated staff on
Common Core implementation strategies for English Language Arts and Mathematics,
including lesson design and delivery, with a focus on critical thinking, problem-solving,
and real-world applications
Page 16 of 117
2. The school will use the grade-level appropriate internal benchmark assessments (e.g.,
DIBELS, curriculum-based assessments, and periodic assessments) described in the
charter, together with historical data, to estimate/calculate growth API-equivalents school-
wide and for all numerically significant subgroups in order to measure progress towards
and achievement of this goal.
3. Based on analysis of current and historical AMAO 1 (CELDT) results, the school has
determined that it needs to improve the number of English Learners who make adequate
yearly progress toward language proficiency.
4. Monitor Long Term English Learners (LTEL’s) progress (Language Acquisition Team)
Utilize Limited Contract Teacher/Intervention Coordinator to target needs of EL students
a. Provide after school intervention to EL students prior to annual CELDT test.
b. Utilize the new ELD standards to provide access to CCSS ELA/Literacy standards
and other content areas
c. Purchase ELD Common Core aligned materials
Expected Annual Measurable Outcomes
1. Outcome #1: The school will annually increase the number of students achieving
“proficiency” or equivalent on CAASSP English Language Arts and Mathematics
assessments by 1%, using 2015-16 at the school baseline year.
Metric/Method for Measuring: CAASPP SBAC Results for all subgroups
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (School-wide)
At or above
Benchmark
70% ELA
64% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
English Learners * not a significant subgroup
At or above
Benchmark
17% ELA
21% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Socioeconomically Disadvantaged Students
At or above
Benchmark
46% ELA
46% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Foster Youth *
not a significant subgroup
*
Students with Disabilities
At or above
Benchmark
21% ELA
16% Math
>=5% above
School baseline
2015-16
proficiency
levels
>=6% above
School baseline
2015-16
proficiency
levels
>=7% above
School baseline
2015-16
proficiency
levels
>=8% above
School baseline
2015-16
proficiency
levels
>=9% above
School baseline
2015-16
proficiency
levels
African American Students
At or above
Benchmark
66% ELA
>=1% above
School baseline
2015-16
>=2% above
School baseline
2015-16
>=3% above
School baseline
2015-16
>=4% above
School baseline
2015-16
>=5% above
School baseline
2015-16
Page 17 of 117
47% Math
proficiency
levels
proficiency
levels
proficiency
levels
proficiency
levels
proficiency
levels
American Indian/Alaska Native Students
* not a significant subgroup
*
Asian Students *
not a significant subgroup
*
Filipino Students*
not a significant subgroup
*
Latino Students
At or above
Benchmark
39% ELA
31% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Native Hawaiian/Pacific Islander Students *
*
White Students
At or above
Benchmark
74% ELA
69% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Outcome #2: The school will meet or exceed state targets (or locally determined equivalent
targets while state is developing the new state target) schoolwide, for English Learners, low
income students, foster youth, and for all numerically significant subgroups, as required by law
and the charter.
Metric/Method for Measuring: CAASPP SBAC Results for all subgroups in addition to
DIBELS, SBAC Interim Assessments.
.
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (School-wide)
At or above
Benchmark
70% ELA
64% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
English Learners * not a significant subgroup
At or above
Benchmark
17% ELA
21% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Socioeconomically Disadvantaged Students
At or above
Benchmark
46% ELA
46% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Foster Youth *
not a significant subgroup
*
Students with Disabilities
At or above
Benchmark
21% ELA
>=5% above
School baseline
2015-16
proficiency
>=6% above
School baseline
2015-16
proficiency
>=7% above
School baseline
2015-16
proficiency
>=8% above
School baseline
2015-16
proficiency
>=9% above
School baseline
2015-16
proficiency
Page 18 of 117
16% Math
levels
levels
levels
levels
levels
African American Students
At or above
Benchmark
66% ELA
47% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
American Indian/Alaska Native Students
* not a significant subgroup
*
Asian Students *
not a significant subgroup
*
Filipino Students*
not a significant subgroup
*
Latino Students
At or above
Benchmark
39% ELA
31% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Native Hawaiian/Pacific Islander Students *
*
White Students
At or above
Benchmark
74% ELA
69% Math
>=1% above
School baseline
2015-16
proficiency
levels
>=2% above
School baseline
2015-16
proficiency
levels
>=3% above
School baseline
2015-16
proficiency
levels
>=4% above
School baseline
2015-16
proficiency
levels
>=5% above
School baseline
2015-16
proficiency
levels
Outcome #3: The school will increase the number of English Learners who make adequate
annual progress by 2% each year.
Metric/Method for Measuring: CAASPP SBAC Results, report card grades, DIBELS Score
benchmark on all DIBELS subtests
), CELDT
(advanced or early advanced)
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
English Learners
Score
benchmark
on all
DIBELS
subtests
2015-16
64%
Score
benchmark
on all
DIBELS
subtests
2015-16
66%
Score
benchmark
on all
DIBELS
subtests
2015-16
68%
Score
benchmark
on all
DIBELS
subtests
2015-16
70%
Score
benchmark
on all
DIBELS
subtests
2015-16
72%
Score
benchmark
on all
DIBELS
subtests
2015-16
74%
Outcome #4: The school will annually increase the number of English Learners who reclassify
as Reclassified Fluent English Proficient by at least 2%.
Metric/Method for Measuring: EL reclassification rates
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
English Learners
2015-16
reclassificati
on rate
13%
14% 15% 16% 17% 18%
Page 19 of 117
LCFF STATE PRIORITIES
GOAL # 5 –ATTENDANCE RATE
STATE PRIORITY #5 – STUDENT ENGAGEMENT – ATTENDANCE
RATE:
1. The school will annually increase the number of students that
attend 173-180 days each school year (i.e. achieve individual
attendance rate of 96% or higher).
.
2. The school will decrease by 1% annually the number of students
missing 16 days or more each school year or an attendance rate
of 91% or lower schoolwide
Related State Priorities:
☐ 1 ☐ 4 ☐ 7
☐ 2 ☐ 5 ☐ 8
☐ 3 ☐ 6
Local Priorities:
☐:
☐:
Specific Annual Actions to Achieve Goal
1. Increase annually the percent of students attending 173-180 days
a. Maintain attendance incentive programs, ie: classroom recognition and rewards
and individual student honors for perfect attendance.
b. PSA and administrator will contact families whose student is absent more than 7
days during the school year, and strengthen the home-school partnership in
regards to attendance
2. Decrease the number of students missing 16 or more school days each year
Expected Annual Measurable Outcomes
Outcome #1: The school will annually increase the number of students that attend 173-180 days
each school year (i.e. achieve individual attendance rate of 96% or higher) by 1% annually.
Metric/Method for Measuring: Attendance data
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (School-wide)
2015-16
64%
65% 66% 67% 68% 69%
Outcome #2: Decrease the number of students missing 16 or more school days each year by
1% annually.
Metric/Method for Measuring: Attendance data.
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (School-wide)
2015-16
12%
11%
10%
9%
8%
7%
LCFF STATE PRIORITIES
GOAL # 6 SCHOOL CLIMATE
Page 20 of 117
STATE PRIORITY #6 – SCHOOL CLIMATE
1. The school will maintain the number of suspension incidents at
0% school-
wide and at 0% for English Learners, foster youth, low
income students, African-American students, and students with
disabilities.
2.
The school will maintain the number of expulsion incidents at 0%
for all subgroups: English Learners, foster youth, low income
students, African-American students, and students with
disabilities
3. Students responding to the Annual “School Experience Survey”
report that they are happy to be at our school.
Related State Priorities:
☐ 1 ☐ 4 ☐ 7
☐ 2 ☐ 5 ☐ 8
☐ 3 ☐ 6
Local Priorities:
☐:
☐:
Specific Annual Actions to Achieve Goal
1. Continue to implement positive behavior support plans and activities, as well as social
skills training. Use the policies set out in the LA
USD Discipline Foundation Policy manual
and school established Positive Behavior Support Plan to model and teach appropriate
school behavior. Use the Rubric of Implementation to consistently monitor progress on
implementation of Positive Behavior Support Plan( PBSP ).
2. Promote and strengthen home-school partnership to manage discipline. Continue with
“Parent University” presentations to inform and support parents.
3. Engage parents through the Student Support and Progress Team (SSPT) meeting in
partnering with the school to improve student behavior.
4. Provide students with opportunities to demonstrate positive contributions to our school
community as disciplinary consequences.
Expected Annual Measurable Outcomes
Outcome #1: School will maintain 0% suspensions for all subgroups
Metric/Method for Measuring: Monthly School Suspension Data
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (Schoolwide)
2015-16
0%
0%
0%
0%
0%
0%
Outcome #2: School will maintain 0% expulsions for all subgroups
Metric/Method for Measuring: Monthly School Expulsion Data.
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (School-wide)
2015-16
0%
0%
0%
0%
0%
0%
Outcome #3: Students taking the “School Experience Survey” report they are happy at school.
Metric/Method for Measuring: Results of Annual School Experience Survey
Page 21 of 117
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (School-wide)
2014-15
88%
Maintain
89% or
higher
Maintain
90% or
higher
Maintain
91% or
higher
Maintain
92% or
higher
Maintain
93% or
higher
LCFF STATE PRIORITIES
GOAL # 7 – ACCESS TO CORE CURRICULUM
STATE PRIORITY #7: ACCESS TO CORE CURRICULUM
1. The school will provide the core subjects of English/Language
Arts, Mathematics, History/Social Studies, and Science and offer
a comprehensive enrichment program (Science Lab, Computer
Lab, Visual Arts, Physical Education) to 100% of its students
every year. Additional enrichment programs (Vocal, music,
drama, dance, and ballroom dance) are provided to various
grade levels each year.
a. Provide on and off site professional development for all
staff to enhance student access and outcomes in all
curricular areas.
Related State Priorities:
☐ 1 ☐ 4 ☐ 7
☐ 2 ☐ 5 ☐ 8
☐ 3 ☐ 6
Local Priorities:
☐:
☐:
Specific Annual Actions to Achieve Goal
1. Conduct an annual review of the school’s master schedule, student schedules, and other
information to assure that all students have access to all parts of the enrichment
programs. Work with the Charter budget committee and parent stakeholders to prioritize
funding for all enrichment programs.
Expected Annual Measurable Outcomes
Outcome #1: The school will provide the core subjects of English/Language Arts, Mathematics,
History/Social Studies, and Science and offer a comprehensive enrichment program (Science
Lab, Computer Lab, Visual Arts, Physical Education) to 100% of its students every year.
Additional enrichment programs (Vocal, music, drama, dance, and ballroom dance) are provided
to various grade levels each year.
Metric/Method for Measuring: Annual review of Master Schedule and student schedules.
Page 22 of 117
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (School-wide)
Maintain 100%
of students
having access to
the core
subjects and
the school’s
enrichment
program
Maintain 100%
of students
having access
to the core
subjects and
the school’s
enrichment
program
Maintain 100%
of students
having access
to the core
subjects and
the school’s
enrichment
program
Maintain
100% of
students
having
access to
the core
subjects and
the school’s
enrichment
program
Maintain 100%
of students
having access
to the core
subjects and
the school’s
enrichment
program
Maintain 100%
of students
having access
to the core
subjects and
the school’s
enrichment
program
LCFF STATE PRIORITIES
GOAL # 8 - BROAD COURSE OF STUDY
STATE PRIORITY #8 – BROAD COURSE OF STUDY
2. Dixie Canyon Community Charter will follow the CCSS in
Technology to prepare students with 21
st
Century skills. We will
continue to provide visual arts instruction for all grade levels as
well as drama, dance and vocals. All students will have access
at various grade levels to a variety of arts instruction.
a. Provide on and off site professional development on
integrating technology in the classroom at all grade levels.
b. Continue to provide access to advanced computer
technology instruction, visual and performing arts
instruction and excellent library resources for all students.
We will continue to emphasize service learning and our
positive behavior support. We will use stakeholder
surveys as set forth in the charter, to measure
achievement of this goal.
Related State Priorities:
☐ 1 ☐ 4 ☐ 7
☐ 2 ☐ 5 ☐ 8
☐ 3 ☐ 6
Local Priorities:
☐:
☐:
Specific Annual Actions to Achieve Goal
2. Conduct an annual review of the school’s master schedule, student schedules, and other
information to assure that all students have access to all parts of the enrichment
programs. Work with the Charter budget committee and parent stakeholders to prioritize
funding for all enrichment programs.
Expected Annual Measurable Outcomes
Outcome #1: Dixie Canyon Community Charter will follow the CCSS in Technology to prepare
students with 21
st
Century skills. We will continue to provide visual arts instruction for all grade
levels as well as drama, dance and vocals. All students will have access at various grade levels
to a variety of arts instruction.
Page 23 of 117
Metric/Method for Measuring: Annual review of Master Schedule and student schedules.
A
PPLICABLE
STUDENT GROUPS
Baseline
2017-
2018
2018-
2019
2019-
2020
2020-
2021
2021-
2022
All Students (School-wide)
Maintain 100%
of students
having access to
the core
subjects and
the school’s
enrichment
program
Maintain 100%
of students
having access
to the core
subjects and
the school’s
enrichment
program
Maintain 100%
of students
having access
to the core
subjects and
the school’s
enrichment
program
Maintain
100% of
students
having
access to
the core
subjects and
the school’s
enrichment
program
Maintain 100%
of students
having access
to the core
subjects and
the school’s
enrichment
program
Maintain 100%
of students
having access
to the core
subjects and
the school’s
enrichment
program
How the Goals of the Program Enable Students to Become Self-Motivated, Competent, and
Life-Long Learners
Dixie Canyon provides multiple opportunities to set the foundation for students to become self-
motivated, competent, persistent, life-long learners:
• Effective and focused first teaching in every classroom led by a highly-qualified instructor
• Emphasis on health including full-time PE coach, additional nursing time, additional school
psychologist time and teacher PE in-service
• Emphasis on literary competence including additional purchase of library material, full-time
library aide multi-media instructional material, Write from the Beginning
• Emphasis on mathematical competence including teacher in-service for Singapore math,
hands-on materials
• Emphasis on competence in science including well-utilized science lab, lab assistants, in-
service for teachers
• Comprehensive arts instruction including full time experts in visual and performing arts as
well as district itinerants
Emphasis on technology competence including a modern tech center, with instruction facilitated
by a credentialed teacher, ongoing purchase of additional technology for student and teacher
use.
• Effective support for at risk students including special education courses, after school
homework assistance, targeted tutoring by credentialed teachers
Once students develop a strong foundation, this intensive focus on core academic subject mastery
and independent, creative thinking lends itself toward developing the higher-level thinking skills
and social-emotional tools required for personal growth. All students at Dixie Canyon will gain the
cognitive and social skills that enable them to deal with the complexities of this generation as they
practice being critical thinkers, problem solvers, effective communicators, and strong collaborators
in a safe and enriching learning community. Students will be resilient and adaptable, equipped with
the knowledge, skills, and the disposition to continue their education to become personally fulfilled,
interdependent, socially responsible adults.
INSTRUCTIONAL DESIGN
Our curriculum is aligned with the California Common Core Content Standards (CCSS) the Next
Generation Science Standards (NGSS), and the LAUSD’s instructional initiatives. We believe that
Page 24 of 117
powerful learning and addressing the needs of our students, including all sub-groups, are best
accomplished through a balanced program, which focuses on student-centered instruction. Dixie
Canyon will rely upon research-based strategies, examine formative and summative student data,
analyze student work samples, utilize the plan-instruct-reflect-revise cyclical process of teaching for
collaborative planning of long-term units, and conduct lesson studies to refine our delivery of
instruction.
Student data and work samples will continuously be examined to ascertain the strengths and
weaknesses of our students (from far below basic to advanced) including all subgroups of student
learners (at risk, special needs, socioeconomically disadvantaged, English Learners, Standard
English Learners, gifted and talented, under-achieving/non-proficient, subgroups by ethnicity, and
those with Section 504 plans). Adhering to the proposed instructional framework and teaching
methodologies ensures that Dixie Canyon’s instructors can successfully meet the needs of our
students in all subgroups.
Using the concepts of backwards planning and Understanding by Design, curriculum will be
systematically planned, providing students with a steady, consistent staircase to success. Dixie
Canyon teachers and leadership will work together to provide research-based practices to inform
our instruction to ensure mastery of the Common Core Standards for all students. We believe that it
is our professional and ethical responsibility to provide daily instruction for each child in every
classroom that includes the following:
• Clear expectations
o State standards are clearly expressed using student friendly language
o Rubrics and criteria charts, both teacher created and student created, are developed
which align with state standards
o Conceptual knowledge (knowing what to do)
o Procedural Knowledge (knowing how to do something)
o Reasoning (knowing when/where/why to do something)
• Rigorous curriculum
o Critical thinking strategies in all academic areas include:
o Scholarly Behaviors (Depth and Complexity)
o Revised Blooms Taxonomy
o Webb’s Depth of Knowledge
• Varied opportunities for collaboration and student interactions
o Think-Pair-Share instruction
o Cooperative learning opportunities across the curriculum
o Choral reading, chanting
o Literature circles
o Writing process, which includes peer revision and peer editing (Write From the
Beginning)
• Differentiated curriculum
o Tiered assignments
o Compacting
o Independent study
o Scaffolding technique
Thinking Maps, Accountable Talk, and pre-teaching of concepts
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• Differentiated instruction
o Whole group, small group, and individualized instruction
o Multi-media, technology enriched learning
o Team teaching
o Thinking Maps
o Specially Designed Academic Instruction in English (SDAIE)
o Direct instruction
o Guided practice
• Experiential learning
o Student centered learning
o Independent work time, research, and projects
o Use of manipulatives and realia
o Hands-on inquiry-based learning through labs and simulations
o Internet connectivity and collaboration
o Field trips
o Physical Education and health instruction
• Integration of the arts
o Music class
o Visual arts instruction across the curriculum
o Theater and dramatic arts activities including dance
Curriculum and Instruction
Charter School shall comply with and implement all applicable District policies and procedures, as
they may change from time to time, related to implementation of curriculum and instruction to meet
the California content and performance standards, including the Common Core State Standards, and
CAASPP.
The scope and sequence of skills across the curriculum and grade levels the school plans to teach
are described below:
Language Arts
• Develop students’ reading, writing, listening, and speaking skills to access academics across
the disciplines and in all content areas.
o Integrate and infuse critical thinking skills, such as Depth and Complexity, Bloom’s
Taxonomy, and Webb’s Depth of Knowledge Dimensions, into the District’s state
adopted reading program and supplemental core literature
• Provide reading materials to meet the students’ independent and instructional reading
abilities in a variety of texts at appropriate Lexile levels and text complexity ranges
o Emphasize nonfiction and fiction texts in all grades to meet and exceed the CCSS
requirements
o Teach foundational skills, including print concepts, phonics, word recognition, and
fluency to address emergent readers
o Supplement reading support using Accelerated Reader, Time for Kids, and literature
circles
Page 26 of 117
• Fully Implement (school wide) Write from the Beginning writing program to address
persuasive/opinion, narrative, and informational writing
o Critique, justify, and theorize in compositions/writing across disciplines
o Differentiate writing instruction to meet the needs of all learners through analysis to
pinpoint further scaffolding needed in small group and individual writing workshops
o Demonstrate writing across the curriculum for a variety of audiences and purposes
• Use technology, such as laptops, Chromebooks, and iPads to conduct and complete
informative, persuasive, narrative writing assignments, oral presentations, digital portfolios,
and exhibits
o Apply speaking and listening skills by effectively engaging in a range of
collaborative discussions and presentations delivered clearly using appropriate
projection, expression, eye contact, and clear speech to varied audiences
Mathematics
• Develop students’ mathematical proficiency and mastery by utilizing curriculum aligned
with the CCSS as the core math curriculum. Subject to applicable District policy, Dixie
Canyon intends to utilize the District adopted text and Singapore Math strategies as the main
sources to provide rigorous conceptual and computational skills in a variety of mathematical
processes to meet and exceed the CCSS.
• Facilitate students’ use of the eight Mathematical Practices as outlined in the CCSS
o Provide opportunities for students to generalize math skills to daily life across
disciplines
o Build upon understanding of the concepts and vocabulary of computations, patterns,
functions, geometry, statistics, and probability
• Differentiate instruction through varied groupings to meet student needs from intensive to
advanced
o Support the identification of relevant information to plan and solve problems using
multiple pathways in written and oral form, both independently and collaboratively
in small groups
o Advance student skills by integrating manipulatives to assist students with modeling
problems
• Extend classroom instruction through technology by providing access to posted sample
responses, videotaped lessons, enrollment in advanced math courses
History/Social Studies
• Supplement instruction using a variety of materials that include state adopted textbooks and
supplementary materials to meet and exceed the CCSS
• Elevate students’ critical thinking skills by identifying patterns, parallels, contributions, and
convergences that shaped historical events over time
• Facilitate the execution of classroom exhibits, museums, and presentations to provide
creative opportunities while demonstrating mastery of content
o Present reenactments, plays, and role-plays that apply student understanding of
events and points of view in historical and present-day contexts
o Model how to craft descriptive and historical reflections that bring the people and
time periods they are studying to life
• Develop research skills to reinforce content and dig deeper into topics.
Page 27 of 117
o Interact with primary resources as historical evidence to understand the people and
time periods being studied
o Hone students’ geography skills utilizing map activities
• Bridge students’ awareness of their place in the world as it progresses from neighborhoods,
communities, cities, states, and countries, to the interconnected, global world
o Instill a consciousness in students to practice citizenship in their own community by
supporting needs such as hunger, recycling, and donation of clothes
Science
• Provide students with a rigorous curriculum that meets the Next Generation Science
Standards (NGSS) based on the Framework for K-12 Science Education and developed by
the National Research Council
o Guide students to develop an understanding of the three disciplinary core ideas
(content), scientific and engineering practices, and cross-cutting concepts in the
following domains:
o Physical sciences, life sciences, earth and space sciences, biology, chemistry, and
physics
• Science-Technology-Engineering-Arts-Mathematics (STEAM) Pilot school.
We develop and implement integrated lessons addressing the integration of science,
technology, engineering, arts and mathematics. STEAM represents a paradigm shift from
traditional education philosophy based on standardized test scores to a modern ideal which
focuses on valuing the learning process as much as the results. We dare our students to be
“wrong” to try multiple ideas, listen to alternative opinions and create a knowledge base
which is applicable to real-life as opposed to simply an example. (Deron Cameron, 2015)
• Conduct investigations by using the FOSS, 2nd edition, transitioning into the 3rd edition-
Next Generation kits allowing all students to explore to build their knowledge base.
• Apply scientific method to explore and discover new products and ideas, students learn to
form questions, research, hypothesize, gather and analyze information and draw conclusions
for their data
• Engage in the 8 science practices throughout the disciplines, which help students understand
how science knowledge develops and how scientific investigation and inquiry is supported:
o Ask questions and define problems for further exploration
o Develop and use models to represent abstract concepts
o Plan and carry out investigations and learning to fine-tune their research methods
o Analyze and Interpret data so as to bring out their meaning and relevance in
scientific inquiry
o Use mathematics and computational thinking and merging the two fields of science
and engineering
o Construct explanations for scientific phenomena and design engineering solutions
under specific constraints and criteria
o Engage in argument, using evidence to defend a new idea
o Read, interpret, and produce scientific and technical text as a fundamental practice in
our science instruction
• Encourage students to use a variety of ways to present their research, including through
writing and use of technology
Technology
• Incorporate technology into all areas of the curriculum
Page 28 of 117
• Allow students to demonstrate creative thinking to develop innovative products and
processes using technology
• Guide students to use digital media to communicate and work collaboratively
• Teach students to apply digital tools to gather, evaluate, and use information
• Help students apply their critical thinking skills to plan and conduct research
• Provide technology instruction for primary students with a focus in the following areas:
o Mastery of basic keyboarding skills (function of various keys, speed and accuracy,
using the home keys)
o Basic Internet research skills, safety, and responsibility
o Introduction to tables and spreadsheets
o Introduction to basic word processing skills
o Multimedia presentation and movie project
• Provide technology instruction for upper grade students with a focus in the following areas:
o A 1-to-1 Chromebook program that incorporates the best practices of our in-place
program (focusing on basic foundational skills) with a modern, blended learning
approach focusing on problem solving and product.
o Google Classroom – Learning Management System ( LMS) implementation
o Collaborative work through Google Apps for Education – Drive, Docs, Sheets,
Slides, etc.
o Student films – screenplay writing, digital storyboard creation, and video/sound
editing
o Coding Club – basic syntax, language specific, game-based learning
o Digital portfolios
o Google Sites – website development
Visual and Performing Arts
• Music
o Teach students to process, analyze, and respond to sensory information through the
language and skills unique to music
o Expose students to a wide-ranging variety of recorded music for listening, to develop
an appreciation of music and an understanding of the historical contributions of
music.
o Provide opportunities to music itinerant instruction
o Allow students to apply what they learn in music across subject areas.
• Theatre
o Provide opportunities for students to express themselves and demonstrate core
curriculum knowledge on the classroom stage
o Perform curriculum-based plays
o Learn from the theatre expert as she models lessons on the 6 elements of drama with
groups of students
o Encourage students to apply theatre skills to literature, science, and social studies
• Visual Arts
o Expose students to cross-cultural artistic masters and encourage them to both
recognize and emulate their form.
o Provide opportunities for students to practice art in the classroom, in our Art Studio,
and outdoors
Page 29 of 117
o Learn from the art expert as she models lessons on the 7 elements of art with groups
of students
o Encourage students to apply visual arts skills across other subject areas
• Dance
o Give students opportunities to develop movement skills, emphasizing the elements of
time and space
o Encourage students to create and communicate meaning through the performance of
dance
o Provide opportunities for 4th and 5th graders to learn and perform historically
relevant and multicultural dances by participating in ballroom dance instruction and
performance
o Encourage students to apply what they learn in dance to learning across subject areas
Dixie Canyon Community Charter received a Technology Enhanced Arts Learning (TEAL) grant
awarded by LACOE to support integrating of the Arts into all content areas.
Graphic and digital arts
o Create and combine words, symbols, and images to communicate a visual
representation of ideas.
Health and Physical Education
• Foster students’ foundation of health utilizing a variety of materials that include state
adopted texts such as Health and Wellness by Macmillan/McGraw-Hill across grades K-5 to
meet and exceed the CCSS
o Assist students’ in uncovering how the three parts of health (mental/emotional,
physical, social/family) are interconnected and contribute to overall well being
• Social-emotional health
o Evaluate the effect of how the six pillars of character implemented school-wide
contributes to a school culture of social responsibility
o Continue reinforcement of character through a rotating focus and awards at monthly
assemblies
o Supplement further character education with information obtained from programs
such as 8 Keys of Excellence and 7 Habits for Kids
o Empower students’ conflict resolution skills by communicating
o Inspire and call students to be active leaders in contributing to environmental health
• Healthy choices & risk management
o Judge how healthy behaviors and risk behaviors are beneficial or detrimental to
personal health and safety
o Examine how the practice of healthful behaviors helps to reduce the spread of
communicable and preventable diseases
o Discern how healthy food choices contribute to physical growth, and impact
mental/emotional health
• Physical health
o Learn from and participate with full-time certificated PE Coach
o 4
th
and 5
th
grade intramural basketball competition
o Celebrate existing physical education program with the annual, week-long
celebration of physical fitness (Fitness Week)
Page 30 of 117
Transitional Kindergarten
Charter School shall comply with all applicable legal requirements and District policy regarding
transitional kindergarten. For purposes of admission to Charter School, transitional kindergarten
shall be considered a part of kindergarten, and therefore students enrolled in transitional
kindergarten at Charter School shall be considered existing students of Charter School for purposes
of Charter School’s admissions, enrollment, and lottery.
Dixie Canyon’s Transitional Kindergarten, or TK, is year one of a two year Kindergarten program.
TK provides an early childhood education program that builds a bridge between preschool years
and traditional Kindergarten. With increasing academic demands and structure in Kindergarten,
some parents are aware that their child may not be ready for the traditional Kindergarten program.
Dixie Canyon’s Transitional Kindergarten program follows the full day schedule of Traditional
Kindergarten with a 6 hour daily program Monday through Friday during the 180 day school
year. It is designed for, but not restricted to, students who turn 5 years old between September 2 and
December 2 and who may benefit from an enriched foundational early childhood education program
to prepare them for success in traditional Kindergarten.
Dixie Canyon’s program provides children with a well-planned classroom program to build
necessary social and academic skills for success throughout their school careers. The program is
based on the California Kindergarten Common Core State Standards with focused instruction in
literacy and numeracy along with strong emphasis on self-regulation and social engagement. The
daily schedule includes whole group instruction and activities, small group instruction and
independent and “hands-on” learning. Dixie Canyon Transitional Kindergartners enjoy lunch and
recess with their fellow Kindergarten friends and participate in all Kindergarten activities such as
science, technology, engineering, the arts, and mathematics. A great deal of emphasis is placed on
motor skills development throughout the year.
Dixie Canyon staff members believe that communication between home and school is essential in
helping children succeed. Parents are encouraged to actively participate in their child’s learning
journey at home and at school. A variety of activities and workshops support parents and children
in our Transitional Kindergarten. Staff members are highly motivated to report student progress to
maintain the open lines of communication and support their individualized program developed for
each student to address their needs.
Academic Calendar and Schedules
Charter School shall offer, at a minimum, the number of minutes of instruction set forth in
Education Code section 47612.5, and the number of school days required by California Code of
Regulations, title 5, section 11960. Charter School shall comply with all applicable District policies
and procedures, and provisions of LAUSD collective bargaining agreements (CBAs), as they may
change from time to time, related to work year, academic calendars, and schedules.
The Dixie Canyon school year will operate on the LAUSD calendar with 180 days of instruction
composing the school year. All LAUSD school holidays will be observed as a typical traditional
track elementary school.
Page 31 of 117
Dixie Canyon students in grades K-5 receive 324 instructional minutes on Monday, Wednesday,
Thursday, and Friday. On Tuesday banking days, students receive 264 instructional minutes.
Students receive 249 minutes on Minimum Days. The instructional schedule is designed to fulfill
the California Ed Code minimum number of minutes, as set forth in E.C. 47612.5.
Dixie Canyon Community Charter School
Bell Schedule 2016 – 2017
Regular Days – Monday, Wednesday, Thursday & Friday
Grade Level
First
Bell
Start of
Recess
End of
Recess
Start of
Lunch
End of
Lunch
Dismissal
Kindergarten – 1
8:10
10:00
10:20
11:45
12:25
2:38
Kindergarten – 2
8:10
10:25
10:45
12:15
12:55
2:38
Grades 1 – 2
8:10
10:15
10:35
11:50
12:30
2:38
Grades 3 – 5
8:10
10:40
11:00
12:35
1:15
2:38
Shortened day: same as above EXCEPT dismissal is at 2:00
Professional Development Banked Days
EVERY TUESDAY
Grade Level
First
Bell
Start of
Recess
End of
Recess
Start of
Lunch
End of
Lunch
Dismissal
Kindergarten – 1
8:10
10:00
10:20
11:45
12:25
1:38
Kindergarten – 2
8:10
10:25
10:45
12:15
12:55
1:38
Grades 1 – 2
8:10
10:15
10:35
11:50
12:30
1:38
Grades 3 - 5
8:10
10:40
11:00
12:35
1:15
1:38
Minimum Days
Grade Level
First Bell
Start of Brunch
End of Brunch
Dismissal
Kindergarten – 1
8:10
10:00
10:30
1:00
Kindergarten – 2
8:10
10:35
11:05
1:00
Grades 1 – 2
8:10
10:15
10:45
1:00
Grades 3 - 5
8:10
10:50
11:20
1:00
Regular Days – Monday, Wednesday, Thursday & Friday
Grade Level
First
Bell
Start of
Recess
End of
Recess
Start of
Lunch
End of
Lunch
Dismissal
Kindergarten – 1
8:10
10:00
10:20
11:45
12:25
2:38
Kindergarten – 2
8:10
10:10
10:30
12:05
12:45
2:38
Grades 1 – 2
8:10
10:15
10:35
11:50
12:30
2:38
Grades 3 – 5
8:10
10:40
11:00
12:35
1:15
2:38
Shortened day: same as above EXCEPT dismissal is at 2:00
Professional Development Banked Days
EVERY TUESDAY
Grade Level
First
Bell
Start of
Recess
End of
Recess
Start of
Lunch
End of
Lunch
Dismissal
Kindergarten – 1
8:10
10:00
10:20
11:45
12:25
1:38
Kindergarten – 2
8:10
10:10
10:30
12:05
12:45
1:38
Grades 1 – 2
8:10
10:15
10:35
11:50
12:30
1:38
Grades 3 - 5
8:10
10:40
11:00
12:35
1:15
1:38
Page 32 of 117
Minimum Days
Grade Level
First Bell
Start of Brunch
End of Brunch
Dismissal
Kindergarten – 1
8:10
10:10
10:40
1:00
Kindergarten – 2
8:10
10:30
11:00
1:00
Grades 1 – 2
8:10
10:15
10:45
1:00
Grades 3 - 5
8:10
10:50
11:20
1:00
Mathematics Placement Act
Charter School shall comply with all applicable requirements of the California Mathematics
Placement Act of 2015.
High School Exit Examination
Charter School shall comply with the requirements of Education Code sections 60851.5
and 60851.6.
WASC Accreditation
If Charter School serves students in grades 9-12, Charter School shall obtain Western
Association of Schools and Colleges (WASC) accreditation before Charter School
graduates its first class of students, and shall thereafter maintain WASC accreditation at all
times.
PROFESSIONAL DEVELOPMENT
As a District affiliated charter school, Charter School shall comply with and implement all
applicable District policies and procedures related to staff professional development.
Professional development is built upon school wide needs and the interests of teachers and
administration. The topics are aligned with the District’s banking time professional development
priorities and developed with the input of Dixie Canyon’s Instructional Leadership Team (ILT) and
teachers. The ILT will determine topics for Professional Development by the end of the school year,
for the upcoming year, focusing on the areas of curriculum, technology, innovation, character
education, intervention, English language learners, differentiation strategies, special education, and
safety. All professional development topics will be based on student data and the needs of our
students. Our grade-levels and our Instructional Leadership Teams review student data and suggest
professional development sessions including utilizing Dixie Canyon teachers with variety of
expertise, as well as other experts and consultants from the District, local universities, or
educational publishing companies. Professional development may also include grade and cross
grade level small groups, and after school learning communities to explore ways to elevate teaching
and learning. The ILT will work with the administration, and through consensus, ensure that
professional development meets the needs of the teachers so they may better serve our students’
needs.
Page 33 of 117
In addition to learning and implementing research based instructional strategies, professional
development will focus on helping our teachers provide a consistent curriculum with MindUp Next
Generation Science Standards, Write From the Beginning (our writing program) reinforcing the
foundational concepts of Habits of Mind in all content areas, supporting students from all subgroups
who need accommodations, and differentiation strategies, technology literacy, and promoting
social/emotional and mindset growth.
Our commitment to continuous learning is unwavering. Our professional development and budget
will be aligned with our students’ needs, always basing our decisions on sub-group and whole
school data. Both quantitative and qualitative assessments indicate that students are improving in all
areas. Such improvement necessitates that adults continue to learn and reflect on those strategies
which support student achievement.
MEETING THE NEEDS OF ALL STUDENTS
English Learners
As a District affiliated charter school, Charter School shall implement the provisions of the
District’s English Learner Master Plan, as it may change from time to time, and comply with all
applicable federal and state laws and District policies and procedures related to the implementation
of the English Learner Master Plan.
Dixie Canyon continues to work with English Learners to ensure they meet and/or exceed English
Language proficiency and grade-level standards comparable to their fluent English peers. Our EL
Coordinator oversees the EL program and ensures the Master Plan is followed and all
accountabilities are met. Intervention is provided both during the day and after school, as needed,
by teachers. Teaching Assistants are assigned to allow for small group, targeted instruction.
Dixie Canyon will implement LAUSD’s English Learner Master Plan. Information regarding the
Master Plan, program options, California English Language Development Test (CELDT) testing,
English Language Proficiency Assessment for California (ELPAC) testing, CAASPP SBAC testing,
Common Core State Standards, California ELD standards, program placement, parent meetings, and
reclassification criteria will be communicated with parents in their primary language, through
district translated correspondence and the use of bilingual personnel on our staff.
The Student Support and Progress Team (SSPT) works to ensure teachers receive support in
meeting the goals for each student. The team will meet with the students’ teachers during the fall
and spring semester to review progress, reclassification monitoring, and discussion strategies. All
teachers will receive professional development regarding the ELD standards by utilizing the
training modules provided by LAUSD.
Dixie Canyon identifies English Learners based on the Home Language Survey upon enrollment.
We utilize LAUSD’s criteria for identifying and re-designating EL students. LAUSD’s MiSiS
computer software program is used to monitor student progress and re-designation. Using multiple
measures of data, including CELDT, ELPAC, DIBELS, SBAC, report card grades, and interim
assessments, RFEPS are closely monitored. Our staff, Charter Governance Council, and our
Page 34 of 117
English Learner Advisory Council, review our goals in the Local Control and Accountability Plan
LCAP, to address targets and budgets allocated to meet the needs of our English learners annually.
Dixie Canyon provides parents of English Learners with multiple opportunities to learn about the
Master Plan instructional program options to make informed decisions regarding their child’s
instructional placement. Structured English Immersion and Mainstream English programs are
provided and taught by certified teachers.
In order to teach EL students, teachers utilize both Designated and Integrated ELD to meet the
current state ELD standards using CELDT and ELPAC results to guide instruction. Teachers will
instruct English Learners in how English works focusing on grammatical structures and vocabulary
in order to successfully participate in academic tasks. Concurrently, our English Learners will
develop academic English within academic content across disciplines. A variety of SDAIE methods
are used to meet the needs of our English Learners which include:
• Scaffolding
• Think-pair-share
• Collaborative learning groups
• Emphasis on learning vocabulary
• Use of visual aids
• Manipulatives
• Graphic organizers
• Thinking maps
• Emphasis on different multiple intelligences
• Pre-teach, reteach
The Student Support and Progress Team (SSPT) works to ensure teachers receive support in
meeting the goals for each EL student. The team meets with ELD teachers twice yearly to examine
growth/progress, reclassification criteria, and to answer any questions or address concerns that the
teachers may have about the status of their students.
% LONG-TERM ENGLISH LEARNERS 3-YEAR COMPARISON
School Year Description
# Long Term EL
% Long Term EL
2014-2015
4
7.7%
2015-2016
8
14.5%
2016-2017
4
7.7%
Source: MyData 12.6.2016
ENGLISH LEARNERS AT RISK OF BECOMING LTELS
EL Students
EL Students
for 4 or 5
Years
EL for 4 or 5
Years as
Percent of All
ELs
"At-Risk" EL
Students
"At-Risk" ELs
as Percent of
EL
for 4 or 5
Years
Dixie Canyon
25
12
48.0%
3
25.0%
Page 35 of 117
LAUSD
97,158
28,499
29.3%
19,804
69.5%
Los Angeles
214,040
60,608
28.3%
38,453
63.4%
Statewide
871,609
252,418
29.0%
157,264
62.3%
Source: CDE DataQuest 12.6.2016
RECLASSIFICATION RATE 3-YEAR COMPARISON
School Year
# EL
# Reclassified
% Reclassified
2013-2014
67
13
19.4%
2014-2015
74
15
20.3%
2015-2016
52
7
13.5%
Source: MyData 12.6.2016
STUDENTS MAKING PROGRESS ON THE CELDT
2013-14
2014-15
2015-16
English Learners Making Progress on the CELDT
67%
63%
TBD 12/30
Source: School Report Card 12.6.2016
2015-16 CELDT PERFORMANCE LEVELS ALL STUDENTS
Performance Level
K
1
2
3
4
5
Total
Advanced
2
(13.0%)
4
(44.0%)
1
(6.0%)
1
(14.0%)
3
(38.0%)
5
(45.0%)
16
(24.0%)
Early Advanced
1
(7.0%)
2
(22.0%)
9
(56.0%)
1
(14.0%)
2
(25.0%)
2
(18.0%)
17
(26.0%)
Intermediate
5
(33.0%)
2
(22.0%)
2
(13.0%)
3
(43.0%)
2
(25.0%)
2
(18.0%)
16
(24.0%)
Early Intermediate
3
(20.0%)
(0.0%)
2
(13.0%)
1
(14.0%)
(0.0%)
1
(9.0%)
7
(11.0%)
Beginning
4
(27.0%)
1
(11.0%)
2
(13.0%)
1
(14.0%)
1
(13.0%)
1
(9.0%)
10
(15.0%)
Number Tested
15
(100.0%)
9
(100.0%)
16
(100.0%)
7
(100.0%)
8
(100.0%)
11
(100.0%)
66
Source: CDE DataQuest 12.6.2016
3
RD
-5
TH
GRADERS MEETING OR EXCEEDING STANDARDS IN ELA ON THE SBAC
2014-15
2015-16
LAUSD AVERAGE 2015-16
English Learners
18%
29%
5%
Source: School Report Card
3
RD
-5
TH
GRADERS MEETING OR EXCEEDING STANDARDS IN MATH ON THE SBAC
2014-15
2015-16
LAUSD AVERAGE 2015-16
English Learners
14%
29%
7%
Source: School Report Card
Page 36 of 117
Gifted and Talented Students and Students Achieving Above Grade Level
.“Charter School shall use LAUSD’s Gifted and Talented Education (GATE) student identification
process, adhere to District policies and procedures regarding GATE, and reimburse the District for
GATE testing and processing in accordance with the “General Fund School Program Manual” or
equivalent as it may change from time to time.
At Dixie Canyon, many students demonstrate higher level thinking skills and the ability to achieve
beyond grade level standards, as is evidenced by the fact that over the last 4 years an average of 7%
of our Affiliated Charter students were identified in the intellectual category, while several students
were identified gifted in the visual arts and performing arts categories. Students are identified gifted
in the high achievement category in the second grade with the OLSAT-8 test. The OLSAT-8 is a
nationally standardized, norm referenced, group administered assessment related to a student’s
ability to learn and succeed in school. Students are assessed in the verbal category, such as verbal
comprehension and verbal reasoning and non-verbal category including pictorial reasoning and
figural reasoning. LAUSD is in the process of determining scores on the SBAC test which will
constitute gifted identification.
Additionally, the classroom teacher to the gifted coordinator for intellectual testing refers students
who demonstrate advanced abilities. Teachers are asked to submit the names of students throughout
the school year. Third grade teachers begin the referral process to ensure that students will be
identified before they leave Dixie Canyon and are ready for middle school. As an affiliated charter
school, Dixie Canyon will complete a fee for service form to be sent to the Charter Schools
Division for approval and then to the LAUSD GATE office for screening.
Each year when the GATE evaluation is submitted to the LAUSD Gifted and Talented office,
schools are asked to answer the following 5 questions:
• Is at least 6% of the school’s current total population identified as gifted?
• Is at least 6% of the school’s current African American Population identified as gifted?
• Is at least 6% of the school’s current Latino Population identified as gifted?
• Does the school wide gifted identification proportionately reflect the demographics of the
school?
• Are students in all ethnic subgroups actively screened and referred for gifted identification?
Students who demonstrate high achievement but who do not qualify for official identification are
offered the same opportunities as identified GATE students. Differentiated instruction, which
meets or exceeds state and national guidelines, occurs school-wide. Teachers receive extensive
professional development in the use of Depth and Complexity dimensions, Depth of Knowledge,
Revised Bloom’s Taxonomy, Thinking Maps, and current research-based developments in
educating the gifted and talented student. Dixie Canyon emphasizes higher-level thinking skills by
providing students with many opportunities to study the core curriculum with increased depth,
complexity, and novelty. Classroom differentiation allows for individualized extensions of the
curriculum, creative problem solving activities, and acceleration and compacting of the curriculum
when appropriate. Students are encouraged to demonstrate their learning in creative and innovative
ways, which reflect the 21st century learner. Technology is used to help extend the curriculum in
Page 37 of 117
the classroom and in the tech center. Student progress in the GATE program is assessed on an
annual basis using LAUSD assessment tools.
`
2015-16 ELA SBAC PERFORMANCE: GATE STUDENTS
Grade
% Not/Nearly
Met Standard
%
Standard
Not Met
% Standard
Nearly Met
%
Standard
Met
% Exceeds
Standard
%
Meets/Exceeds
Standard
#
Tested
THIRD GRADE
5%
5%
5%
90%
95%
21
FOURTH GRADE
8%
4%
4%
8%
85%
92%
26
FIFTH GRADE
6%
6%
29%
65%
94%
17
Overall
6%
2%
5%
13%
81%
94%
64
2015-16 MATH SBAC PERFORMANCE: GATE STUDENTS
Grade
% Not/Nearly
Met Standard
%
Standard
Not Met
% Standard
Nearly Met
%
Standard
Met
% Exceeds
Standard
%
Meets/Exceeds
Standard
#
Tested
THIRD GRADE
0%
38%
62%
100%
21
FOURTH GRADE
8%
8%
27%
65%
92%
26
FIFTH GRADE
18%
18%
18%
65%
82%
17
Overall
8%
8%
28%
64%
92%
64
2016 EP1 MARKS: GATE STUDENTS
# of 4s
# of 3s
# of 2s
# of 1s
% 4s
% 3s
% 2s
% of 1s
Total
Marks
FIRST GRADE
5
5
0
0
50.0%
50.0%
0.0%
0.0%
10
THIRD GRADE
21
125
4
0
14.0%
83.3%
2.7%
0.0%
150
FOURTH GRADE
52
167
5
0
23.2%
74.6%
2.2%
0.0%
224
FIFTH GRADE
41
226
7
0
15.0%
82.5%
2.6%
0.0%
274
ALL GRADE LEVELS
119
523
16
0
18.1%
79.5%
2.4%
0.0%
658
Students Achieving Below Grade Level
Students achieving below grade level are identified by using multiple measures including:
classroom assessments, anecdotal records, teacher observations, benchmark rubrics and checklists,
Accelerated Reader assessments, DIBELS, DAZE, and District interim assessments for reading,
writing, and math. The Smarter Balanced Assessment data and the 5th grade California Standards
Test in Science are used for summative data. Formative assessments listed above occur several
times a year to gauge progress and inform instruction. The summative assessments occur once a
year. In addition, the CELDT/ELPAC is given annually to all English Learners.
Page 38 of 117
Multiple interventions are provided including:
• Consistent, cohesive first teaching rooted in research-based strategies
• Small group intervention in the class with the teacher and the assistant
• Student Success Team
• Dixie Canyon’s Learning Lab
• After-school tutoring
• Attendance counseling and services coordination
• Parent academic informational meetings
• School-based counseling services
Data from these different assessments is collected and analyzed by the teacher, grade level, and the
ILT. Once identified, students not achieving grade-level standards are given differentiated, targeted
instruction in the classroom tailored to their needs. Teachers and Teachers Assistants (TAs) provide
small group and individualized pre-teaching and re-teaching. Multiple modalities of instruction are
utilized to tap into the student’s learning style. After-school tutoring is budgeted and provided when
needed. Tutoring is provided by school teaching staff and is based on student challenges.
Classroom teachers refer students who would benefit by intensive reteaching after school.
Parents are provided current information within the first couple of weeks at the start of each school
year, and they receive regular updates throughout the year regarding their child’s progress towards
meeting the grade level standards. Parent University sessions are provided each year to help parents
be our partners at home. Extra materials and resources are provided for students to use at home, if
needed, as well as providing students and parents’ access to our school’s library and computer lab
after school with an assistant to guide students with homework and research.
Students receive specific, concentrated instruction in their identified areas of need. Teachers address
the needs of students not yet proficient with the use of quality first teaching and the three-tiered
approach to intervention. This approach includes Tier 1: Core Curriculum and Instruction, Tier 2:
Strategic or Supplemental Instruction and Intervention, and Tier 3: Intensive Instruction and
Intervention. Strategies may include individual, pair, and small group instruction, pre-teaching and
re-teaching of curricular content, repetition, additional time and practice to grasp concepts, different
modalities to teach the material and have the students express their knowledge, and additional
resource materials. These instructional strategies, along with the reflective model, are implemented
with high intensity, duration and frequency as needed. In our Learning Lab, students work in small
groups with a credentialed teacher to target the specific gaps. The instruction in the Learning Lab is
always grade-level standards based, but the material is chunked and broken down for further
exploration, note taking, close reading, explanation, discussion, and manipulation. Additionally,
students may receive support from intense after school tutoring by our teachers when necessary,
which is planned for annually as part of the Charter Block Grant budget.
The Student Success Team (SST) meetings are held with the classroom teacher, parents, peer
teacher(s) and an administrator or designee. Together the team gathers information, identifies needs,
and creates a plan to help the student access the curriculum successfully in the classroom. The plan
is then shared with all parties involved in assisting the student. The steps outlined in the SST action
plan are monitored closely and reevaluated in 2-3 months to gauge effectiveness towards student
success.
Page 39 of 117
Since regular attendance is critical for student success, the Pupil Services and Attendance Counselor
(1 day per week), works closely with our students who are at-risk or below benchmark for
attendance. Parents are counseled on the importance of regular attendance and families are
connected with District and local services to assist with alleviating the reasons that may be causing
the absences and the loss of instruction.
In addition, Dixie Canyon strives to provide intervention not only for the academic needs, but also
for the social-emotional needs of the children. Students who are dealing with a variety of emotional
issues including loss, depression, anxiety, loneliness, or feelings of anger are referred for private
one-on-one or group counseling lead by our school-based district psychologist, which we purchase
for two days a week with the Charter Block Grant for the purposes of providing school based
counseling for at-risk students.
STUDENTS BELOW GRADE LEVEL: CST & SBAC
2011-12 CST
2012-13 CST
2013-14 CST
2014-15 SBAC
2015-16 SBAC
Mathematics
9%
8%
N/A
40%
36%
ELA
7%
5%
N/A
28%
30%
SCIENCE
3%
6%
2%
4% (CST)
4% (CST)
Socio-Economically Disadvantaged Students
With 11% of students identified as socioeconomically disadvantaged (SED), Dixie Canyon strongly
believes in supporting this at-risk population. Students are identified through the family’s
qualification for the free and reduced meal program. Dixie Canyon ensures that all students are
provided equal opportunities:
• Enrichment arts instruction for all students
• Credentialed PE Coach to help teachers and students develop an understanding of nutrition,
fitness, and skill
• After school, tutoring program to provide no-cost academic support after school
• Direct instruction of social skills in the classroom
• Group or individual counseling from the school psychologist
• Mentor program to provide additional teacher support throughout the year
• Parent trainings to provide no-cost support and education for parents to help their children
achieve academically and socially
• Field trips and experiential learning
• Assistance with books, materials, and supplies
• Counseling from our PSA counselor and interns
SOCIO-ECONOMICALLY DIASADVANTAGED STUDENTS 3
RD
- 5
TH
GRADERS
MEETING OR EXCEEDING STANDARDS IN ELA: CST & SBAC
2011-12 CST
2012-13 CST
2013-14 CST
2014-15 SBAC
2015-16 SBAC
Socio-Econ.
Dis. Students
64%
56%
N/A
52%
46%
Non Socio-
81%
84%
N/A
72%
70%
Page 40 of 117
Econ. Dis.
Students
3
RD
-5
TH
GRADERS MEETING OR EXCEEDING STANDARDS IN ELA ON THE SBAC
2014-15
2015-16
LAUSD AVERAGE 2015-16
Socio-economically
Disadvantaged
52%
46%
31%
Source: School Report Card
2
ND
GRADERS MEETING BENCHMARKS ON EOY DIBELS
2014-15
2015-16
LAUSD AVERAGE 2015-16
Socio-economically
Disadvantaged
74%
70%
63%
Source: School Report Card
SOCIO-ECONOMICALLY DIASADVANTAGED STUDENTS 3
RD
- 5
TH
GRADERS
MEETING OR EXCEEDING STANDARDS IN MATH: CST & SBAC
2011-12 CST
2012-13 CST
2013-14 CST
2014-15 SBAC
2015-16 SBAC
Socio-Econ.
Dis. Students
64%
69%
N/A
41%
46%
Non Socio-
Econ. Dis.
Students
79%
85%
N/A
60%
64%
3
RD
-5
TH
GRADERS MEETING OR EXCEEDING STANDARDS IN MATH ON THE SBAC
2014-15
2015-16
LAUSD AVERAGE 2015-16
Socio-economically
Disadvantaged
41%
46%
25%
Source: School Report Card
Students with Disabilities
Special Education
The District shall continue to serve the needs of special education students enrolled in District
affiliated charter schools in the same manner as at any other public school of the District, and shall
be responsible for meeting all the requirements of the Modified Consent Decree along with the
District Affiliated Charter School.
Conversion Affiliated Charter
1. District Affiliated Charter School’s Special Education Responsibilities
a. General Requirements
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The District Affiliated Charter School will adhere to the provisions of the IDEA and
California special education laws and regulations to ensure that all students with disabilities
are accorded a free appropriate public education (“FAPE”) as is required of all District
authorized schools. The District Affiliated Charter School will also ensure that no student
otherwise eligible to enroll in the District Affiliated Charter School will be denied
enrollment on the basis of their special education status.
The District Affiliated Charter School will comply with Section 504 of the Federal
Rehabilitation Act, the Americans with Disabilities Act, and all Office of Civil Rights
mandates for students enrolled in the District Affiliated Charter School.
The District Affiliated Charter School will adhere to the requirements of the Chanda Smith
Modified Consent Decree and court orders imposed upon the District pertaining to special
education and will submit documents and information, participate in reviews, and attend
informational sessions and meetings at the District’s request.
The District Affiliated Charter School will use District forms to develop, maintain, and
review assessments and Individualized Education Programs (“IEPs”) in the format required
by the District and will enter accurate assessment and IEP data into the District’s designated
data system (Welligent) in accordance with LAUSD policies and procedures. The District
Affiliated Charter School will maintain copies of assessments and IEP materials for District
review. The District Affiliated Charter School will submit to the District all required
reports, including but not limited to CASEMIS, SESAC and Welligent IEPs, in a timely
manner as necessary to comply with state and federal and Modified Consent Decree
requirements.
The District Affiliated Charter School shall keep daily attendance for each student which
shall be reported and certified according to District policies and procedures.
The District Affiliated Charter School will participate in the state quality assurance process
for special education (i.e. verification reviews, coordinated compliance self-reviews,
complaints monitoring, procedural safeguards, and the local plan). The District Affiliated
Charter School will participate in internal validation review (“DVR”).
The District Affiliated Charter School is responsible for the management of its, personnel,
programs and services. The District Affiliated Charter School will ensure that its special
education personnel or contracted personnel are appropriately credentialed, licensed or on
waiver consistent with California laws and regulations. The District Affiliated Charter
School will implement the programs and services, including providing related services,
required by the IEPs of the students enrolled at the District Affiliated Charter School.
b. Transferring Students
For students transferring to the District Affiliated Charter School from other school districts,
District-operated schools or District authorized charters, the District will provide those
related services required by the students’ IEPs immediately upon the students’ enrollment
Page 42 of 117
regardless of the types of service provider (i.e. school-based, NPA or private). District
Affiliated Charter School will ensure that IEP team meetings for such students will be held
within thirty (30) days of the student’s enrollment in accordance with federal and state law
and District policies and procedures.
c. Assessments
The referral process shall include Student Success Team (SST) meetings to review prior
interventions, accommodations and modifications and to recommend further interventions as
appropriate. The referral process shall be supported by the Response to Intervention (RtI)
model approach using data to identify student strengths and weaknesses. Upon review of
accumulated data, observation and review of records, the District Affiliated Charter School
may determine that assessment is necessary to determine possible eligibility for special
education programs and related services.
Upon a parent’s request for assessment, the District Affiliated Charter School will convene a
meeting to review and discuss the request in light of student records, acquired data and
student performance to agree with or deny the request for assessment. If the District
Affiliated Charter School determines that assessment for special education eligibility is not
warranted, prior written notice must be given to the parent/guardian with a clear rationale for
such refusal within 15 days of the request. If the District Affiliated Charter School concludes
that there are suspected disabilities, the school must develop an assessment plan in
Welligent for each student with suspected disabilities within the 15 day timeline. The
LAUSD assessment plan describes the types of assessments that may be used to determine
the eligibility of students for special education instruction and services. Assessments will be
conducted, within legal timelines, after receiving the parents’ written consent. The District
Affiliated Charter School shall conduct an IEP team meeting that includes required team
members within mandated timelines for each student assessed to discuss results, determine
eligibility, and (if eligible) specify special education instruction and services. The District
Affiliated Charter School will make decisions regarding eligibility, goals, program,
placement, and exit from special education through the IEP process according to federal,
state and District timelines.
d. Alternative Placements
Under limited circumstances when a District Affiliated Charter School student’s needs may
not be provided at the District Affiliated Charter School, the District Affiliated Charter
School will consult with the District to discuss placement and service alternatives. The IEP
team convened at the District Affiliated Charter School shall have the authority to make
offers of a FAPE and decisions regarding the staffing and methodology used to provide
special education and related services at the District Affiliated Charter School pursuant to an
IEP.
e. Least Restrictive Environment
Page 43 of 117
The District Affiliated Charter School will support movement of students with disabilities
into less restrictive environments and increase interactions of students with disabilities with
non-disabled students. The District Affiliated Charter School 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 District Affiliated Charter School.
Assessment and standardized testing procedures shall be implemented, including guidelines
for modifications and adaptations, to monitor student progress.
f. Staffing Requirements
The District Affiliated Charter School shall participate in available appropriate District
trainings to support access by students with disabilities to the general education classroom,
general education curriculum, integration of instructional strategies and curriculum
adaptations to address the diverse learner, and interaction with non-disabled peers.
The District Affiliated Charter School will maintain responsibility for monitoring progress
towards meeting specified IEP goals. The District Affiliated Charter School will assess,
develop, and implement Individual Transition Plans to help students with disabilities
transition to adult living in accordance with District policies and procedures.
g. Student Discipline/Inclusion
The District Affiliated Charter School will ensure that it makes the necessary adjustments to
comply with the mandates of state and federal laws, including the IDEA regarding discipline
of students with disabilities. Discipline procedures will include positive behavioral
interventions and the District’s Discipline Foundation Policy. Prior to recommending
expulsion and/or prior to the eleventh day of cumulative suspension for a student with
disabilities, the District Affiliated Charter School will convene a manifestation
determination IEP set forth in the District’s Policies and Procedures Manual. The District
Affiliated Charter School will collect data pertaining to the number of special education
students suspended or expelled.
The Charter is committed to achieving population balance that includes students with
disabilities. The Charter will conduct outreach activities to attract and enroll a range of mild
to severe special education students that is diverse and comparable with resident schools
with similar demographics. The District Affiliated Charter School’s outreach efforts should
be geared toward aligning with the District-wide average. The District Affiliated Charter
School may not refuse to admit a student based on special education eligibility, needs or
services identified in the student’s IEP. The District will make available to the District
Affiliated Charter School MCD reports indicating range of services and number of students
served at individual District affiliated charter schools.
2. Procedural Safeguards/Due Process Hearings
The District may invoke dispute resolution provisions set out in the charter petition, initiate due
process hearings, and/or utilize other procedures applicable to the District Affiliated Charter School
Page 44 of 117
if the District determines that such action is legally necessary to ensure compliance with federal and
state special education laws and regulations or the Modified Consent Decree.
In the event that a parent or guardian of a student attending the District Affiliated Charter School
initiates due process proceedings, both the District Affiliated Charter School and the District will be
named as respondents. Whenever possible, the District and the District Affiliated Charter School
shall work together in an attempt to resolve the matter at an early stage (informal settlement or
mediation).
3. Complaints
The District will investigate and respond to all special education complaints the District receives
pertaining to the District Affiliated Charter School including the District’s Uniform Complaint
Procedures, Office for Civil Rights and California Department of Education Special Education
Compliance. The District Affiliated Charter School will cooperate with the District in any such
investigations and provide the District with any and all documentation that is needed to respond to
complaints.
4. Funding of Special Education
The District Affiliated Charter School will adhere to all District policies and procedures regarding
special education and special education funding, as they may be amended from time to time. The
District shall retain all state and federal special education funding for District Affiliated Charter
School students which is allocated to the SELPA. The District shall be responsible for providing all
appropriate special education and related services in accordance with all applicable state and federal
laws.
5. District Responsibilities Relating to District Affiliated Charter School Special Education
Program
As long as charter schools operate as public schools within the District, the District shall provide
information to the school regarding District special education decisions, policies, and procedures to
the same extent as they are provided to other schools within the District.
To the extent that the District provides training opportunities and/or information regarding special
education to other school site staff, such opportunities and/or information shall be made available to
District Affiliated Charter School staff as well.
*Modified Consent Decree Requirements
All District affiliated charter schools chartered by the Los Angeles Unified School District
(“LAUSD or the District”) Governing Board are bound by and must adhere to the terms, conditions
and requirements of the Chanda Smith Modified Consent Decree (“MCD”) and other court orders
imposed upon District pertaining to special education. The MCD is a consent decree entered in a
federal court class action lawsuit initially brought on behalf of students with disabilities in LAUSD.
It is an agreement of the parties approved by the federal court and monitored by a court-appointed
Page 45 of 117
independent monitor. The MCD includes nineteen statically measurable outcomes and facilities
obligations that the District has to achieve to disengage from the MCD and federal court oversight.
All District affiliated charter schools are required to use the current version of the District’s Special
Education Policies and Procedures Manual and Welligent, the District-wide web-based software
system used for online IEPs and tracking of related services provided to students during the course
of their education.
As part of fulfilling the District’s obligations under the Modified Consent Decree, data requests
from any schools that are not connected to the District’s current Student Information Systems
(“SIS”) are made on a regular basis. The requested data must be submitted in the Office of the
Independent Monitor’s required format and are as follows:
# The Charter School Suspension/Expulsion Report, due monthly throughout the
school year.
# Paper SESAC Report and Welligent Student Listing Verification, due monthly
throughout the school year.
# CBEDS, which is due at the end of October of Each School Year.
# All Students Enrolled December 1 of Each School Year, due at the end of December
every school year.
# Graduation Status of 12
th
Grade Students Enrolled on December 1, due at the end of
June every school year.
The MCD requires all District authorized schools, including District affiliated charter schools, to
implement the District’s integrated student information system which is referred to as My Integrated
Student Information System (MiSiS). MiSiS is a suite of applications which is designed to capture
all District student data. All District affiliated charter schools are required to utilize MiSiS. Upon
full utilization of MiSiS, the list of required data above will automatically be captured within
MiSiS.
Students in Other Subgroups
In order to promote academic success and student achievement for our homeless or foster youth,
Dixie Canyon will provide supports and resources in the same manner as mentioned above based on
the student’s individual educational and social-emotional needs. Students will be closely monitored
to ensure academic and social emotional growth. Services and materials will be provided as
applicable including tutoring, counseling, and necessary school supplies. A staff member is
designated to be the Homeless Education Program coordinator to implement the District’s
Homeless Education Program, which helps to serve families in transition by providing advocacy
and referral services as needed. Our PSA Counselor monitors student needs and maintains contact
with parents to assure student receives services and has regular attendance.
A Foster Youth Achievement point person will be designated at Dixie Canyon to enhance
educational opportunities and outcomes for our students living in foster care. Our school’s point
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person will work with the District’s Foster Youth coordinator to work with community agencies and
social workers to insure the success of our foster youth students.
Students with disabilities receive small group focused instruction to address their individual IEP
goals. Second grade students scoring 23% on EOY DIBELS receive targeted teacher intervention
through progress monitoring and weekly instruction in phonological strategies as well as review of
test components so students are familiar with what is expected before each assessment.
Source: School Report Card
RD
-5
TH
GRADERS MEETING OR EXCEEDING STANDARDS IN ELA ON THE SBAC
2014-15
2015-16
LAUSD AVERAGE 2015-16
STUDENTS WITH
DISABILITIES
26%
12%
8%
Source: School Report Card
3
RD
-5
TH
GRADERS MEETING OR EXCEEDING STANDARDS IN MATH ON THE SBAC
2014-15
2015-16
LAUSD AVERAGE 2015-16
STUDENTS WITH
DISABILITIES
22%
15%
8%
Source: School Report Card
Source: CDE Data Quest
Source: School Report Card
2016 EP1 MARKS: STUDENTS WITH DISABILITIES
Grade
# of 4s
# of 3s
# of 2s
# of 1s
% 4s
% 3s
% 2s
% of
1s
Total
Marks
TRANSITIONAL
KINDERGARTEN
1
17
12
0
3.3%
56.7%
40.0%
0.0%
30
KINDERGARTEN
3
35
15
1
5.6%
64.8%
27.8%
1.9%
54
FIRST GRADE
7
68
29
6
6.4%
61.8%
26.4%
5.5%
110
SECOND GRADE
1
28
34
0
1.6%
44.4%
54.0%
0.0%
63
THIRD GRADE
4
71
25
0
4.0%
71.0%
25.0%
0.0%
100
FOURTH GRADE
2
48
28
0
2.6%
61.5%
35.9%
0.0%
78
STUDENTS WITH DISABILITIES PARTICIPATING IN GENERAL EDUCATION 80% OF DAY
2013-14
2014-15
2015-16
100%
91%
95%
STUDENTS WITH DISABILITIES BELOW GRADE LEVEL: CST & SBAC
2011-12 CST
2012-13 CST
2013-14
CST
2014-15 SBAC
2015-16 SBAC
Mathematics
Not Reported
45% (2
ND
Grade)
N/A
22%
9%
ELA
Not Reported
36% (2
ND
Grade)
N/A
26%
5%
2
ND
GRADERS MEETING BENCHMARKS ON EOY DIBELS
2014-15
2015-16
LAUSD AVERAGE 2015-16
STUDENTS WITH
DISABILITIES
Not Reported
23%
30%
Page 47 of 117
FIFTH GRADE
0
50
63
1
0.0%
43.9%
55.3%
0.9%
114
ALL GRADE
LEVELS
18
317
206
8
3.3%
57.7%
37.5%
1.5%
549
“A TYPICAL DAY”
Dixie Canyon opened its doors seventy years ago as a neighborhood elementary school in a sleepy
suburb of Los Angeles. The community has changed significantly, growing exponentially as has
the student population. Over the years, while the student population has doubled, the school
remains a vibrant part of this community
Visitors to Dixie Canyon are greeted in a bright, cheerful office by a friendly and knowledgeable
staff, offering help and answering questions. The office is always a busy place, servicing staff,
community and students.
Moving on, visitors find that our heavily utilized urban campus boasts beautiful murals and many
student gardens and plantings, thanks to the efforts of staff and community volunteers. Based upon
increased enrollment, kindergarten yard space was increased by at least one-third and includes a
popular apparatus area. Our kindergarten yard is not only used during recess and lunch by our TK
and K students, but also by our special needs Pre-K students.
Our small, and well used play yard features a larger apparatus area, handball courts, basketball
hoops and a large turf area where students play soccer, football and gymnastics. There is also an
outdoors stage used for assemblies, creative play and used for classroom instruction. Students
enjoy learning from our full-time, credentialed PE coach who teaches the health and fitness skills
needed. The coach and yard assistants coordinate recess and lunchtime activities, so that all
students can find something enjoyable to do, whether it is an organized game of soccer, an
intramural basketball tournament organized by our Coach or hula-hoop or jump rope activities.
Teachers volunteer to facilitate lunch and after school activities such as book clubs, photography
and character building clubs.
Among the many beautiful murals, visitors will find a wall featuring the Six Pillars of Character.
Step inside to our Wonder of Reading library where students may be seen sitting at tables or on the
story steps of the amphitheater reading quietly with small groups of friends or working together
completing research in the nonfiction section or listening to a story read by our talented library aide.
Around the corner is the “state-of-the-art” computer lab, complete with 36 computers, printers, a 3-
D printer, and a credentialed teacher. In this lab, the classroom teacher and tech teacher work
together to help the students understand the use of current technology and its real-world
applications. Skills acquired in the computer lab are practiced and applied not only in the classroom,
but also at home.
Further down the hall, one encounters a beautifully decorated building dedicated to Art and Science.
Our full-time art expert works with classroom teachers to teach visual arts standards, instill art
appreciation and spark creativity in all our students. Our beautifully appointed Science lab is
manned by a teacher assistant who works with classroom teachers to provide a safe environment for
hands-on scientific inquiry using the Next Generation of Science Standards. Thanks, in part, to our
commitment to science and the arts, we have been selected as STEAM pilot program school.
Page 48 of 117
There is never a time of day when our maintenance staff is idle. They can be seen throughout
campus making sure that all facilities are working and all beautification is in check. Even with their
busy schedules, they are always willing to stop what they are doing to help a teacher, student, or
parent in need of assistance or simply offer a friendly greeting. School pride and commitment is
evident in all stakeholders as members of our school.
A visitor to any classroom will see students actively engaged in learning. In every classroom,
students participate in a variety of learning groups. Teacher assistants, under the direction of the
classroom teacher, are seen reinforcing instruction and promoting student learning daily. Students
are engaged in rigorous, Common Core Content Standards-based instruction with teachers who
explicitly define, articulate, and facilitate learning experiences, which equip students in meeting and
exceeding those standards. descriptive criteria, rubrics, and models of work that illustrate these
standards are displayed in each classroom. Technology access is integrated into instruction with
computer-generated projects. All teachers have access to Chrome book or iPad carts which students
use to enhance classroom learning. Students participate in evaluating their own work, the work of
their peers, and in setting learning goals for themselves. The curriculum encourages students to gain
a deep conceptual understanding of topics and concepts while maintaining a high level of
engagement through the learning process. Intervention is provided for at risk students by a resource
teacher in a small group setting to provide students with additional support to help them grasp
concepts to meet grade level standards. Students in every classroom participate in our arts,
technology, PE and Science lab activities.
Once the school bell signals the end of the school day, learning does not end at Dixie Canyon.
Visitors after 2:38 will find students engaged in a variety of worthwhile activities. Students can be
found in the library reading or completing homework. Many can be found taking after-school
classes where they participate in dramatic productions, create original works of art, participate in
photography instruction or learn to cook. Students might be found working in a small group with a
teacher, obtaining extra support in math, reading, or writing. They may be on the yard participating
in an organized game of flag football with the after-school coach. Some students will be helping
classroom teachers organize materials for the next day. Teachers remain long after the final bell.
Groups of teachers will be found in various classrooms planning future lessons together.
After campus is officially closed for the evening, the education and activities continue. Parent
courses, PTA meetings and Charter and Charter Governance meetings are held at alternating times
to give working parents access to our school. Throughout the year, parents organize fun activities
for students including movie nights, dances and assemblies.
Everything offered at Dixie Canyon is in the effort of creating an atmosphere where the school is
the focal point of a student’s childhood and of a family’s elementary school memories. We want all
students to feel a sense of belonging and purpose within their school community. Our hope is that
we may guide children to a lifetime love of education and of learning long after they have left Dixie
Canyon.
Page 49 of 117
ELEMENT 2 – MEASURABLE PUPIL OUTCOMES, AND
ELEMENT 3 – METHOD BY WHICH PUPIL PROGRESS TOWARD
OUTCOMES WILL BE MEASURED
“The measurable pupil outcomes identified for use by the charter school. “Pupil outcomes,” for purposes of this
part, means the extent to which all pupils of the school demonstrate that they have attained the skills, knowledge, and
attitudes specified as goals in the school’s educational program. Pupil outcomes shall include outcomes that address
increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school,
as that term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of Section 47607. The pupil outcomes
shall align with the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels
served, or the nature of the program operated, by the charter school.” (Ed. Code § 47605(b)(5)(B).)
“The method by which pupil progress in meeting those pupil outcomes is to be measured. To the extent practicable,
the method for measuring pupil outcomes for state priorities shall be consistent with the way information is reported
on a school accountability report card.” (Ed. Code § 47605(b)(5)(C).)
STANDARDIZED TESTING
. Charter School agrees to comply with and adhere to state requirements for participation and
administration of all state mandated tests, including computer-based assessments. As a District
affiliated charter school, Charter School shall test with the District and adhere to District testing
calendars and procedures for all state mandated assessments. Charter School shall submit and
maintain up-to-date and accurate California Longitudinal Pupil Achievement Data System
(CALPADS) data in accordance with District policies and procedures and the requirements of
California Code of Regulations, title 5, section 861. Charter School shall submit and maintain up-to-
date and accurate school and student data in MiSiS and other data systems used or required by the
District.
MEASURABLE GOALS OF THE EDUCATIONAL PROGRAM
. Charter School shall meet all statewide content and performance standards and targets. (Ed.
Code §§47605(c)(1), 60605.)
Charter School shall work toward meeting all applicable District goals, including but not limited to
the school and student outcome goals set forth in the LAUSD’s Local Control and Accountability
Plan (LCAP), as it may be amended, updated, and/or replaced by the District, throughout the term
of the Charter.
Charter School shall comply with all applicable laws, regulations, and District policies and
procedures related to AB 97 (Local Control Funding Formula), as they may be amended from time
to time, including all requirements pertaining to pupil outcomes.
Page 50 of 117
API
3-YEAR ACADEMIC PERFORMANCE INDEX (API)
Number of
Students
Included
in 2011
Growth API
2011
Growth
API
Number
of
Students
Included
in 2012
Growth
API
2012
Growth
API
Number
of
Students
Included
in 2013
Growth
API
2013
Growth
API
Non-
Weighted
3-Year
Average
API*
Weighted
3-Year
Average
API*
School-wide
341
893
396
892
408
906
897
897
Black or African
American
48
866
47
875
43
912
884
883
American Indian or
Alaska Native
1
1
0
Asian
10
18
950
21
957
Filipino
0
6
4
Hispanic or Latino
58
885
78
832
75
853
857
854
Native Hawaiian or
Pacific Islander
0
1
4
White
224
900
245
909
261
916
908
909
Two or More Races
0
0
0
Socioeconomically
Disadvantaged
93
860
100
837
100
843
847
846
English Learners
43
832
52
807
62
824
821
821
Students with
Disabilities
33
745
35
748
35
741
745
745
2012 Base API
2013 Growth API
Growth in the API from 2012 to 2013
892
906
14
CDE 2016 Accountability Transition Report
Participation Rate: 95% Goal in ELA and Math
2015-16 SBAC PARTICIPATION RATE: 95% GOAL IN ELA AND MATH
ELA
Enrollment
ELA Number
of Students
Tested
ELA Rate
Math
Enrollment
Math
Number
of
Students
Tested
Math Rate
School-wide
328
321
98%
328
321
98%
Black or African
American
25
24
96%
25
24
96%
American Indian or
Alaska Native
--
--
--
--
--
--
Asian
24
23
96%
24
23
96%
Filipino
4
4
100%
4
4
100%
Hispanic or Latino
52
52
100%
52
52
100%
Page 51 of 117
2015-16 SBAC PARTICIPATION RATE: 95% GOAL IN ELA AND MATH
ELA
Enrollment
ELA Number
of Students
Tested
ELA Rate
Math
Enrollment
Math
Number
of
Students
Tested
Math Rate
Native Hawaiian or
Pacific Islander
1
1
100%
1
1
100%
White
209
206
99%
209
206
99%
Two or More Races
11
10
91%
11
10
91%
Socioeconomically
Disadvantaged
92
92
100%
92
92
100%
English Learners
49
49
100%
49
49
100%
Students with
Disabilities
30
28
94%
30
28
94%
The staff at Dixie Canyon believes that high and clear expectations, a consistent curriculum that
builds from year to year, opportunities for teachers to plan together, reflect, and study lessons, on-
going professional development, and parent/home connections make for a strong educational
program. By embracing the key components above, we are able to ensure a strong educational
foundation for all our students and achieve the following desired outcomes as measured by
summative and formative measures:
M
EASURING PUPIL OUTCOMES:
SUMMATIVE ASSESSMENT PERFORMANCE TARGETS
Dixie Canyon will participate in the Smarter Balanced Assessments as the state’s standardized
summative assessments. We will also participate in the California State Test for Science for fifth
graders and the annual California English Language Development Test (CELDT) testing, English
Language Proficiency Assessment for California (ELPAC) testing, assessment for all our EL
students. Through these assessments, we receive individual student data that holds us accountable
and information regarding a common measure of student performance as well as areas of needed
improvement. Having student data that measures students to the attainment of the CCS and gives
comparative data to other students nationally gives teachers and the administration important data in
which to base instructional decisions.
Dixie Canyon will utilize standardized summative assessments which include, but are not limited
to: Common Core State Standards Assessment/SBAC for Grades 3rd- 5th (yearly), TRC, DIBELS,
CELDT /ELPAC) (yearly), and Science NGSS (5th grade only – yearly). These assessments give
teachers a common measure of student performance as well as an indication of what may need to be
reviewed. Teachers and administrators can make decisions regarding instructional programming
based on how a student performs in relation to other grade-level students who take the same test(s).
Over the course of our Charter we have gleaned much from the summative assessments/CST data
and have set goals for our future Charter term.
Measurable Goals (Smarter Balanced Assessment Consortium & Science CST):
Page 52 of 117
• The school’s overall score will be in the top 10% or higher in the district and subgroups will
exceed the benchmark score.
• 71% or more of students will achieve Standards Met or Exceeded in ELA/Literacy
• 65% or more of all students will achieve Standards Met or Exceeded in Math
• 22% of English Learners acquiring English Proficiency (AMAO1- CELDT Annual Growth or
ELPAC) will grow by 1% each year of the Charter term.
• 73% of students will have 96% or higher attendance.
California Standards Tests 2011-2015
California Standards Tests ELA 2011-2013
ELA CST 2-Year Comparative School-wide
# of Students 2011-
2012
% of Students
2011-2012
# of Students 2012-
2013
% of Students
2012-2013
Proficient and Adv
309
76.9%
319
77.2%
Advanced
189
47.0%
190
46.0%
Proficient
120
29.9%
129
31.2%
Basic
66
16.4%
73
17.7%
Below Basic
23
5.7%
12
2.9%
Far Below Basic
4
1.0%
9
2.2%
BB and FBB
27
6.7%
21
5.1%
ELA CST 2-Year Comparative by Grade
2011-2012
2012-2013
ENGLISH
LANGUAGE ARTS
(GR 2)
# Tested
112
114
# Valid Scores
112
114
Average Scaled Score
387
388
# Items
65
65
Average # Correct
50
51
Average % Correct
76.3%
78.4%
ENGLISH
LANGUAGE ARTS
(GR 3)
# Tested
106
111
# Valid Scores
106
111
Average Scaled Score
381
385
# Items
65
65
Average # Correct
51
52
Average % Correct
78.5%
79.7%
ENGLISH
LANGUAGE ARTS
(GR 4)
# Tested
96
103
# Valid Scores
96
103
Average Scaled Score
404
399
# Items
83
75
Average # Correct
63
57
Page 53 of 117
Average % Correct
75.8%
75.8%
ENGLISH
LANGUAGE ARTS
(GR 5)
# Tested
88
85
# Valid Scores
88
85
Average Scaled Score
392
394
# Items
75
75
Average # Correct
59
60
Average % Correct
78.1%
79.6%
Writing CST 2-Year Comparative by Grade
# of Students 2012-13
% of Students 2012-2013
Proficient and Adv
78
75.7%
Advanced
16
15.5%
Proficient
62
60.2%
Basic
20
19.4%
Below Basic
1
1.0%
Far Below Basic
0
0.0%
BB and FBB
1
1.0%
California Standards Tests MATH 2011-2013
MATH CST 2-Year Comparative School-wide
# of Students
2011-2012
% of Students
2011-2012
# of Students
2012-2013
% of Students
2012-2013
Proficient and
Adv
306
75.7%
337
80.8%
Advanced
180
44.6%
230
55.2%
Proficient
126
31.2%
107
25.7%
Basic
61
15.1%
46
11.0%
Below Basic
34
8.4%
31
7.4%
Far Below Basic
3
0.7%
3
0.7%
BB and FBB
37
9.2%
34
8.2%
MATH CST 2-Year Comparative by Grade
2011-2012
2012-2013
MATHEMATICS (GRADE 2)
# Tested
112
114
# Valid Scores
112
114
Average Scaled
Score
376
405
# Items
65
65
Average #
Correct
49
53
Page 54 of 117
Average %
Correct
76.1%
81.9%
MATHEMATICS (GRADE 3)
# Tested
107
113
# Valid Scores
107
113
Average Scaled
Score
437
446
# Items
65
65
Average #
Correct
56
56
Average %
Correct
86.0%
85.4%
MATHEMATICS (GRADE 4)
# Tested
96
104
# Valid Scores
96
104
Average Scaled
Score
402
418
# Items
65
65
Average #
Correct
53
56
Average %
Correct
81.6%
85.6%
MATHEMATICS (GRADE 5)
# Tested
89
86
# Valid Scores
89
86
Average Scaled
Score
423
420
# Items
65
65
Average #
Correct
50
50
Average %
Correct
77.5%
76.7%
CST Science
CST 5-Year Comparative Grade 5 Science
# of
Students
2011-
2012
% of
Students
2011-
2012
# of
Students
2012-
2013
% of
Students
2012-
2013
# of
Students
2013-
2014
% of
Students
2013-
2014
# of
Students
2014-
2015
% of
Students
2014-
2015
# of
Students
2015-
2016
% of
Students
2015-
2016
Proficient and
Adv
68
76.4%
71
82.6%
86
88.7%
83
81.4%
81
83.5%
Advanced
46
51.7%
38
44.2%
54
55.7%
53
52.0%
48
49.5%
Proficient
22
24.7%
33
38.4%
32
33.0%
30
29.4%
33
34.0%
Basic
18
20.2%
10
11.6%
9
9.3%
15
14.7%
12
12.4%
Below Basic
0
0.0%
3
3.5%
2
2.1%
3
2.9%
4
4.1%
Far Below
Basic
3
3.4%
2
2.3%
0
0.0%
1
1.0%
0
0.0%
BB and FBB
3
3.4%
5
5.8%
2
2.1%
4
3.9%
4
4.1%
# Students
Counted
89
86
97
102
97
Page 55 of 117
2014-15 ELA SBAC SCORES
2014-15 ELA SBAC SCORES
Grade
# Not/
Nearl
y Met
Stand
ard
#
Standar
d Not
Met
#
Standar
d
Nearly
Met
#
Standar
d Met
#
Exceeds
Standar
d
#
Meets/
Exceed
s
Standar
d
% Not/
Nearly
Met
Standar
d
%
Standa
rd Not
Met
%
Standa
rd
Nearly
Met
%
Standa
rd Met
%
Exceed
s
Standa
rd
%
Meets/
Exceed
s
Standa
rd
#
Tested
THIRD
GRADE
40
17
23
26
46
72
36%
15%
21%
23%
41%
64%
112
FOURTH
GRADE
27
12
15
42
40
82
25%
11%
14%
39%
37%
75%
109
FIFTH
GRADE
24
13
11
34
44
78
24%
13%
11%
33%
43%
76%
102
Overall
91
42
49
102
130
232
28%
13%
15%
32%
40%
72%
323
2015-16 ELA SBAC SCORES
2015-16 ELA SBAC SCORES
Grade
# Not/
Nearly
Met
Standa
rd
#
Standard
Not Met
#
Standard
Nearly
Met
#
Standard
Met
#
Exceeds
Standard
# Meets/
Exceeds
Standar
d
% Not/
Nearly
Met
Standard
%
Standard
Not Met
%
Standard
Nearly
Met
%
Standard
Met
%
Exceeds
Standard
% Meets/
Exceeds
Standard
# Tested
THIRD
GRADE
41
15
26
31
47
78
41%
23%
19%
21%
37%
59%
119
FOURTH
GRADE
33
19
14
26
45
71
41%
20%
22%
24%
35%
59%
104
FIFTH
GRADE
23
8
15
36
39
75
45%
24%
21%
30%
25%
55%
98
Overall
97
42
55
93
131
224
43%
22%
20%
25%
32%
57%
321
2014-15 ELA CLAIMS
2014-15 ELA SBAC CLAIMS SCORES
CLAIM
# Below
Standard
# At or
Near
Standard
# Above
Standard
# Below
Standard
% At or
Near
Standard
% Above
Standard
# Tested
Reading
65
140
118
20%
43%
37%
323
Writing
41
145
137
13%
45%
42%
323
Speaking &
Listening
29
200
94
9%
62%
29%
323
Research/Inquiry
31
164
128
10%
51%
40%
323
2015-16 ELA CLAIMS
2015-16 ELA SBAC CLAIMS SCORES
CLAIM
# Below
Standard
# At or
Near
Standard
# Above
Standard
# Below
Standard
% At or
Near
Standard
% Above
Standard
# Tested
Reading
52
90
46
28%
48%
24%
321
Writing
35
79
74
19%
42%
39%
321
Speaking &
Listening
26
123
39
14%
65%
21%
321
Research/Inquiry
32
100
56
17%
53%
30%
321
Page 56 of 117
2014-15 MATH SBAC
2014-15 MATH SBAC SCORES
Grade
# Not/
Nearly
Met
Standa
rd
#
Standard
Not Met
#
Standard
Nearly
Met
#
Standard
Met
#
Exceeds
Standard
# Meets/
Exceeds
Standard
% Not/
Nearly
Met
Standard
%
Standard
Not Met
%
Standard
Nearly
Met
%
Standard
Met
%
Exceeds
Standard
% Meets/
Exceeds
Standard
# Tested
THIRD
GRADE
45
17
28
37
30
67
40%
15%
25%
33%
27%
60%
112
FOURTH
GRADE
38
11
27
46
25
71
35%
10%
25%
42%
23%
65%
109
FIFTH
GRADE
47
20
27
18
37
55
46%
20%
26%
18%
36%
54%
102
Overall
130
48
82
101
92
193
40%
15%
25%
31%
28%
60%
323
2015-16 MATH SBAC
2014-15 MATH CLAIMS
2014-15 MATH SBAC CLAIMS SCORES
CLAIM
# Below
Standard
# At or
Near
Standard
# Above
Standard
% Below
Standard
% At or
Near
Standard
% Above
Standard
#
Tested
Concepts &
Procedures
67
128
128
21%
40%
40%
323
Problem
Solving
65
149
109
20%
46%
34%
323
Communicating
Reasoning
50
163
110
15%
50%
34%
323
2015-16 MATH CLAIMS
2015-16 MATH SBAC CLAIMS SCORES
CLAIM
# Below
# At or
# Above
% Below
% At or
% Above
#
2015-16 MATH SBAC SCORES
Grade
# Not/
Nearly Met
Standard
# Standard
Not Met
# Standard
Nearly Met
# Standard
Met
# Exceeds
Standard
# Meets/
Exceeds
Standard
% Not/
Nearly Met
Standard
% Standard
Not Met
% Standard
Nearly Met
% Standard
Met
% Exceeds
Standard
% Meets/
Exceeds
Standard
# Tested
THIRD
GRADE
28
9
19
58
33
91
24%
8%
16%
49%
28%
76%
119
FOURTH
GRADE
46
10
36
35
23
58
44%
10%
35%
34%
22%
56%
104
FIFTH
GRADE
40
11
29
27
31
58
41%
11%
30%
28%
32%
59%
98
Overall
114
30
84
120
87
207
36%
9%
26%
37%
27%
64%
321
Page 57 of 117
Standard
Near
Standard
Standard
Standard
Near
Standard
Standard
Tested
Concepts &
Procedures
62
130
129
19%
40%
40%
321
Problem
Solving
48
159
114
15%
50%
36%
321
Communicating
Reasoning
48
159
114
15%
50%
36%
321
MEASURING PUPIL PROGRESS TOWARD OUTCOMES: FORMATIVE ASSESSMENT
As a District affiliated charter school, Charter School shall meet or exceed the District standards
and guidelines for implementing diagnostic, screening, periodic and/or benchmark assessments.
Charter School shall be responsible to pay all costs related to the implementation of any alternate
and/or replacement diagnostic, screening, periodic and/or benchmark assessments.
Dixie Canyon will utilize standardized formative assessments which include, but are not limited to:
DIBELS Reading Assessments (every 6-8 weeks), CA Treasures Assessments (weekly and per
unit), and District Interim Assessments for ELA and Math (2-3 times in a school year), and Smarter
Balanced Interim Assessment Blocks (multiple times in a school year).
In addition, Dixie Canyon will utilize authentic formative assessments. Authentic formative
assessments are ongoing and can better evaluate the student over time and in a variety of settings.
Authentic assessments may include, but are not limited to: portfolios of significant work, journals,
in and out-of-class work samples, homework, teacher-created tests, teacher observations, checklists,
rubrics, anecdotal records, publisher-provided criterion referenced tests, and projects. These types
of assessments allow for meaningful application of essential knowledge and skills and provide a
wealth of data for teachers to evaluate student improvement, performance, and achievement. Dixie
Canyon believes that formative assessments are ongoing and afford teachers an opportunity to
develop daily lessons that meet the needs of all students based on their strengths and weaknesses.
We are committed to ensuring that each student reaches his or her proficiency level in the areas of
language arts and mathematics.
We use a variety of assessment tools in order to get a comprehensive representation of student
achievement. Data from these different assessments is collected and studied by teachers
independently and at bi-weekly or monthly grade-level collaboration meetings. Additionally, the
administration examines and discusses data and plans how to utilize it on an ongoing basis
throughout the year with teachers.
In conjunction with standardized and authentic assessments, teachers will also use daily informal
assessments from observations, weekly quizzes and tests, class work, and project-based learning
assignments to help identify immediate areas of concern and to guide instruction.
DATA ANALYSIS AND REPORTING
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Dixie Canyon values data based decision making to optimize its approach to meeting the needs of
all students, to monitor the school’s overall progress, and to establish future goals and interventions.
Specific examples of this include:
• Data from combined assessments continuously evaluated by teachers and administration, as it
becomes available, in order to meet each student’s and class’s educational needs
o Data is also used to identify and prioritize professional development priorities
o School-wide data is also shared in a public forum at monthly Governance Council
meetings, when it’s available, in order to discuss upcoming program development and
education intervention priorities
• District assessment results and authentic assessment results are communicated to parents (by
teaching staff) throughout the school year
GRADING, PROGRESS REPORTING, AND PROMOTION/RETENTION
As a District affiliated charter school, Charter School shall adhere to and implement District
policies and procedures regarding grading, progress reporting, and promotion/retention.
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ELEMENT 4 – GOVERNANCE
“The governance structure of the charter school, including, but not limited to, the process to be followed by the
charter school to ensure parental involvement.” (Ed. Code § 47605(b)(5)(D).)
GENERAL PROVISIONS
As a District affiliated charter school, Charter School is subject to the governance and
control of the LAUSD Board of Education. Governance at the school site level shall be in
accordance with the provisions of this Charter and shall be consistent with all applicable
state, federal laws and regulations, District policies, and the provisions of LAUSD collective
bargaining agreements (CBAs). Adoption of any governance structure or model in conflict
with the above shall be null and void unless the appropriate parties have agreed to a
waiver or exemption. Absent agreed upon waivers between the District and UTLA, Charter
School shall adhere to the requirements of Article XXVII of the LAUSD-UTLA CBA, as it
may be amended from time to time, including but not limited to provisions related to Local
School Leadership Council composition and responsibilities, and provisions regarding
councils and committees (e.g., Title I School Site Councils).
Charter School shall adhere to and implement all applicable District policies and
procedures for compliance with California open meetings laws (i.e., the Brown Act and the
Greene Act, as applicable) and the California Public Records Act.
All staff and representatives of Charter School, including members of Charter School’s
local governing council, members of school committees and other councils, and school
administrators, shall comply with federal and state laws, nonprofit integrity standards, and
LAUSD’s charter school policies, regarding ethics and conflicts of interest.
Charter School shall ensure that, at all times throughout the term of the Charter, the
bylaws of its local governing council are and remain consistent with applicable laws,
District policy, the provisions of LAUSD collective bargaining agreements (CBAs), any
applicable District-UTLA waiver(s), and the provisions of this Charter.
The District reserves the right to appoint a non-voting single representative to Charter
School’s local governing council.
LEGAL AND POLICY COMPLIANCE
As a District affiliated charter school, Charter School shall comply with all applicable
federal and state laws and regulations, and District policies and procedures, as they may
change from time to time.
In coordination and consultation with the District, Charter School shall comply with all
applicable federal and state reporting requirements, including but not limited to the
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requirements of CBEDS, CALPADS, the Public Schools Accountability Act of 1999, and
Education Code section 47604.33.
Charter School shall notify parents, guardians, and staff in writing within 72 hours of the
issuance of a Notice of Violation, Notice of Intent to Revoke, Final Decision to Revoke,
Notice of Non-Renewal, or equivalent notice, by the LAUSD Board of Education.
TITLE IX, SECTION 504, AND UNIFORM COMPLAINT PROCEDURES
As a District affiliated charter school, Charter School shall comply with and implement all
District policies and procedures related to its responsibilities under Title IX of the Education
Amendments of 1972 (Title IX), Section 504 of the Rehabilitation Act of 1973 (“Section
504”), and the District’s Uniform Complaint Procedures.
As a District affiliated charter school, Charter School shall adhere to all applicable federal
and state laws and regulations, and District policies and procedures, regarding pupil fees,
including but not limited to procedures related to complaints filed pursuant to Education
Code section 49013.
Charter School shall comply with the requirements of Education Code section 52075 and
District policies and procedures regarding the filing of complaints related to certain
provisions of the Local Control Funding Formula legislation.
RESPONDING TO INQUIRIES
Charter School shall promptly respond to all District inquiries, including but not limited to
inquiries regarding financial records, and shall cooperate with the District regarding any
inquiries. Charter School acknowledges that it is subject to audit by LAUSD, including,
without limitation, audit by the District Office of the Inspector General.
If an allegation or other evidence of waste, fraud, abuse, or other material violation of law
related to Charter School’s operations, or breach of the Charter, is received or discovered
by the District, Charter School shall cooperate with any resulting inquiry and/or
investigation undertaken by the District and/or the Office of the Inspector General
Investigations Unit.
NOTIFICATION OF THE DISTRICT
Charter School shall provide the appropriate Local District and the Charter Schools
Division with copies of all collective bargaining waivers and/or exemptions within 10 days
of the execution date of the waiver/exemption.
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Charter School shall notify the appropriate Local District and the Charter Schools Division
in writing of any citations or notices of workplace hazards, investigations by outside
regulatory or investigative agencies, lawsuits, or other formal complaints or notices, within
one week of receipt of such notices by Charter School. Charter School shall also notify the
appropriate Local District in writing of any internal investigations within one week of
commencing investigation. Charter School shall notify the appropriate District office(s) and
Local District immediately of any dire emergency or serious threat to the health and safety
of students or staff.
STUDENT RECORDS
Charter School shall comply with and implement all District policies and procedures related
to the creation, use, maintenance, storage, and transfer of student records.
When a student transfers for any reason from Charter School to any other school district,
Charter School shall notify the superintendent of the school district of the student’s last
known address within 30 days, and shall, within 10 school days of receiving a records
request, provide that school district with a copy of the student’s cumulative record,
including a transcript of grades or report card and health information. Charter School shall
comply with the requirements of California Code of Regulations, title 5, section 3024,
regarding the transfer of student special education records.
PARENT ENGAGEMENT
Charter School shall not require a parent or legal guardian of a prospective or enrolled
student to perform volunteer service hours, or make payment of fees or other monies,
goods, or services in lieu of performing volunteer service, as a condition of his/her child’s
admission, continued enrollment, attendance, or participation in the school’s educational
activities, or otherwise discriminate against a student in any manner because his/her
parent cannot, has not, or will not provide volunteer service to Charter School.
STAKEHOLDER INVOLVEMENT
Parents play a very active role in our school, and their involvement is the key to the success of
Dixie Canyon. The collaboration between parents and educators enables us to provide the best, most
enriched education possible. While parents are, and continue to be, involved in all levels of
decision-making at Dixie Canyon, their primary role will be to help to fulfill our goal of an enriched
educational experience for all children.
Involvement in the school councils, and its various advisory Standing and Ad Hoc Committees will
provide for direct parent and teacher involvement in the ongoing process of reviewing and revising
the school’s educational program. The Ad Hoc committees meet as the specific issues arise
throughout the school year, including but not limited to, interviewing for open positions, monitoring
Charter Governance election process, and reviewing the bylaws. c This collaboration among
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teachers and parents enables our school to continue to meet the unique and changing needs of Dixie
Canyon’s students.
In addition to having a voice on the school councils, all parents are given the opportunity to
participate and be involved in their child’s education. Our Welcome Packet given to each student at
the beginning of the school year outlines the various volunteer opportunities throughout the year.
These opportunities include events and communications such as informative Coffees twice
annually, Back-to-School Night, Open House, Curriculum Nights for ELA and Math,
Parent/Teacher Surveys, Parent/Teacher Conferences, parent participation in the classrooms,
campus beautification, parent education seminars, community-building events and the weekly
newsletter. Dixie Canyon announces these opportunities in its weekly email blasts, via the school
website, and by automated phone calls (Blackboard Connect).
Parents will have various opportunities to be involved in the school community, such as classroom
activities and events on campus, PTA meetings, and parent education evenings. In addition, parents
are strongly encouraged to contribute volunteer time to the Charter School. A comprehensive list of
volunteer opportunities is shared with the parents at the beginning of each school year. The
opportunities include, but are not limited to the following: volunteering in the classroom/school
(including at-home assistance); tutoring, attending parent-teacher conferences; attendance at charter
school board meetings; participation in the planning of, or attendance at, Academic/Arts Events; or
other activities.
Dixie Canyon has created a collaborative effort to develop the LCAP to fully address the needs of
the community through various stakeholders. Administration and teachers work together to develop
intervention programs based on academic data collected to identify the needs of the student
population. Within budget and curriculum committees, administration, staff and parents work
together to allocate funds to implement appropriate programs. Parents are given a voice within
various contexts, particularly the charter governance committee. Students can provide input for
allocation of budget based on Student council made student surveys. The student population can
contribute opinions on what types of programs would benefit them to create a positive learning
environment.
All stakeholders are given opportunities to plan for the LCAP annual updates. Five annual Charter
Committees’ meetings are held to discuss with, parents, teachers, staff, and administrators, student
needs as well as school infrastructure needs. Students are surveyed annually for suggestions to
improve the school and their educational experience with the annual survey conducted by the school
district. The annual survey is reviewed for possible needs and is addressed with the Charter
Governance Council. The Charter Governance Council meets nine times throughout the year to
review and decide pending Charter Governance Committees’ suggestions and give input to any
mandated documents. The Charter Governance Council also implements the recommendations
given by the English Learner Advisory Council. All agendas will reflect discussion of the LCAP,
ELAC Recommendations, annual surveys and budget development.
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FEDERAL PROGRAM COMPLIANCE
As a District affiliated charter school, Charter School shall comply with and implement all
applicable District policies and procedures related to the Elementary and Secondary
Education Act (ESEA, also known as Every Student Succeeds Act (ESSA)) and other
applicable federal programs.
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ELEMENT 5 – EMPLOYEE QUALIFICATIONS
“The qualifications to be met by individuals to be employed by the charter school.” (Ed. Code § 47605(b)(5)(E).)
EQUAL EMPLOYMENT OPPORTUNITY
Charter School acknowledges and agrees that all persons are entitled to equal
employment opportunity. Charter School shall not discriminate against applicants or
employees on the basis of race, color, religion, sex, gender, gender expression, gender
identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital
status, physical disability, mental disability, medical condition, genetic information, military
and veteran status, or any other characteristic protected by California or federal law. Equal
employment opportunity shall be extended to all aspects of the employer-employee
relationship, including but not limited to recruitment, selection, hiring, upgrading, training,
promotion, transfer, discipline, layoff, recall, and dismissal from employment.
STAFFING
Charter School shall comply with and implement all applicable state and federal laws and
regulations, District policies, and LAUSD collective bargaining agreements (subject to any
applicable waiver or exemption validly and timely executed by the appropriate parties)
related to staffing, credentialing, and assignments.
Charter School shall be subject to all District decisions regarding reduction in force,
mandated furloughs, layoffs, and any other District decisions related to salaries,
classifications, qualifications, and assignments. Unless the District has assigned all
employees in a classification to a specific basis, Charter School will have autonomy in
assigning positions to specific working bases.
Selection of the principal shall remain the purview of the LAUSD Superintendent.
CERTIFICATED PERSONNEL
Charter School shall comply with federal and state laws and regulations, District policies
and procedures, and applicable collective bargaining agreements in the selection and
class assignment of certificated staff. Charter School will have the autonomy to interview
and select teachers and school-funded support staff from District-approved lists of eligible
candidates as determined by the LAUSD Human Resources Division, which may be
limited to Priority Placement Lists (displaced teachers) and Rehire Lists depending on
current hiring conditions in each subject area. While every effort will be made to avoid
assigning any certificated employee to any Charter School campus, the District retains the
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right to make such assignments in cases in which no other alternative is available (e.g., in
order to provide reasonable accommodation in compliance with the Americans with
Disabilities Act).
CLASSIFIED PERSONNEL
Charter School shall comply with applicable federal and state laws and regulations,
including but not limited to the merit system provisions of the Education Code, Personnel
Commission Rules, and applicable collective bargaining agreements in the selection and
assignment of classified staff. Unless valid reemployment lists exist, Charter School will
have the autonomy, when selecting classified employees for regular assignment, to select
from the top three eligible candidates on current valid eligibility lists promulgated by the
Personnel Commission. When valid reemployment lists exist, every effort will be made to
avoid assigning classified staff to Charter School; however, the Personnel Commission
retains the right to make such assignments in cases in which no alternative is available
(e.g., as a result of reductions-in-force or reasonable accommodations in compliance with
the Americans with Disabilities Act.)
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ELEMENT 6 – HEALTH AND SAFETY PROCEDURES
“The procedures that the charter school will follow to ensure the health and safety of pupils and staff. These
procedures shall include the requirement that each employee of the charter school furnish it with a criminal record
summary as described in Section 44237.” (Ed. Code § 47605(b)(5)(F).)
GENERAL PROVISIONS
Charter School shall comply with all federal, state, county, and city laws and regulations,
and District policies and procedures, related to health, safety, and emergency
preparedness, as they may be changed from time. Charter School shall comply with and
implement all District policies and procedures related to protecting the health and safety of
students and staff, including but not limited to policies and procedures related to child
abuse and neglect reporting and awareness training, and allegations of employee–to-
student sexual abuse.
HEALTH, SAFETY AND EMERGENCY PREPAREDNESS PLAN
As a District affiliated charter school, Charter School shall comply with and implement all
District policies and procedures related to health, safety, and emergency preparedness,
including but not limited to the required creation, maintenance, and implementation of a
Safe School Plan. Charter School shall ensure that its staff receives annual training on
Charter School’s health, safety, and emergency procedures, and shall maintain a calendar
for, and conduct, emergency response drills for students and staff in accordance with
District policies and procedures.
Charter School shall periodically review, and modify as necessary, its Health, Safety and
Emergency Preparedness Plan (Safe School Plan), and keep it readily available for use
and review upon District request.
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)
Charter School, including its administrators, other staff, and representatives, shall comply
with the Family Educational Rights and Privacy Act (FERPA) and Education Code section
49060 et seq. at all times.
CRIMINAL BACKGROUND CLEARANCES AND FINGERPRINTING
As a District affiliated charter school, in order to protect and promote the health and safety
of students and staff, Charter School, including its staff, contractors (vendors), and
volunteers, shall adhere to the policies and procedures of the District related to
fingerprinting and criminal background clearances.
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IMMUNIZATION AND HEALTH SCREENING REQUIREMENTS
As a District affiliated charter school, in order to guarantee the health and safety of
students and staff, Charter School shall ensure that all staff, contractors (vendors), and
volunteers adhere to the policies and procedures of the District related to tuberculosis risk
assessment, examination and clearance. Charter School shall comply with and implement
all District policies and procedures related to the immunization and health screening of its
students, including but not limited to the immunization of students as a condition of
attendance and screening for vision, hearing, and scoliosis. Charter School shall create,
use, maintain, store, transfer, and dispose of student health records in accordance with
District policies and procedures.
SAFE PLACE TO LEARN ACT
Charter School shall comply with all applicable requirements of the Safe Place to Learn
Act. Ed. Code section 234 et seq. and related District policies and procedures.
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ELEMENT 7 – MEANS TO ACHIEVE RACIAL AND ETHNIC BALANCE
“The means by which the school will achieve a racial and ethnic balance among its pupils that is reflective of the
general population residing within the territorial jurisdiction of the school district to which the charter petition is
submitted.” (Ed. Code § 47605(b)(5)(G).)
COURT-ORDERED INTEGRATION
Charter School shall comply with all requirements of the Crawford v. Board of Education, City of
Los Angeles court order and the LAUSD Integration Policy adopted and maintained, pursuant to the
Crawford court order, by the District’s Student Integration Services (collectively the “Court-ordered
Integration Program”). The Court-ordered Integration Program applies to all schools within or
chartered through LAUSD.
Charter School shall take all reasonable steps to attract and maintain a racially integrated student
body in a manner consistent with the Court-ordered Integration Program, applicable law, and
District policy. Any provision of Integration Program resources to Charter School (e.g., Magnet,
Permits with Transportation, and/or Transportation resources) is subject to change, in whole or in
part, for budgetary and/or other reasons, at the sole discretion of the District.
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ELEMENT 8 – ADMISSION REQUIREMENTS
“Admission requirements, if applicable.” (Ed. Code § 47605(b)(5)(H).)
GENERAL PROVISIONS
Charter School shall admit all students who wish to attend the school. (Ed. Code §
47605(d)(2)(A).) As an existing District school that has converted to become a District
affiliated charter school, Charter School’s first priority is to admit students who reside in the
former attendance boundary of the school. (See Ed. Code § 47605(d)(1).) If the number
of students who wish to attend Charter School exceeds its operational capacity, as
determined annually by the District, Charter School shall conduct a public random
drawing/lottery. (Ed. Code § 47605(d)(2)(B).) Charter School’s existing students
(regardless of residence or any other factor) shall be exempt from the lottery. Prospective
students who reside within the former attendance boundaries of Charter School (“resident
students”) shall have first priority admission preference at all times and are thus deemed
exempt from the lottery as well. (See Ed. Code § 47605(d).) Charter School shall provide
a second priority admission preference for prospective students residing within LAUSD
boundaries, but not residing within the former attendance area of Charter School. (Ed.
Code § 47605(d)(2)(B).)
Students who participate in the lottery but are not selected for admission during the lottery
shall be placed on a waitlist. As seats become available, Charter School shall fill seats
from the waitlist. This waitlist shall be effective until the end of the programmatic year to
which it pertains.
If, at any time during the school year, the total enrollment of Charter School approaches its
operational capacity and Charter School appears potentially unable to enroll new students
who reside within the former attendance boundary of Charter School, Charter School shall
immediately consult and coordinate with its Local District administration as well as the
District’s School Management Services and Student Integration Services, to manage its
enrollment so that Charter School remains in compliance with all applicable laws and legal
obligations (e.g., Crawford v. LAUSD) and that, to the maximum extent possible, Charter
School is and remains able to enroll, at all times throughout the year, any and all students
who reside within Charter School’s former attendance boundary who wish to attend.
If Charter School determines, in accordance with applicable law and District policies and
procedures, that any student/parent used fraudulent address information to establish
resident status within Charter School’s former attendance boundary to gain enrollment
prior to the school’s conversion to a District affiliated charter school, or to gain enrollment
through an admission preference in Charter School’s lottery and enrollment process, the
student may be withdrawn and referred back to his/her school of residence in accordance
with District policy and applicable law. If, at that time or any time subsequent, the student
seeks re-enrollment in Charter School, Charter School shall make its admissions
determination in compliance with applicable law and the terms of this Charter.
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Dixie Canyon will conduct a minimum of 4 prospective parent tours per school year from
November to March. Tours are conducted to allow prospective parents an opportunity to visit our
school site. Students within our residential area will first register online. Their address will be
verified and once checked and validated the resident student’s parents will be given an enrollment
package. Once the enrollment package is complete, a subsequent appointment date will be issued
for the final enrollment process. The lottery form will be available for non-resident applicants. The
lottery form will be available in the school office at the start of the second semester of each year.
The application period for a student to be included in the public random lottery will be from the
second week of the second semester to the third Friday in March each year. The random public
lottery will be an open forum and conducted in the auditorium on the fourth Friday of March.
The lottery form shall be kept confidential and will be maintained at Dixie Canyon accessible to the
office staff and the administration. A lottery form must be submitted for each child in a family who
is interested in attending Dixie Canyon. Parents/guardians must submit their lottery form by the
deadline date or they will not be able to participate in the lottery. Lottery forms may be sent
electronically, by fax or mailed-in. Forms will be accepted, date and time stamped upon receipt.
Office staff will initial and call the parent or guardian to confirm the receipt of the lottery form.
Each student is given an identification number and that identification number is given to the
parent/guardian at the time the application is submitted to the office. This number is used during
the Random Public Drawing instead of the student’s name, so that the results can be shared online
and posted without revealing student information. Dixie Canyon shall conduct a random public
lottery.
We identify those applicants who reside within LAUSD boundaries and those who reside in other
districts in the State of California. Families who are already attending Dixie Canyon are identified,
which is done to assist families already attending Dixie Canyon. Each of the student ID numbers are
written on a wooden popsicle stick and divided into the subgroups by the Office Technician
(Registrar).
Anyone may attend the random public lottery. The date and times are advertised on our website,
newsletters, and application. The lottery is held on the third Friday of March at 8:30am in the
auditorium. A school administrator and a representative from Dixie Canyon’s Governance Council
shall conduct the random drawing of names from the box, which holds the sticks with the ID
numbers written on them. The sticks are drawn in the following priority:
In conducting its admissions lottery, Charter School shall provide the following admission
preferences, in the stated order of priority:
• Resident Students
o Prospective students who reside within the former attendance boundaries of Charter
School (“resident students”) shall have first admission preference and thus are deemed
exempt from the lottery.
• LAUSD Students
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o Siblings: Prospective students who (a) are siblings of students enrolled in grades
K-4 at Charter School at the time of the lottery and (b) reside within LAUSD
boundaries, but not within the former attendance boundaries of Charter School,
shall have second admission preference.
NOTE: After the lottery, all are added to the wait list in order received.
The waitlist generated by the random lottery will be posted on our website and in the front office of
our school. If, at the beginning of or during the school year, space becomes available, Dixie
Canyon administration may offer enrollment to students in order from the waitlist. An
administration representative will contact these prospective students' families by phone and notify
them of the open position. The prospective student's family will have three days to accept the
enrollment opportunity.
SCHOOLS FOR ADVANCED STUDIES (SAS) PROGRAM
If Charter School offers an SAS Program, it shall not consider any student’s eligibility or interest in
the program in determining admission to Charter School. Once a student has been admitted/enrolled
in Charter School, Charter School may accept and process an application from the student per SAS
Program participation guidelines.
MAGNET PROGRAM
If Charter School offers a District-approved Magnet Program, admission to the Magnet
Program shall be determined in accordance with the rules and procedures established by
the District’s Court-ordered Integration Program per the Crawford court order. Students
duly enrolled in a Magnet Program offered by Charter School shall be considered “resident
students” of Charter School for purposes of admission and enrollment.
HOMELESS AND FOSTER YOUTH
Charter School shall adhere to the provisions of the federal 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. Charter School shall provide specific information, in its outreach
materials, websites, at community meetings, open forums, and regional center meetings,
that notifies parents that Charter School is open to enroll and provide services for all
students. Charter School shall comply with all applicable state law and related District
policies and procedures regarding homeless and foster youth, including but not limited to
the provisions of AB 379 (2015) and Chapter 5.5 (commencing with Section 48850) of Part
27 of Division 4 of Title 2 of the Education Code, as amended from time to time.
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NON-DISCRIMINATION
Charter School shall not require a parent/legal guardian/student to provide information regarding a
student’s disability, gender, gender identity, gender expression, nationality, legal or economic
status, primary language or English Learner status, race or ethnicity, religion, sexual orientation, or
any other characteristic that is contained in the definition of hate crimes set forth in Section 422.55
of the Penal Code, or any other information that would violate federal or state law, prior to
admission, participation in any admissions or attendance lottery, or pre-enrollment event or process,
or as a condition of admission or enrollment. Charter School may request, at the time of, and as part
of, conducting its lottery process, the provision of information necessary to apply specific
admissions preferences, if any, set forth in this Charter.
Charter School shall not request or require submission of a student’s IEP, 504 Plan, or any other
record or related information prior to admission, participation in any admissions or attendance
lottery, or pre-enrollment event or process, or as a condition of admission or enrollment.
DOCUMENTATION OF ADMISSIONS AND ENROLLMENT PROCESSES
Charter School shall maintain complete and accurate records of its annual admissions and
enrollment processes, including but not limited to documentation of implementation of lottery and
waitlist criteria and procedures in accordance with the terms of the Charter. These records shall be
made available to the District upon request.
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ELEMENT 9 – ANNUAL FINANCIAL AUDITS
“The manner in which annual, independent financial audits shall be conducted, which shall employ generally
accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the
satisfaction of the chartering authority.” (Ed. Code § 47605(b)(5)(I).)
GENERAL PROVISIONS
As a District affiliated charter school, Charter School will not provide for a separate audit but will
be included in the annual audit for LAUSD.
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ELEMENT 10 – SUSPENSION AND EXPULSION PROCEDURES
“The procedures by which pupils can be suspended or expelled.” (Ed. Code § 47605(b)(5)(J).)
GENERAL PROVISIONS.
As a District affiliated charter school, Charter School shall comply with and implement all District
policies and procedures related to student discipline and behavior, suspension, and expulsion.
Charter School shall provide due process for all students, including adequate and timely notice to
parents/guardians and students of the grounds for all suspension and expulsion recommendations
and decisions and their due process rights regarding suspension and expulsion, including rights of
appeal.
Charter School shall ensure that its staff is knowledgeable about and complies with the District’s
Discipline Foundation Policy and/or current equivalent policy. Charter School shall comply with
the terms of the School Discipline Policy and School Climate Bill of Rights resolution adopted by
the LAUSD Board of Education on May 6, 2013.
Charter School shall implement alternatives to suspension and expulsion, especially in response to
attendance-related concerns, e.g. truancy or excessive tardiness.
Charter School acknowledges that the District’s Student Discipline and Expulsion Support Unit
provides technical assistance to schools considering recommendations for expulsion, ensures that
students recommended for expulsion are afforded a fair and impartial hearing and all other due
process rights, and provides for post-expulsion placement/rehabilitation plans and services as
required by law.
STUDENTS WITH DISABILITIES
Charter School shall implement District policies and procedures ensuring compliance with federal
and state laws and regulations regarding the discipline of students with disabilities. If a student is
recommended for expulsion and the student receives or is eligible for special education, Charter
School shall identify and provide special education programs and services at an appropriate interim
educational placement, pending the completion of the expulsion process, to be determined in
coordination with the appropriate LAUSD Special Education Service Center and/or other
appropriate District office Element 12 – Public School Attendance Alternatives
“The public school attendance alternatives for pupils residing within the school district who choose not to
attend charter schools.” (Ed. Code § 47605(b)(5)(L).)
“Students of Charter School do not have or gain any right to admission in a particular
school of any school district, or program of any school district, as a consequence of
applying to or enrolling in Charter School, except to the extent that such a right is extended
by the school district.
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A student residing within the territorial boundaries of the District who chooses not to attend
Charter School may contact the appropriate Local District to seek assistance in enrolling in
another District school in accordance with District policies and procedures. Alternatively,
the student may pursue an inter-district transfer, if available, in accordance with admission,
enrollment, and transfer policies and procedures of the District, as they may change from
time to time, or seek enrollment at another charter public school pursuant to applicable law
and the terms of the school’s charter.
A student currently enrolled at Charter School who resides outside the territorial
boundaries of the District and who chooses not to continue attending Charter School may
attend a public school within the student’s school district of residence in accordance with
applicable law and that school district’s policies and procedures, or seek enrollment at
another charter public school pursuant to applicable law and the terms of the school’s
charter.”
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ELEMENT 11 – EMPLOYEE RETIREMENT SYSTEMS
“The manner by which staff members of the charter schools will be covered by the State Teachers’ Retirement
System, the Public Employees’ Retirement System, or federal social security.” (Ed. Code § 47605(b)(5)(K).)
District employees working at or assigned to Charter School will continue to receive
compensation and benefits for their services according to the provisions of the collective
bargaining agreements of their respective bargaining units with LAUSD, inclusive of but
not limited to provisions related to salaries, unemployment benefits, retirement benefits
(including CalSTRS and CalPERS), health insurance, life insurance, and all other assigned
compensation and benefits.
As LAUSD employees, Charter School’s administrators, faculty and staff will receive all
appropriate benefits in compliance with state and federal laws regarding employee
benefits.
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ELEMENT 12 – PUBLIC SCHOOL ATTENDANCE ALTERNATIVES
“The public school attendance alternatives for pupils residing within the school district who choose not to attend
charter schools.” (Ed. Code § 47605(b)(5)(L).)
Students of Charter School do not have or gain any right to admission in a particular
school of any school district, or program of any school district, as a consequence of
applying to or enrolling in Charter School, except to the extent that such a right is extended
by the school district.
A student residing within the territorial boundaries of the District who chooses not to attend
Charter School may contact the appropriate Local District to seek assistance in enrolling in
another District school in accordance with District policies and procedures. Alternatively,
the student may pursue an inter-district transfer, if available, in accordance with admission,
enrollment, and transfer policies and procedures of the District, as they may change from
time to time, or seek enrollment at another charter public school pursuant to applicable law
and the terms of the school’s charter.
A student currently enrolled at Charter School who resides outside the territorial
boundaries of the District and who chooses not to continue attending Charter School may
attend a public school within the student’s school district of residence in accordance with
applicable law and that school district’s policies and procedures, or seek enrollment at
another charter public school pursuant to applicable law and the terms of the school’s
charter.
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ELEMENT 13 – RIGHTS OF DISTRICT EMPLOYEES
““The rights of an employee of the school district upon leaving the employment of the school district to work in a
charter school, and of any rights of return to the school district after employment at a charter school.” (Ed. Code §
47605(b)(5)(M).)
As a District affiliated charter school, all administrators, faculty and staff of Charter School
are and shall be LAUSD employees. All Charter School employees shall be hired by the
District and maintain the same relationships with and through all respective bargaining
units as other District employees at non-charter schools.”
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ELEMENT 14 – MANDATORY DISPUTE RESOLUTION
“The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating
to provisions of the charter.” (Ed. Code § 47605(b)(5)(N).)
Charter School agrees to resolve any claim, controversy or dispute (“Dispute”) arising out of or
relating to the Charter, except for any claim, controversy or dispute that is in any way related to
revocation of this Charter, pursuant to the terms of this Element 14.
Any Dispute between the District and Charter School shall be resolved by a collaborative team from
the appropriate Local District and the Charter Schools Division in accordance with the procedures
set forth below:
1) Notification of any Dispute shall be made in writing (“Written Notification”). The Written
Notification must identify the nature of the Dispute and any supporting facts. The Written
Notification shall be tendered to the District by personal delivery, by facsimile, or by certified
mail. The Written Notification shall be deemed received (a) if personally delivered, upon the
date of delivery to the address of the person to receive such notice if delivered by 5:00 PM;
otherwise, it is deemed received on the next business day following personal delivery; (b) if by
facsimile, upon electronic confirmation of receipt; or (c) if by certified mail, two (2) business
days after deposit in the U.S. Mail. All Written Notifications shall be addressed as follows:
To Charter School: Dixie Canyon Community Charter
c/o School Principal
4220 Dixie Canyon Avenue
Sherman Oaks, CA 91423
To District: LAUSD
Attn: Director, Charter Schools Division
Los Angeles Unified School District
333 South Beaudry Avenue, 20th Floor
Los Angeles, California 90017
2) A written response (“Written Response”) shall be tendered to Charter School within twenty (20)
business days from the date of receipt of the Written Notification. The parties shall schedule a
conference at a mutually agreeable time and place to discuss the Dispute identified in the
Written Notice (“Issue Conference”). The Issue Conference shall take place within fifteen (15)
business days from the date the Written Response is received by Charter School. The Written
Response may be tendered by personal delivery, by facsimile, or by certified mail. The Written
Response shall be deemed received (a) if personally delivered, upon the date of delivery to the
address of the person to receive such notice if delivered by 5:00p.m; otherwise, it is deemed
received on the next business day following personal delivery; (b) if by facsimile, upon
electronic confirmation of receipt; or (c) if by certified mail, two (2) business days after deposit
in the U.S. Mail.
3) If the Dispute cannot be resolved by mutual agreement at the Issue Conference, either party may
then request that the Dispute be resolved by the Superintendent or his/her designee.
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ELEMENT 15– CHARTER SCHOOL CLOSURE PROCEDURES
“A description of the procedures to be used if the charter school closes. The procedures shall ensure a final audit of
the school to determine the disposition of all assets and liabilities of the charter school, including plans for disposing
of any net assets and for the maintenance and transfer of pupil records.” (Ed. Code § 47605(b)(5)(P).)
CLOSURE ACTION
In order to close Charter School, the LAUSD Board of Education must take a “Closure
Action”. A Closure Action shall be deemed to have been automatically taken when any of
the following occur: the LAUSD Board of Education revokes or denies renewal of the
Charter; the LAUSD Board of Education takes specific Board action to close Charter
School pursuant to the Board’s general authority and/or its unique authority as the legal
governing board of Charter School pursuant to the Charter Schools Act of 1992; the
Charter lapses; or the LAUSD Board of Education or its designee approves Charter
School’s request to revert to a non-charter District school.
In the event of a Closure Action, unless the LAUSD Board of Education or its duly
authorized designee expressly directs otherwise, Charter School shall revert to a District
traditional school.
REVOCATION OF THE CHARTER
The District may revoke the Charter if Charter School commits a breach of any provision set forth
in a policy related to charter schools adopted by the District Board of Education and/or any
provision of the Charter Schools Act of 1992. The District may revoke the charter of Charter School
if the District finds, through a showing of substantial evidence, that Charter School did any of the
following:
• Charter School committed a material violation of any of the conditions, standards, or
procedures set forth in the Charter.
• Charter School failed to meet or pursue any of the pupil outcomes identified in the Charter.
• Charter School failed to meet generally accepted accounting principles, or engaged in fiscal
mismanagement.
• Charter School violated any provision of law.
Pursuant to AB 97, Charter School may be identified for assistance based on state evaluation rubrics
and be subject to revocation pursuant to Education Code section 47607.3.
Prior to revocation, and in accordance with Education Code section 47607(d) and state regulations,
the LAUSD Board of Education will notify Charter School in writing of the specific violation, and
give Charter School a reasonable opportunity to cure the violation, unless the LAUSD Board of
Education determines, in writing, that the violation constitutes a severe and imminent threat to the
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health or safety of the pupils. Revocation proceedings are not subject to the dispute resolution
clause set forth in this Charter.
REQUEST FOR VOLUNTARY REVERSION TO NON-CHARTER SCHOOL STATUS
In the event that Charter School, pursuant to a duly executed Local School Leadership Council
action, determines to request authorization to revert voluntarily to a District traditional school,
Charter School shall contact its assigned Charter Schools Division administrator, who will provide
information and guidance regarding the applicable procedures for processing a request to revert to a
District traditional school.
CLOSURE PROCEDURES
In the event of a Closure Action, Charter School shall immediately act and operate in all matters as
a traditional District school, unless otherwise directed by the LAUSD Board of Education. To the
extent that they are not already District property or rights, all assets of Charter School shall be
automatically transferred to LAUSD. The District reserves the right to conduct a close out audit or
other audit.
Charter School shall issue written notification of the school’s closure as a District affiliated charter
school, and reversion to a District traditional school, to the parents/guardians/caregivers of all
enrolled students of Charter School within 72 hours of a Closure Action. Such notification must
include, but is not limited to, notice of the effective date of closure as a District affiliated charter
school and information regarding how to enroll or transfer the student to an appropriate school.
Charter School shall simultaneously provide a copy of the written parent notification to the CSD.
If Charter School serves any students who reside outside District boundaries, Charter School shall
notify, within 72 hours of a Closure Action, any school district that may be responsible for
providing education services to the former students of Charter School. This notice must include a
list of students potentially returning to that district based on student residence. Charter School shall
simultaneously provide a copy of these notifications, if any, to the CSD.
This Element 16 shall survive the revocation, expiration, termination, cancellation of this Charter,
or any other act or event that would end Charter School’s authorization to operate as a charter
school or cause Charter School to cease operation.
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ADDITIONAL PROVISIONS
FACILITIES
Charter School’s school site remains subject to use by the District and possible space allocation
under Proposition 39 and implementing regulations.
Charter School shall adhere to all applicable district, state, and federal laws, regulations, and
policies regarding facilities.
FISCAL MATTERS
As a District affiliated charter school, Charter School’s fiscal operations will be supervised by
LAUSD. Charter School shall adhere to all applicable District fiscal policies and procedures,
including but not limited to policies and procedures related to budgeting, procurement, third party
contracts, student body funds, student store, donations, fundraising, payroll, imprest funds, and
payment approval for goods and services.
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ADDENDUM
District Required Language for District Affiliated Charter School
Petitions (New and Renewal) and Material Revisions
ASSURANCES, AFFIRMATIONS, AND DECLARATIONS
Dixie Canyon Community Charter (also referred to herein as “Dixie”, “District Affiliated
Charter School” and “Charter School”) shall:
• Be nonsectarian in its programs, admission policies, employment practices, and all
other operations. (California Education Code (hereinafter “Ed. Code”) §
47605(d)(1).)
• Not charge tuition. (Ed. Code § 47605(d)(1).)
• Not discriminate against any pupil on the basis of disability, gender, gender identity,
gender expression, nationality, race or ethnicity, religion, sexual orientation, or any
other characteristic that is contained in the definition of hate crimes set forth in
Section 422.55 of the Penal Code. (Ed. Code § 47605(d)(1).)
• Except as provided in Education Code section 47605(d)(2), admission to a charter
school shall not be determined according to the place of residence of the pupil, or of
his or her parent or legal guardian, within this state, except that an existing public
school converting partially or entirely to a charter school under this part shall adopt
and maintain a policy giving admission preference to pupils who reside within the
former attendance area of that school. (Ed. Code § 47605(d)(1).)
• Admit all pupils who wish to attend Charter School. (Ed. Code § 47605(d)(2)(A).)
• Except for existing students of Charter School, determine attendance by a public
random drawing if the number of pupils who wish to attend Charter School exceeds
Charter School’s capacity. Preference shall be extended to pupils currently
attending Charter School and pupils who reside in the Los Angeles Unified School
District (also referred to herein as “LAUSD” and “District”). (Ed. Code §
47605(d)(2)(B).)
• If a pupil is expelled or leaves Charter School without graduating or completing the
school year for any reason, Charter School shall notify the superintendent of the
school district of the pupil’s last known address within 30 days, and shall, upon
request, provide that school district with a copy of the cumulative record of the pupil,
including a transcript of grades or report card, and health information. (Ed. Code §
47605(d)(3).)
• Meet all statewide standards and conduct the pupil assessments required pursuant
to Education Code sections 60605 and 60851 and any other statewide standards
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authorized in statute or pupil assessments applicable to pupils in non-charter public
schools. (Ed. Code § 47605(c)(1).)
• Consult, on a regular basis, with Charter School’s parents, legal guardians, and
teachers regarding the school’s educational programs. (Ed. Code § 47605(c)(2).)
Charter School hereby declares that the Los Angeles Unified School District is and shall be
the exclusive public school employer of the employees working at or assigned to Charter
School for the purposes of the Educational Employment Relations Act (EERA), Chapter
10.7 (commencing with Section 3540) of Division 4 of Title I of the Government Code.
NOTE: This Charter contains specific “District Required Language” (DRL), including the
Assurances, Affirmations, and Declarations above. The DRL should be highlighted
in gray within each Charter element or section. The final section of the Charter
provides a consolidated addendum of the DRL. This intentional redundancy
facilitates efficient charter petition review while ensuring ready access to the DRL
for any given section of the Charter. To the extent that any inconsistency may
exist between any provision contained within the body of the Charter and the DRL
contained in the addendum, the provisions of the DRL addendum shall control.
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ELEMENT 1 – THE EDUCATIONAL PROGRAM
“The educational program of the charter school, designed, among other things, to identify those whom the charter
school is attempting to educate, what it means to be an “educated person” in the 21st century, and how learning best
occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated,
competent, and lifelong learners.” (Ed. Code § 47605(b)(5)(A)(i).)
“The annual goals for the charter school for all pupils and for each subgroup of pupils identified pursuant to
Section 52052, to be achieved in the state priorities, as described in subdivision (d) of Section 52060, that apply for
the grade levels served, or the nature of the program operated, by the charter school, and specific annual actions to
achieve those goals. A charter petition may identify additional school priorities, the goals for the school priorities,
and the specific annual actions to achieve those goals.” (Ed. Code § 47605(b)(5)(A)(ii).)
“If the proposed charter school will serve high school pupils, a description of the manner in which the charter school
will inform parents about the transferability of courses to other public high schools and the eligibility of courses to
meet college entrance requirements. Courses offered by the charter school that are accredited by the Western
Association of Schools and Colleges may be considered transferable and courses approved by the University of
California or the California State University as creditable under the “A” to “G” admissions criteria may be
considered to meet college entrance requirements.” (Ed. Code § 47605(b)(5)(A)(iii).)
Local Control Funding Formula (LCFF) Requirements
Charter School acknowledges and agrees that it must comply with all applicable laws and
regulations related to AB 97 (Local Control Funding Formula) in accordance with District
policies and procedures, as they may be amended from time to time. Charter School shall
comply with all requirements of Education Code section 47606.5, including but not limited
to the requirement that Charter School “shall consult with teachers, principals,
administrators, other school personnel, parents, and pupils in developing the annual
update.” (Ed. Code § 47606.5(e).)
Curriculum and Instruction
Charter School shall comply with and implement all applicable District policies and
procedures, as they may change from time to time, related to implementation of curriculum
and instruction to meet the California content and performance standards, including the
Common Core State Standards, and CAASPP.
Transitional Kindergarten
Charter School shall comply with all applicable legal requirements and District policy
regarding transitional kindergarten. For purposes of admission to Charter School,
transitional kindergarten shall be considered a part of kindergarten, and therefore students
enrolled in transitional kindergarten at Charter School shall be considered existing
students of Charter School for purposes of Charter School’s admissions, enrollment, and
lottery.
Academic Calendar and Schedules
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Charter School shall offer, at a minimum, the number of minutes of instruction set forth in
Education Code section 47612.5, and the number of school days required by California
Code of Regulations, title 5, section 11960. Charter School shall comply with all applicable
District policies and procedures, and provisions of LAUSD collective bargaining
agreements (CBAs), as they may change from time to time, related to work year, academic
calendars, and schedules.
Mathematics Placement Act
Charter School shall comply with all applicable requirements of the California Mathematics
Placement Act of 2015.
High School Exit Examination
Charter School shall comply with the requirements of Education Code sections 60851.5
and 60851.6.
WASC Accreditation
If Charter School serves students in grades 9-12, Charter School shall obtain Western
Association of Schools and Colleges (WASC) accreditation before Charter School
graduates its first class of students, and shall thereafter maintain WASC accreditation at all
times.
PROFESSIONAL DEVELOPMENT
As a District affiliated charter school, Charter School shall comply with and implement all
applicable District policies and procedures related to staff professional development.
MEETING THE NEEDS OF ALL STUDENTS
English Learners
As a District affiliated charter school, Charter School shall implement the provisions of the
District’s English Learner Master Plan, as it may change from time to time, and comply
with all applicable federal and state laws and District policies and procedures related to the
implementation of the English Learner Master Plan.
Gifted and Talented Students and Students Achieving Above Grade Level
Charter School shall use LAUSD’s Gifted and Talented Education (GATE) student
identification process, adhere to District policies and procedures regarding GATE, and
reimburse the District for GATE testing and processing in accordance with the “General
Fund School Program Manual” or equivalent as it may change from time to time.
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Students with Disabilities
Special Education
The District shall continue to serve the needs of special education students enrolled in
District affiliated charter schools in the same manner as at any other public school of the
District, and shall be responsible for meeting all the requirements of the Modified Consent
Decree along with the District Affiliated Charter School.
Conversion Affiliated Charter
2. District Affiliated Charter School’s Special Education Responsibilities
e. General Requirements
The District Affiliated Charter School will adhere to the provisions of the IDEA and
California special education laws and regulations to ensure that all students with
disabilities are accorded a free appropriate public education (“FAPE”) as is required
of all District authorized schools. The District Affiliated Charter School will also
ensure that no student otherwise eligible to enroll in the District Affiliated Charter
School will be denied enrollment on the basis of their special education status.
The District Affiliated Charter School will comply with Section 504 of the Federal
Rehabilitation Act, the Americans with Disabilities Act, and all Office of Civil Rights
mandates for students enrolled in the District Affiliated Charter School.
The District Affiliated Charter School will adhere to the requirements of the Chanda
Smith Modified Consent Decree and court orders imposed upon the District
pertaining to special education and will submit documents and information,
participate in reviews, and attend informational sessions and meetings at the
District’s request.
The District Affiliated Charter School will use District forms to develop, maintain,
and review assessments and Individualized Education Programs (“IEPs”) in the
format required by the District and will enter accurate assessment and IEP data into
the District’s designated data system (Welligent) in accordance with LAUSD policies
and procedures. The District Affiliated Charter School will maintain copies of
assessments and IEP materials for District review. The District Affiliated Charter
School will submit to the District all required reports, including but not limited to
CASEMIS, SESAC and Welligent IEPs, in a timely manner as necessary to comply
with state and federal and Modified Consent Decree requirements.
The District Affiliated Charter School shall keep daily attendance for each student
which shall be reported and certified according to District policies and procedures.
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The District Affiliated Charter School will participate in the state quality assurance
process for special education (i.e. verification reviews, coordinated compliance self-
reviews, complaints monitoring, procedural safeguards, and the local plan). The
District Affiliated Charter School will participate in internal validation review (“DVR”).
The District Affiliated Charter School is responsible for the management of its,
personnel, programs and services. The District Affiliated Charter School will ensure
that its special education personnel or contracted personnel are appropriately
credentialed, licensed or on waiver consistent with California laws and regulations.
The District Affiliated Charter School will implement the programs and services,
including providing related services, required by the IEPs of the students enrolled at
the District Affiliated Charter School.
f. Transferring Students
For students transferring to the District Affiliated Charter School from other school
districts, District-operated schools or District authorized charters, the District will
provide those related services required by the students’ IEPs immediately upon the
students’ enrollment regardless of the types of service provider (i.e. school-based,
NPA or private). District Affiliated Charter School will ensure that IEP team meetings
for such students will be held within thirty (30) days of the student’s enrollment in
accordance with federal and state law and District policies and procedures.
g. Assessments
The referral process shall include Student Success Team (SST) meetings to review
prior interventions, accommodations and modifications and to recommend further
interventions as appropriate. The referral process shall be supported by the
Response to Intervention (RtI) model approach using data to identify student
strengths and weaknesses. Upon review of accumulated data, observation and
review of records, the District Affiliated Charter School may determine that
assessment is necessary to determine possible eligibility for special education
programs and related services.
Upon a parent’s request for assessment, the District Affiliated Charter School will
convene a meeting to review and discuss the request in light of student records,
acquired data and student performance to agree with or deny the request for
assessment. If the District Affiliated Charter School determines that assessment for
special education eligibility is not warranted, prior written notice must be given to the
parent/guardian with a clear rationale for such refusal within 15 days of the request.
If the District Affiliated Charter School concludes that there are suspected
disabilities, the school must develop an assessment plan in Welligent for each
student with suspected disabilities within the 15 day timeline. The LAUSD
assessment plan describes the types of assessments that may be used to
determine the eligibility of students for special education instruction and services.
Assessments will be conducted, within legal timelines, after receiving the parents’
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written consent. The District Affiliated Charter School shall conduct an IEP team
meeting that includes required team members within mandated timelines for each
student assessed to discuss results, determine eligibility, and (if eligible) specify
special education instruction and services. The District Affiliated Charter School will
make decisions regarding eligibility, goals, program, placement, and exit from
special education through the IEP process according to federal, state and District
timelines.
h. Alternative Placements
Under limited circumstances when a District Affiliated Charter School student’s
needs may not be provided at the District Affiliated Charter School, the District
Affiliated Charter School will consult with the District to discuss placement and
service alternatives. The IEP team convened at the District Affiliated Charter
School shall have the authority to make offers of a FAPE and decisions regarding
the staffing and methodology used to provide special education and related services
at the District Affiliated Charter School pursuant to an IEP.
f. Least Restrictive Environment
The District Affiliated Charter School will support movement of students with
disabilities into less restrictive environments and increase interactions of students
with disabilities with non-disabled students. The District Affiliated Charter School
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 District Affiliated Charter School. Assessment and standardized
testing procedures shall be implemented, including guidelines for modifications and
adaptations, to monitor student progress.
h. Staffing Requirements
The District Affiliated Charter School shall participate in available appropriate
District trainings to support access by students with disabilities to the general
education classroom, general education curriculum, integration of instructional
strategies and curriculum adaptations to address the diverse learner, and
interaction with non-disabled peers.
The District Affiliated Charter School will maintain responsibility for monitoring
progress towards meeting specified IEP goals. The District Affiliated Charter School
will assess, develop, and implement Individual Transition Plans to help students
with disabilities transition to adult living in accordance with District policies and
procedures.
i. Student Discipline/Inclusion
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The District Affiliated Charter School will ensure that it makes the necessary
adjustments to comply with the mandates of state and federal laws, including the
IDEA regarding discipline of students with disabilities. Discipline procedures will
include positive behavioral interventions and the District’s Discipline Foundation
Policy. Prior to recommending expulsion and/or prior to the eleventh day of
cumulative suspension for a student with disabilities, the District Affiliated Charter
School will convene a manifestation determination IEP set forth in the District’s
Policies and Procedures Manual. The District Affiliated Charter School will collect
data pertaining to the number of special education students suspended or expelled.
The Charter is committed to achieving population balance that includes students
with disabilities. The Charter will conduct outreach activities to attract and enroll a
range of mild to severe special education students that is diverse and comparable
with resident schools with similar demographics. The District Affiliated Charter
School’s outreach efforts should be geared toward aligning with the District-wide
average. The District Affiliated Charter School may not refuse to admit a student
based on special education eligibility, needs or services identified in the student’s
IEP. The District will make available to the District Affiliated Charter School MCD
reports indicating range of services and number of students served at individual
District affiliated charter schools.
2. Procedural Safeguards/Due Process Hearings
The District may invoke dispute resolution provisions set out in the charter petition, initiate
due process hearings, and/or utilize other procedures applicable to the District Affiliated
Charter School if the District determines that such action is legally necessary to ensure
compliance with federal and state special education laws and regulations or the Modified
Consent Decree.
In the event that a parent or guardian of a student attending the District Affiliated Charter
School initiates due process proceedings, both the District Affiliated Charter School and
the District will be named as respondents. Whenever possible, the District and the District
Affiliated Charter School shall work together in an attempt to resolve the matter at an early
stage (informal settlement or mediation).
3. Complaints
The District will investigate and respond to all special education complaints the District
receives pertaining to the District Affiliated Charter School including the District’s Uniform
Complaint Procedures, Office for Civil Rights and California Department of Education
Special Education Compliance. The District Affiliated Charter School will cooperate with
the District in any such investigations and provide the District with any and all
documentation that is needed to respond to complaints.
4. Funding of Special Education
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The District Affiliated Charter School will adhere to all District policies and procedures
regarding special education and special education funding, as they may be amended from
time to time. The District shall retain all state and federal special education funding for
District Affiliated Charter School students which is allocated to the SELPA. The District
shall be responsible for providing all appropriate special education and related services in
accordance with all applicable state and federal laws.
5. District Responsibilities Relating to District Affiliated Charter School Special
Education Program
As long as charter schools operate as public schools within the District, the District shall
provide information to the school regarding District special education decisions, policies,
and procedures to the same extent as they are provided to other schools within the
District.
To the extent that the District provides training opportunities and/or information regarding
special education to other school site staff, such opportunities and/or information shall be
made available to District Affiliated Charter School staff as well.
*Modified Consent Decree Requirements
All District affiliated charter schools chartered by the Los Angeles Unified School District
(“LAUSD or the District”) Governing Board are bound by and must adhere to the terms,
conditions and requirements of the Chanda Smith Modified Consent Decree (“MCD”) and
other court orders imposed upon District pertaining to special education. The MCD is a
consent decree entered in a federal court class action lawsuit initially brought on behalf of
students with disabilities in LAUSD. It is an agreement of the parties approved by the
federal court and monitored by a court-appointed independent monitor. The MCD includes
nineteen statically measurable outcomes and facilities obligations that the District has to
achieve to disengage from the MCD and federal court oversight. All District affiliated
charter schools are required to use the current version of the District’s Special Education
Policies and Procedures Manual and Welligent, the District-wide web-based software
system used for online IEPs and tracking of related services provided to students during
the course of their education.
As part of fulfilling the District’s obligations under the Modified Consent Decree, data
requests from any schools that are not connected to the District’s current Student
Information Systems (“SIS”) are made on a regular basis. The requested data must be
submitted in the Office of the Independent Monitor’s required format and are as follows:
# The Charter School Suspension/Expulsion Report, due monthly throughout
the school year.
# Paper SESAC Report and Welligent Student Listing Verification, due monthly
throughout the school year.
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# CBEDS, which is due at the end of October of Each School Year.
# All Students Enrolled December 1 of Each School Year, due at the end of
December every school year.
# Graduation Status of 12
th
Grade Students Enrolled on December 1, due at
the end of June every school year.
The MCD requires all District authorized schools, including District affiliated charter
schools, to implement the District’s integrated student information system which is referred
to as My Integrated Student Information System (MiSiS). MiSiS is a suite of applications
which is designed to capture all District student data. All District affiliated charter schools
are required to utilize MiSiS. Upon full utilization of MiSiS, the list of required data above
will automatically be captured within MiSiS.
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ELEMENT 2 – MEASURABLE PUPIL OUTCOMES, AND
ELEMENT 3 – METHOD BY WHICH PUPIL PROGRESS TOWARD
OUTCOMES WILL BE MEASURED
“The measurable pupil outcomes identified for use by the charter school. “Pupil outcomes,” for purposes of this
part, means the extent to which all pupils of the school demonstrate that they have attained the skills, knowledge, and
attitudes specified as goals in the school’s educational program. Pupil outcomes shall include outcomes that address
increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school,
as that term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of Section 47607. The pupil outcomes
shall align with the state priorities, as described in subdivision (d) of Section 52060, that apply for the grade levels
served, or the nature of the program operated, by the charter school.” (Ed. Code § 47605(b)(5)(B).)
“The method by which pupil progress in meeting those pupil outcomes is to be measured. To the extent practicable,
the method for measuring pupil outcomes for state priorities shall be consistent with the way information is reported
on a school accountability report card.” (Ed. Code § 47605(b)(5)(C).)
STANDARDIZED TESTING
Charter School agrees to comply with and adhere to state requirements for participation
and administration of all state mandated tests, including computer-based assessments.
As a District affiliated charter school, Charter School shall test with the District and adhere
to District testing calendars and procedures for all state mandated assessments. Charter
School shall submit and maintain up-to-date and accurate California Longitudinal Pupil
Achievement Data System (CALPADS) data in accordance with District policies and
procedures and the requirements of California Code of Regulations, title 5, section 861.
Charter School shall submit and maintain up-to-date and accurate school and student data
in MiSiS and other data systems used or required by the District.
MEASURABLE GOALS OF THE EDUCATIONAL PROGRAM
Charter School shall meet all statewide content and performance standards and targets.
(Ed. Code §§47605(c)(1), 60605.)
Charter School shall work toward meeting all applicable District goals, including but not
limited to the school and student outcome goals set forth in the LAUSD’s Local Control and
Accountability Plan (LCAP), as it may be amended, updated, and/or replaced by the
District, throughout the term of the Charter.
Charter School shall comply with all applicable laws, regulations, and District policies and
procedures related to AB 97 (Local Control Funding Formula), as they may be amended
from time to time, including all requirements pertaining to pupil outcomes.
MEASURING PUPIL PROGRESS TOWARD OUTCOMES: FORMATIVE ASSESSMENT
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As a District affiliated charter school, Charter School shall meet or exceed the District
standards and guidelines for implementing diagnostic, screening, periodic and/or
benchmark assessments. Charter School shall be responsible to pay all costs related to
the implementation of any alternate and/or replacement diagnostic, screening, periodic
and/or benchmark assessments.
GRADING, PROGRESS REPORTING, AND PROMOTION/RETENTION
As a District affiliated charter school, Charter School shall adhere to and implement District
policies and procedures regarding grading, progress reporting, and promotion/retention.
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ELEMENT 4 – GOVERNANCE
“The governance structure of the charter school, including, but not limited to, the process to be followed by the
charter school to ensure parental involvement.” (Ed. Code § 47605(b)(5)(D).)
GENERAL PROVISIONS
As a District affiliated charter school, Charter School is subject to the governance and
control of the LAUSD Board of Education. Governance at the school site level shall be in
accordance with the provisions of this Charter and shall be consistent with all applicable
state, federal laws and regulations, District policies, and the provisions of LAUSD collective
bargaining agreements (CBAs). Adoption of any governance structure or model in conflict
with the above shall be null and void unless the appropriate parties have agreed to a
waiver or exemption. Absent agreed upon waivers between the District and UTLA, Charter
School shall adhere to the requirements of Article XXVII of the LAUSD-UTLA CBA, as it
may be amended from time to time, including but not limited to provisions related to Local
School Leadership Council composition and responsibilities, and provisions regarding
councils and committees (e.g., Title I School Site Councils).
Charter School shall adhere to and implement all applicable District policies and
procedures for compliance with California open meetings laws (i.e., the Brown Act and the
Greene Act, as applicable) and the California Public Records Act.
All staff and representatives of Charter School, including members of Charter School’s
local governing council, members of school committees and other councils, and school
administrators, shall comply with federal and state laws, nonprofit integrity standards, and
LAUSD’s charter school policies, regarding ethics and conflicts of interest.
Charter School shall ensure that, at all times throughout the term of the Charter, the
bylaws of its local governing council are and remain consistent with applicable laws,
District policy, the provisions of LAUSD collective bargaining agreements (CBAs), any
applicable District-UTLA waiver(s), and the provisions of this Charter.
The District reserves the right to appoint a non-voting single representative to Charter
School’s local governing council.
LEGAL AND POLICY COMPLIANCE
As a District affiliated charter school, Charter School shall comply with all applicable
federal and state laws and regulations, and District policies and procedures, as they may
change from time to time.
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In coordination and consultation with the District, Charter School shall comply with all
applicable federal and state reporting requirements, including but not limited to the
requirements of CBEDS, CALPADS, the Public Schools Accountability Act of 1999, and
Education Code section 47604.33.
Charter School shall notify parents, guardians, and staff in writing within 72 hours of the
issuance of a Notice of Violation, Notice of Intent to Revoke, Final Decision to Revoke,
Notice of Non-Renewal, or equivalent notice, by the LAUSD Board of Education.
TITLE IX, SECTION 504, AND UNIFORM COMPLAINT PROCEDURES
As a District affiliated charter school, Charter School shall comply with and implement all
District policies and procedures related to its responsibilities under Title IX of the Education
Amendments of 1972 (Title IX), Section 504 of the Rehabilitation Act of 1973 (“Section
504”), and the District’s Uniform Complaint Procedures.
As a District affiliated charter school, Charter School shall adhere to all applicable federal
and state laws and regulations, and District policies and procedures, regarding pupil fees,
including but not limited to procedures related to complaints filed pursuant to Education
Code section 49013.
Charter School shall comply with the requirements of Education Code section 52075 and
District policies and procedures regarding the filing of complaints related to certain
provisions of the Local Control Funding Formula legislation.
RESPONDING TO INQUIRIES
Charter School shall promptly respond to all District inquiries, including but not limited to
inquiries regarding financial records, and shall cooperate with the District regarding any
inquiries. Charter School acknowledges that it is subject to audit by LAUSD, including,
without limitation, audit by the District Office of the Inspector General.
If an allegation or other evidence of waste, fraud, abuse, or other material violation of law
related to Charter School’s operations, or breach of the Charter, is received or discovered
by the District, Charter School shall cooperate with any resulting inquiry and/or
investigation undertaken by the District and/or the Office of the Inspector General
Investigations Unit.
NOTIFICATION OF THE DISTRICT
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Charter School shall provide the appropriate Local District and the Charter Schools
Division with copies of all collective bargaining waivers and/or exemptions within 10 days
of the execution date of the waiver/exemption.
Charter School shall notify the appropriate Local District and the Charter Schools Division
in writing of any citations or notices of workplace hazards, investigations by outside
regulatory or investigative agencies, lawsuits, or other formal complaints or notices, within
one week of receipt of such notices by Charter School. Charter School shall also notify the
appropriate Local District in writing of any internal investigations within one week of
commencing investigation. Charter School shall notify the appropriate District office(s) and
Local District immediately of any dire emergency or serious threat to the health and safety
of students or staff.
STUDENT RECORDS
Charter School shall comply with and implement all District policies and procedures related
to the creation, use, maintenance, storage, and transfer of student records.
When a student transfers for any reason from Charter School to any other school district,
Charter School shall notify the superintendent of the school district of the student’s last
known address within 30 days, and shall, within 10 school days of receiving a records
request, provide that school district with a copy of the student’s cumulative record,
including a transcript of grades or report card and health information. Charter School shall
comply with the requirements of California Code of Regulations, title 5, section 3024,
regarding the transfer of student special education records.
PARENT ENGAGEMENT
Charter School shall not require a parent or legal guardian of a prospective or enrolled
student to perform volunteer service hours, or make payment of fees or other monies,
goods, or services in lieu of performing volunteer service, as a condition of his/her child’s
admission, continued enrollment, attendance, or participation in the school’s educational
activities, or otherwise discriminate against a student in any manner because his/her
parent cannot, has not, or will not provide volunteer service to Charter School.
FEDERAL PROGRAM COMPLIANCE
As a District affiliated charter school, Charter School shall comply with and implement all
applicable District policies and procedures related to the Elementary and Secondary
Education Act (ESEA, also known as Every Student Succeeds Act (ESSA)) and other
applicable federal programs.
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ELEMENT 5 – EMPLOYEE QUALIFICATIONS
“The qualifications to be met by individuals to be employed by the charter school.” (Ed. Code § 47605(b)(5)(E).)
EQUAL EMPLOYMENT OPPORTUNITY
Charter School acknowledges and agrees that all persons are entitled to equal
employment opportunity. Charter School shall not discriminate against applicants or
employees on the basis of race, color, religion, sex, gender, gender expression, gender
identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital
status, physical disability, mental disability, medical condition, genetic information, military
and veteran status, or any other characteristic protected by California or federal law. Equal
employment opportunity shall be extended to all aspects of the employer-employee
relationship, including but not limited to recruitment, selection, hiring, upgrading, training,
promotion, transfer, discipline, layoff, recall, and dismissal from employment.
STAFFING
Charter School shall comply with and implement all applicable state and federal laws and
regulations, District policies, and LAUSD collective bargaining agreements (subject to any
applicable waiver or exemption validly and timely executed by the appropriate parties)
related to staffing, credentialing, and assignments.
Charter School shall be subject to all District decisions regarding reduction in force,
mandated furloughs, layoffs, and any other District decisions related to salaries,
classifications, qualifications, and assignments. Unless the District has assigned all
employees in a classification to a specific basis, Charter School will have autonomy in
assigning positions to specific working bases.
Selection of the principal shall remain the purview of the LAUSD Superintendent.
CERTIFICATED PERSONNEL
Charter School shall comply with federal and state laws and regulations, District policies
and procedures, and applicable collective bargaining agreements in the selection and
class assignment of certificated staff. Charter School will have the autonomy to interview
and select teachers and school-funded support staff from District-approved lists of eligible
candidates as determined by the LAUSD Human Resources Division, which may be
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limited to Priority Placement Lists (displaced teachers) and Rehire Lists depending on
current hiring conditions in each subject area. While every effort will be made to avoid
assigning any certificated employee to any Charter School campus, the District retains the
right to make such assignments in cases in which no other alternative is available (e.g., in
order to provide reasonable accommodation in compliance with the Americans with
Disabilities Act).
CLASSIFIED PERSONNEL
Charter School shall comply with applicable federal and state laws and regulations,
including but not limited to the merit system provisions of the Education Code, Personnel
Commission Rules, and applicable collective bargaining agreements in the selection and
assignment of classified staff. Unless valid reemployment lists exist, Charter School will
have the autonomy, when selecting classified employees for regular assignment, to select
from the top three eligible candidates on current valid eligibility lists promulgated by the
Personnel Commission. When valid reemployment lists exist, every effort will be made to
avoid assigning classified staff to Charter School; however, the Personnel Commission
retains the right to make such assignments in cases in which no alternative is available
(e.g., as a result of reductions-in-force or reasonable accommodations in compliance with
the Americans with Disabilities Act.)
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ELEMENT 6 – HEALTH AND SAFETY PROCEDURES
“The procedures that the charter school will follow to ensure the health and safety of pupils and staff. These
procedures shall include the requirement that each employee of the charter school furnish it with a criminal record
summary as described in Section 44237.” (Ed. Code § 47605(b)(5)(F).)
GENERAL PROVISIONS
Charter School shall comply with all federal, state, county, and city laws and regulations,
and District policies and procedures, related to health, safety, and emergency
preparedness, as they may be changed from time. Charter School shall comply with and
implement all District policies and procedures related to protecting the health and safety of
students and staff, including but not limited to policies and procedures related to child
abuse and neglect reporting and awareness training, and allegations of employee–to-
student sexual abuse.
HEALTH, SAFETY AND EMERGENCY PREPAREDNESS PLAN
As a District affiliated charter school, Charter School shall comply with and implement all
District policies and procedures related to health, safety, and emergency preparedness,
including but not limited to the required creation, maintenance, and implementation of a
Safe School Plan. Charter School shall ensure that its staff receives annual training on
Charter School’s health, safety, and emergency procedures, and shall maintain a calendar
for, and conduct, emergency response drills for students and staff in accordance with
District policies and procedures.
Charter School shall periodically review, and modify as necessary, its Health, Safety and
Emergency Preparedness Plan (Safe School Plan), and keep it readily available for use
and review upon District request.
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)
Charter School, including its administrators, other staff, and representatives, shall comply
with the Family Educational Rights and Privacy Act (FERPA) and Education Code section
49060 et seq. at all times.
CRIMINAL BACKGROUND CLEARANCES AND FINGERPRINTING
As a District affiliated charter school, in order to protect and promote the health and safety
of students and staff, Charter School, including its staff, contractors (vendors), and
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volunteers, shall adhere to the policies and procedures of the District related to
fingerprinting and criminal background clearances.
IMMUNIZATION AND HEALTH SCREENING REQUIREMENTS
As a District affiliated charter school, in order to guarantee the health and safety of
students and staff, Charter School shall ensure that all staff, contractors (vendors), and
volunteers adhere to the policies and procedures of the District related to tuberculosis risk
assessment, examination and clearance. Charter School shall comply with and implement
all District policies and procedures related to the immunization and health screening of its
students, including but not limited to the immunization of students as a condition of
attendance and screening for vision, hearing, and scoliosis. Charter School shall create,
use, maintain, store, transfer, and dispose of student health records in accordance with
District policies and procedures.
SAFE PLACE TO LEARN ACT
Charter School shall comply with all applicable requirements of the Safe Place to Learn
Act. Ed. Code section 234 et seq. and related District policies and procedures.
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ELEMENT 7 – MEANS TO ACHIEVE RACIAL AND ETHNIC BALANCE
“The means by which the school will achieve a racial and ethnic balance among its pupils that is reflective of the
general population residing within the territorial jurisdiction of the school district to which the charter petition is
submitted.” (Ed. Code § 47605(b)(5)(G).)
COURT-ORDERED INTEGRATION
Charter School shall comply with all requirements of the Crawford v. Board of Education,
City of Los Angeles court order and the LAUSD Integration Policy adopted and maintained,
pursuant to the Crawford court order, by the District’s Student Integration Services
(collectively the “Court-ordered Integration Program”). The Court-ordered Integration
Program applies to all schools within or chartered through LAUSD.
Charter School shall take all reasonable steps to attract and maintain a racially integrated
student body in a manner consistent with the Court-ordered Integration Program,
applicable law, and District policy. Any provision of Integration Program resources to
Charter School (e.g., Magnet, Permits with Transportation, and/or Transportation
resources) is subject to change, in whole or in part, for budgetary and/or other reasons, at
the sole discretion of the District.
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ELEMENT 8 – ADMISSION REQUIREMENTS
“Admission requirements, if applicable.” (Ed. Code § 47605(b)(5)(H).)
GENERAL PROVISIONS
Charter School shall admit all students who wish to attend the school. (Ed. Code §
47605(d)(2)(A).) As an existing District school that has converted to become a District
affiliated charter school, Charter School’s first priority is to admit students who reside in the
former attendance boundary of the school. (See Ed. Code § 47605(d)(1).) If the number
of students who wish to attend Charter School exceeds its operational capacity, as
determined annually by the District, Charter School shall conduct a public random
drawing/lottery. (Ed. Code § 47605(d)(2)(B).) Charter School’s existing students
(regardless of residence or any other factor) shall be exempt from the lottery. Prospective
students who reside within the former attendance boundaries of Charter School (“resident
students”) shall have first priority admission preference at all times and are thus deemed
exempt from the lottery as well. (See Ed. Code § 47605(d).) Charter School shall provide
a second priority admission preference for prospective students residing within LAUSD
boundaries, but not residing within the former attendance area of Charter School. (Ed.
Code § 47605(d)(2)(B).)
Students who participate in the lottery but are not selected for admission during the lottery
shall be placed on a waitlist. As seats become available, Charter School shall fill seats
from the waitlist. This waitlist shall be effective until the end of the programmatic year to
which it pertains.
If, at any time during the school year, the total enrollment of Charter School approaches its
operational capacity and Charter School appears potentially unable to enroll new students
who reside within the former attendance boundary of Charter School, Charter School shall
immediately consult and coordinate with its Local District administration as well as the
District’s School Management Services and Student Integration Services, to manage its
enrollment so that Charter School remains in compliance with all applicable laws and legal
obligations (e.g., Crawford v. LAUSD) and that, to the maximum extent possible, Charter
School is and remains able to enroll, at all times throughout the year, any and all students
who reside within Charter School’s former attendance boundary who wish to attend.
If Charter School determines, in accordance with applicable law and District policies and
procedures, that any student/parent used fraudulent address information to establish
resident status within Charter School’s former attendance boundary to gain enrollment
prior to the school’s conversion to a District affiliated charter school, or to gain enrollment
through an admission preference in Charter School’s lottery and enrollment process, the
student may be withdrawn and referred back to his/her school of residence in accordance
with District policy and applicable law. If, at that time or any time subsequent, the student
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seeks re-enrollment in Charter School, Charter School shall make its admissions
determination in compliance with applicable law and the terms of this Charter.
SCHOOLS FOR ADVANCED STUDIES (SAS) PROGRAM
If Charter School offers an SAS Program, it shall not consider any student’s eligibility or
interest in the program in determining admission to Charter School. Once a student has
been admitted/enrolled in Charter School, Charter School may accept and process an
application from the student per SAS Program participation guidelines.
MAGNET PROGRAM
If Charter School offers a District-approved Magnet Program, admission to the Magnet
Program shall be determined in accordance with the rules and procedures established by
the District’s Court-ordered Integration Program per the Crawford court order. Students
duly enrolled in a Magnet Program offered by Charter School shall be considered “resident
students” of Charter School for purposes of admission and enrollment.
HOMELESS AND FOSTER YOUTH
Charter School shall adhere to the provisions of the federal 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. Charter School shall provide specific information, in its outreach
materials, websites, at community meetings, open forums, and regional center meetings,
that notifies parents that Charter School is open to enroll and provide services for all
students. Charter School shall comply with all applicable state law and related District
policies and procedures regarding homeless and foster youth, including but not limited to
the provisions of AB 379 (2015) and Chapter 5.5 (commencing with Section 48850) of Part
27 of Division 4 of Title 2 of the Education Code, as amended from time to time.
NON-DISCRIMINATION
Charter School shall not require a parent/legal guardian/student to provide information
regarding a student’s disability, gender, gender identity, gender expression, nationality,
legal or economic status, primary language or English Learner status, race or ethnicity,
religion, sexual orientation, or any other characteristic that is contained in the definition of
hate crimes set forth in Section 422.55 of the Penal Code, or any other information that
would violate federal or state law, prior to admission, participation in any admissions or
attendance lottery, or pre-enrollment event or process, or as a condition of admission or
enrollment. Charter School may request, at the time of, and as part of, conducting its
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lottery process, the provision of information necessary to apply specific admissions
preferences, if any, set forth in this Charter.
Charter School shall not request or require submission of a student’s IEP, 504 Plan, or any
other record or related information prior to admission, participation in any admissions or
attendance lottery, or pre-enrollment event or process, or as a condition of admission or
enrollment.
DOCUMENTATION OF ADMISSIONS AND ENROLLMENT PROCESSES
Charter School shall maintain complete and accurate records of its annual admissions and
enrollment processes, including but not limited to documentation of implementation of
lottery and waitlist criteria and procedures in accordance with the terms of the Charter.
These records shall be made available to the District upon request.
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ELEMENT 9 – ANNUAL FINANCIAL AUDITS
“The manner in which annual, independent financial audits shall be conducted, which shall employ generally
accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the
satisfaction of the chartering authority.” (Ed. Code § 47605(b)(5)(I).)
As a District affiliated charter school, Charter School will not provide for a separate audit
but will be included in the annual audit for LAUSD.
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ELEMENT 10 – SUSPENSION AND EXPULSION PROCEDURES
“The procedures by which pupils can be suspended or expelled.” (Ed. Code § 47605(b)(5)(J).)
GENERAL PROVISIONS
As a District affiliated charter school, Charter School shall comply with and implement all
District policies and procedures related to student discipline and behavior, suspension, and
expulsion.
Charter School shall provide due process for all students, including adequate and timely
notice to parents/guardians and students of the grounds for all suspension and expulsion
recommendations and decisions and their due process rights regarding suspension and
expulsion, including rights of appeal.
Charter School shall ensure that its staff is knowledgeable about and complies with the
District’s Discipline Foundation Policy and/or current equivalent policy. Charter School
shall comply with the terms of the School Discipline Policy and School Climate Bill of
Rights resolution adopted by the LAUSD Board of Education on May 6, 2013.
Charter School shall implement alternatives to suspension and expulsion, especially in
response to attendance-related concerns, e.g. truancy or excessive tardiness.
Charter School acknowledges that the District’s Student Discipline and Expulsion Support
Unit provides technical assistance to schools considering recommendations for expulsion,
ensures that students recommended for expulsion are afforded a fair and impartial hearing
and all other due process rights, and provides for post-expulsion placement/rehabilitation
plans and services as required by law.
STUDENTS WITH DISABILITIES
Charter School shall implement District policies and procedures ensuring compliance with
federal and state laws and regulations regarding the discipline of students with disabilities.
If a student is recommended for expulsion and the student receives or is eligible for special
education, Charter School shall identify and provide special education programs and
services at an appropriate interim educational placement, pending the completion of the
expulsion process, to be determined in coordination with the appropriate LAUSD Special
Education Service Center and/or other appropriate District office.
Charter School shall implement proper disciplinary procedures to comply with the
mandates of state and federal laws, including IDEA and Section 504 of the Rehabilitation
Plan of 1973, and District policies and procedures. In the case of a student who has an
IEP, an IEP team, including a District representative, will meet to conduct a manifestation
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determination and to discuss alternative placement utilizing the District’s Special Education
Policies and Procedures Manual. Prior to recommending expulsion for a student with a 504
Plan, Charter School’s administrator shall convene a Link Determination meeting to ask
the following two questions:
A. Was the misconduct caused by, or directly and substantially related to, the student’s
disability?
B. Was the misconduct a direct result of Charter School’s failure to implement 504
Plan?
NOTIFICATION OF STUDENT’S DISTRICT OF RESIDENCE
Upon the expulsion of any student, if the student is a resident of a school district other than
LAUSD, Charter School shall notify the Superintendent of the school district of the
student’s last known address within 30 days of the expulsion, and shall, within 10 school
days of receiving a records request, provide that school district with a copy of the student’s
cumulative record, including a transcript of grades or report card and health information.
Charter School shall comply with the requirements of California Code of Regulations, title
5, section 3024, regarding the transfer of student special education records.
OUTCOME DATA
Charter School shall gather and maintain all data related to placement, tracking, and
monitoring of student suspensions, expulsions, and reinstatements, in the District’s
Student Information System and shall make such outcome data readily available to the
Charter Schools Division upon request.
READMISSION
Charter School shall comply with all District policies and procedures related to requests for
readmission by students expelled from Charter School.
GUN-FREE SCHOOLS ACT
Charter School shall comply with the federal Gun-Free Schools Act.
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ELEMENT 11 – EMPLOYEE RETIREMENT SYSTEMS
“The manner by which staff members of the charter schools will be covered by the State Teachers’ Retirement
System, the Public Employees’ Retirement System, or federal social security.” (Ed. Code § 47605(b)(5)(K).)
District employees working at or assigned to Charter School will continue to receive
compensation and benefits for their services according to the provisions of the collective
bargaining agreements of their respective bargaining units with LAUSD, inclusive of but
not limited to provisions related to salaries, unemployment benefits, retirement benefits
(including CalSTRS and CalPERS), health insurance, life insurance, and all other assigned
compensation and benefits.
As LAUSD employees, Charter School’s administrators, faculty and staff will receive all
appropriate benefits in compliance with state and federal laws regarding employee
benefits.
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ELEMENT 12 – PUBLIC SCHOOL ATTENDANCE ALTERNATIVES
“The public school attendance alternatives for pupils residing within the school district who choose not to attend
charter schools.” (Ed. Code § 47605(b)(5)(L).)
Students of Charter School do not have or gain any right to admission in a particular
school of any school district, or program of any school district, as a consequence of
applying to or enrolling in Charter School, except to the extent that such a right is extended
by the school district.
A student residing within the territorial boundaries of the District who chooses not to attend
Charter School may contact the appropriate Local District to seek assistance in enrolling in
another District school in accordance with District policies and procedures. Alternatively,
the student may pursue an inter-district transfer, if available, in accordance with admission,
enrollment, and transfer policies and procedures of the District, as they may change from
time to time, or seek enrollment at another charter public school pursuant to applicable law
and the terms of the school’s charter.
A student currently enrolled at Charter School who resides outside the territorial
boundaries of the District and who chooses not to continue attending Charter School may
attend a public school within the student’s school district of residence in accordance with
applicable law and that school district’s policies and procedures, or seek enrollment at
another charter public school pursuant to applicable law and the terms of the school’s
charter.
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ELEMENT 13 – RIGHTS OF DISTRICT EMPLOYEES
“The rights of an employee of the school district upon leaving the employment of the school district to work in a
charter school, and of any rights of return to the school district after employment at a charter school.” (Ed. Code §
47605(b)(5)(M).)
As a District affiliated charter school, all administrators, faculty and staff of Charter School
are and shall be LAUSD employees. All Charter School employees shall be hired by the
District and maintain the same relationships with and through all respective bargaining
units as other District employees at non-charter schools.
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ELEMENT 14 – MANDATORY DISPUTE RESOLUTION
“The procedures to be followed by the charter school and the entity granting the charter to resolve disputes relating
to provisions of the charter.” (Ed. Code § 47605(b)(5)(N).)
Charter School agrees to resolve any claim, controversy or dispute (“Dispute”) arising out
of or relating to the Charter, except for any claim, controversy or dispute that is in any way
related to revocation of this Charter, pursuant to the terms of this Element 14.
Any Dispute between the District and Charter School shall be resolved by a collaborative
team from the appropriate Local District and the Charter Schools Division in accordance
with the procedures set forth below:
4) Notification of any Dispute shall be made in writing (“Written Notification”). The Written
Notification must identify the nature of the Dispute and any supporting facts. The
Written Notification shall be tendered to the District by personal delivery, by facsimile,
or by certified mail. The Written Notification shall be deemed received (a) if personally
delivered, upon the date of delivery to the address of the person to receive such notice
if delivered by 5:00 PM; otherwise, it is deemed received on the next business day
following personal delivery; (b) if by facsimile, upon electronic confirmation of receipt; or
(c) if by certified mail, two (2) business days after deposit in the U.S. Mail. All Written
Notifications shall be addressed as follows:
To Charter School: Dixie Canyon Community Charter
c/o School Principal
4220 Dixie Canyon Avenue
Sherman Oaks, CA 91423
To District: LAUSD
Attn: Director, Charter Schools Division
Los Angeles Unified School District
333 South Beaudry Avenue, 20th Floor
Los Angeles, California 90017
5) A written response (“Written Response”) shall be tendered to Charter School within
twenty (20) business days from the date of receipt of the Written Notification. The
parties shall schedule a conference at a mutually agreeable time and place to discuss
the Dispute identified in the Written Notice (“Issue Conference”). The Issue
Conference shall take place within fifteen (15) business days from the date the Written
Response is received by Charter School. The Written Response may be tendered by
personal delivery, by facsimile, or by certified mail. The Written Response shall be
deemed received (a) if personally delivered, upon the date of delivery to the address of
the person to receive such notice if delivered by 5:00p.m; otherwise, it is deemed
received on the next business day following personal delivery; (b) if by facsimile, upon
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electronic confirmation of receipt; or (c) if by certified mail, two (2) business days after
deposit in the U.S. Mail.
6) If the Dispute cannot be resolved by mutual agreement at or under the auspices of the
Issue Conference, either party may then request that the Dispute be resolved by the
Superintendent or his/her designee.
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ELEMENT 15 – CHARTER SCHOOL CLOSURE PROCEDURES
“The procedures to be used if the charter school closes. The procedures shall ensure a final audit of the charter
school to determine the disposition of all assets and liabilities of the charter school, including plans for disposing of
any net assets and for the maintenance and transfer of pupil records.” (Ed. Code § 47605(b)(5)(O).)
CLOSURE ACTION
In order to close Charter School, the LAUSD Board of Education must take a “Closure
Action”. A Closure Action shall be deemed to have been automatically taken when any of
the following occur: the LAUSD Board of Education revokes or denies renewal of the
Charter; the LAUSD Board of Education takes specific Board action to close Charter
School pursuant to the Board’s general authority and/or its unique authority as the legal
governing board of Charter School pursuant to the Charter Schools Act of 1992; the
Charter lapses; or the LAUSD Board of Education or its designee approves Charter
School’s request to revert to a non-charter District school.
In the event of a Closure Action, unless the LAUSD Board of Education or its duly
authorized designee expressly directs otherwise, Charter School shall revert to a District
traditional school.
REVOCATION OF THE CHARTER
The District may revoke the Charter if Charter School commits a breach of any provision
set forth in a policy related to charter schools adopted by the District Board of Education
and/or any provision of the Charter Schools Act of 1992. The District may revoke the
charter of Charter School if the District finds, through a showing of substantial evidence,
that Charter School did any of the following:
• Charter School committed a material violation of any of the conditions, standards, or
procedures set forth in the Charter.
• Charter School failed to meet or pursue any of the pupil outcomes identified in the
Charter.
• Charter School failed to meet generally accepted accounting principles, or engaged
in fiscal mismanagement.
• Charter School violated any provision of law.
Pursuant to AB 97, Charter School may be identified for assistance based on state
evaluation rubrics and be subject to revocation pursuant to Education Code section
47607.3.
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Prior to revocation, and in accordance with Education Code section 47607(d) and state
regulations, the LAUSD Board of Education will notify Charter School in writing of the
specific violation, and give Charter School a reasonable opportunity to cure the violation,
unless the LAUSD Board of Education determines, in writing, that the violation constitutes
a severe and imminent threat to the health or safety of the pupils, or otherwise takes
specific Board action to close Charter School pursuant to the Board’s general authority
and/or its unique authority as the legal governing board of Charter School. Revocation
proceedings are not subject to the dispute resolution clause set forth in this Charter.
REQUEST FOR VOLUNTARY REVERSION TO NON-CHARTER SCHOOL STATUS
In the event that Charter School, pursuant to a duly executed Local School Leadership
Council action, determines to request approval to revert voluntarily to a non-charter District
school, Charter School shall contact its assigned Charter Schools Division administrator,
who will provide information and guidance regarding the applicable procedures for
submitting and processing a request for voluntary reversion to non-charter school status.
CLOSURE PROCEDURES
In the event of a Closure Action, Charter School shall immediately act and operate in all
matters as a traditional District school, unless otherwise directed by the LAUSD Board of
Education or its duly authorized designee. If and to the extent that they are not already
District property or rights, all assets of Charter School shall be automatically transferred to
LAUSD. The District reserves the right to conduct a close out audit or other audit.
Charter School shall issue written notification of the school’s closure as a District affiliated
charter school, and reversion to a non-charter District school, to the
parents/guardians/caregivers of all enrolled students of Charter School within 72 hours of a
Closure Action. Such notification must include, but is not limited to, notice of the effective
date of closure as a District affiliated charter school and information regarding student
enrollment and/or transfer options as appropriate. Charter School shall simultaneously
provide a copy of the written parent notification to the appropriate Local District
Superintendent and Charter School’s assigned Charter Schools Division administrator.
If Charter School serves any students who reside outside District boundaries, Charter
School shall notify, within 72 hours of a Closure Action, any school district that may be
responsible for providing education services to the former students of Charter School.
This notice must include a list of students potentially returning to that district based on
student residence. Charter School shall simultaneously provide a copy of these
notifications, if any, to the Charter Schools Division. Charter School shall comply with and
implement all District policies and procedures and terms of this Charter relating to the
transfer of student records.
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This Element 15 shall survive the revocation, expiration, termination, or cancellation of this
Charter, or any other act or event that would end Charter School’s authorization to operate
as a charter school or cause Charter School to cease operation.
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ADDITIONAL PROVISIONS
FACILITIES
Charter School’s school site remains subject to use by the District and possible space
allocation under Proposition 39 and implementing regulations.
Charter School shall adhere to all applicable district, state, and federal laws, regulations,
and policies regarding facilities.
FISCAL MATTERS
As a District affiliated charter school, Charter School’s fiscal operations will be supervised
by LAUSD. Charter School shall adhere to all applicable District fiscal policies and
procedures, including but not limited to policies and procedures related to budgeting,
procurement, third party contracts, student body funds, student store, donations,
fundraising, payroll, imprest funds, and payment approval for goods and services.