GUMPERS PREPARATURY ACADEMY A UCSD Partnership Charter School Renewal Proposal Effective July I. 2014 Vincent M. Riveroll. Director Cecil ll. Steppe, Chairman of the Board EPA Board of [lirectore Mari Cruz Avaloe Peter Chodzko Michelle Evans Kimiko Fukuda Rafael Hernandez Winifred Hudgiea Jeremy Rurlhert Hugh ?Bud? Mehan Jacqueline Revels Mica Pollock Michael Redriguee Anne Spitzherg Gompera Preparatory Academy Charter Renewal Proposal Updated November 4. 2013 Page I of TB Gompers Preparatory Academy Charter Renewal Proposal Original Petition Granted: March 1, 2005 Petition Amended: March 11, 2008 Petition Amended: January 21, 2009 Petition Amended: December 1, 2009 Petition Amended and Submitted for Renewal: November 4, 2013 For the Renewal Term: July 1, 2014 through June 30, 2019 Presented to Board of Trustees San Diego Uni?ed School District (tempers Preparatory Aendem Charter Renewal Prepoe Updated September 30. 2013 Page 2 el '16 Table of Contents I. INTRODUCTION 5 II. THE SCHOOL MEETS THE STANDARDS FOR RENEWAL 8 GPA INDICATORS OF SCHOOL SUCCESS 9 IV. CHARTER ELEMENTS A. REQUIRED CHARTER ELEMENTS ELEMENT l: EDUCATIONAL PROGRAM l3 ELEMENT 2 STUDENT OUTCOMES 41 ELEMENT 3: MEASUREMENT AND ASSESSMENT 45 ELEMENT 4: GOVERNANCE 48 ELEMENT 5: EMPLOYEE QUALIFICATIONS 50 ELEMENT 6: HEALTH AND SAFETY PROCEDURES 54 ELEMENT 7: ACHIEVING RACIAL AND ETHNIC BALANCE 56 ELEMENT 8: ADMISSIONS PROCESS 57 ELEMENT 9: ANNUAL FINANCIAL AUDITS 59 ELEMENT 10: STUDENT SUSPENSIONS AND EXPULSIONS 60 ELEMENT 11: EMPLOYEE BENEFITS (RETIREMENT) 65 ELEMENT 12: ATTENDANCE ALTERNATIVES 66 ELEMENT 13: RETURN RIGHTS OF EMPLOYEES 67 ELEMENT 14: DISPUTE RESOLUTION 68 ELEMENT 15: EMPLOYEE BARGAINING 70 ELEMENT 16: PROCEDURES FOR CLOSING 71 Eompers Preparatory Acadam Charter Renewal Propos Updated September 30. 2013 Page: 3 of 76 B. OTHER CHARTER ELEMENTS ELEMENT l7: ELEMENT l8: ELEMENT 19: ELEMENT 20: ELEMENT 21: ELEMENT 22: ELEMENT 23: ELEMENT 24: APPENDICES: Appendix A: Assurances DISTRICT SERVICES FACILITIES INFORMATION EXCHANGE FUNDING MANDATED COST RECOVERY CHARTER TERM AND REVISIONS LEGAL SEVERABILITY Appendix B: SDUSD Proclamation-In Recognition of Gompers Preparatory Academy (GPA) and Director Vince Riveroll Appendix C: Letters of Support Appendix D: GPA Board of Directors Biographies Appendix E: Governance Documents GPA Bylaws GPA Articles of Incorporation GPA Conflict of Interest Code Appendix F: Budget Current and Projected Operating Budgets 0 Cash Flow Analysis Auditor?s Statement of Financial Position for FY 2012 liempere Preparatory Academ Charter Renewal Prepee Updated September 30. 2013 Page 4 of 78 I. INTRODUCTION ?The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. Martin Luther King, Jr. PREFACE Current research suggests that a college-going school culture is enhanced by safe and adequate school facilities, rigorous academic curriculum, quali?ed teachers, intensive academic and social supports, opportunities for students to develop a multi-cultural college-going identity, and strong family-neighborhood-school connections',2,3 Safe schools are free of overcrowding, violence, unsanitary conditions, and other features of school climates that diminish achievement and inhibit access to college. In a college-going culture, teachers, administrators, and parents expect students to have all the experiences they need for high achievement and college preparation. The more academic courses students take, the students have more positive schooling outcomes. Advanced courses have positive effects on student achievement (particularly in science and mathematics), in students? preparedness for college, and in their success in college-level work. Knowledgeable, experienced, and fully certi?ed teachers provide instruction that engages students in rigorous work of high intellectual quality. Importantly, in diverse communities, high quality teaching makes valued knowledge accessible to students from diverse backgrounds. When intensive academic and social supports, what we also call ?scaffolds,? (Alvarez Mehan, 2005) are in place, teachers and counselors play a pivotal role in informing and preparing secondary students for college. Yet, all students require supports and assistance that take place outside the classroom or school. To navigate the pathway to college successfully, students need support networks of adults and peers who help access tutors, material resources, counseling services, summer academic programs, prep, coaching about college admissions and ?nancial aid, and other timely assistance. When students see college going as integral to their identities; they have the con?dence and skills to negotiate college without sacri?cing their 1 Alvarez, Doris, and Hugh Mehan. 2006. ?Whole School Detracking: A Strategy for Equity and Excellence.? Theory into Practice 45 (1): 82-89. 2 Mehan, Hugh. 2012. In the Front Door: Creating a College-Going Culture of Learning. Boulder CO: Paradigm Press. 3 Oakes, Jeannie. 1992. ?Can Tracking Research Inform Practice? Technical, Normative, and Political Considerations.? Educational Researcher 21 (4): 12?21. Gompere Preparatory Acedem harter Renewal Prupos Updated September 30. 2013 Page 5 of '16 own identi?cation and connection with their home communities. They recognize that college is a pathway to careers that are valued in their families, peer groups, and local communities. Connections between families and schools build on parents? and consider them a valuable education resource for students. Educators and community groups work together to ensure that all families have access to essential knowledge of college preparation, admission, and ?nancial aid. Moreover, parents and the community are actively involved in creating all of the other critical conditions mentioned above. In the following pages, we describe how these features of a college-going culture of learning have been established at Gompers Preparatory Academy (GPA). HISTORICAL PERSPECTIVE Gompers Charter Middle School was founded in 2005 after Gompers Secondary failed to meet AYP for ?ve consecutive years under the Federal No Child Left Behind Program Improvement system. At that time, the school was not providing an adequate educational experience for students; in addition, the campus was extremely dangerous, overrun with gang activity, drugs, and violence. Since the charter conversion in 2005, Gompers Charter Middle School created a safe, nurturing learning environment on the Gompers campus, where students can learn the values of ?REACH??Respect, Enthusiasm, Achievement, Citizenship, and Hard work--while receiving a quality, college-preparatory education. As a result, API scores have risen while suspensions and behavior issues have lowered dramatically. As students experienced success at Gompers Charter Middle School, community parents requested that a high school be created to continue the success of their children toward college access. By creating Gompers Preparatory Academy, one school serving grades 6-12, we have provided a quality education, supports, and a college going culture to ensure that our students can succeed at the university of their choice. PARTNERSHIP WITH UNIVERSITY OF CALIFORNIA--SAN DIEGO UCSD, through the Center for Research on Educational Equity, Assessment and Teaching Excellence (CREATE), will continue its successful partnership with GPA. Since it?s founding in 2005, GPA has worked with UCSD CREATE to make the educational principles that have made the UCSD Preuss School successful, in addition to other research based best teaching and learning practices, available to the students in the Gompers community. The school achieves its mission, in partnership with UCSD CREATE and the community, by integrating its comprehensive academic program in a setting that provides a longer school day, academic supports to accelerate student learning, access to advanced coursework and advanced placement curriculum. The mission also is achieved through appropriate supports for access for all students, personalized teacher-student interactions that provide a safe, secure, and nurturing, yet highly disciplined school culture, and farnily-school-community partnerships. Gompers Preparatory Academy is equipping students in grades 6-12 for collegiate success and active community participation. Gompers Preparatory Academ Charter Renewal Prepos Updated September 30. 2013 Page 8 at 76 UCSD will continue to provide a wide range of intellectual, material, and research resources to the partnership, thereby enhancing the educational mission of GPA including: 0 UCSD undergraduate and graduate students who serve as tutors and interns in class, before school, and after school. Student and parent education opportunities to inform families about higher educational options for students after high school, concrete advice on how to achieve higher educational goals and obtain funding for college. 0 Assistance from UCSD CREATE researchers on data collection and data analysis that is useful for gauging the progress of students toward mutually de?ned educational goals. 0 UCSD and additional personnel and resources to support the college application process 0 Site-based research to inform instructional and school culture practice. 0 Participation in Board of Directors and other governance activities. Rompers Preparatory Academ Charter Renewal Propoe Updated September 30. 2013 Page 7 of 76 II. THE SCHOOL MEETS THE STANDARDS FOR RENEWAL The standards for charter renewal are found in California Education Code Sections 47605 and 47607. Renewal petitions must articulate and address the sixteen required elements outlined in section 47605. In addition, a renewal petition must address certain criteria outlined in Section 47607. Speci?cally, a charter school shall meet at least one of the following criteria before receiving charter renewal: 1. Attained its Academic Performance Index (API) growth target in the prior year or in two of the last three years both school~wide and for all groups of pupils served by the charter school. 2. Ranked in deciles 4 to 10, inclusive, on the API the prior year or two of the last three years. 3. Ranked in deciles 4 to 10, inclusive, on the API for a demographically comparable school in the prior year or in two of the last three years. 4. The entity that granted the charter determines that the academic performance of the school is at least equal to the academic performance of the public schools that the charter pupils would otherwise have been required to attend, as well as the academic performance of schools in the school district in which the charter is located, taking into account the composition of the pupil population that is served at the charter school. GPA addresses the sixteen required charter elements in Section IV below. In this section, GPA demonstrates that it meets the renewal criteria by sharing relevant data. GPA meets the standards for charter renewal by meeting Renewal Criteria 3. Additionally, GPA trusts that it meets Renewal Criteria 4, that SDUSD would determine that the academic performance of the school is at least equal to the academic performance of the public schools that the charter pupils would otherwise have been required to attend, as well as the academic performance of schools in the school district in which the charter is located, taking into account the composition of the pupil population that is served at the charter school. All annual SDUSD Site Visit reports for GPA for the last 3 years have rated the academic performance of GPA as ?Meeting Standards,? including comparisons of schools students would otherwise attend in the District. Renewal Criteria GPA has ranked in deciles 4 to 10, inclusive, on the API for a demographically comparable school in the prior year or in two of the last three years. School Year 2010 201 1 2012 Gompers Preparatory Academy 3 4 6 Bompera Preparatory Academy Charter Renewal Proposal Updated September 3D. 2013 Page 8 of TB INDICATORS OF SCHOOL SUCCESS 7, GOMPERS PREPARATORY ACADEMY 1005 47TH SAN DIEGO. CA 92102-3626 PHONE: 619.263.2171 Flu: 619.264.43112 i wzu: indicators of School Success Measurable Charter Outcomes: 2005-2013 Mission Statement The Mission of Gompers Preparatory Academy, in Partnership with UCSD and our Community, is to Accelerate Academic Achievement for ALL Students through a College Preparatory Culture and Curriculum CATEGORY 1 OUTCOMES Creating a College Preparerato School Culture Gompers Preparatory Academy positively engages students, parents. teachers. and community partners to create a campus that fosters college-going behaviors and academic and personal growth. WE 2012.2013 i 1. Number of Parent Engagement Hours Not tracked 3.00m- Served safe Learning Environment 2. Rate of Suspensions 114+ 12 . and Expulsions on Soapensions Suspensions Gompers Campus (it per every 100 3.1 .32 students enrolled) Expelled Expelled 3. Percentage of Students in Attendance Each 91.12% 96?1?? Day Indication of School Success Measurable Charter Outcomes. 2005-2013 Updated 10-21-13. Page 1 01 4 Bumpers Preparatory Academy Charter Renewal Proposal Updated September 2013 Page 9 of 76 ., GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN DIEGO. CA 92102-3626 PNONE: 619.263.2171 [Fun 619.264.4342 WEB: CATEGORY 1 OUTCOMES (CONTINUED) Outcomes i- . Percentage of Fully Credentialed 69% 90% Teachers 2004-2005 2012-2013 . Average Number of Years of Educational 2.6 5.0 Experience . Number of UCSD Tutors and Interns Who Provided 45 Academic Su ort and Served (3502 hours) College Role Models (Hours served) . Number of Hours Students Attended Academic 0 38.702 intervention and Support Programs Number of Hours Students Attended Winter 8: Spring Inter- sessions Number of Hours Students Attended 0 28.124 Summer School Number of Hours Students Attended 0 2,628 Monday PM 0 7.950 Indicators 01 School Success Measurable Charter Outcomes. 2005-2013 Updated 10-21-13. Page 2 of 4 [tempera Preparatory Academy Charter Renewal Proposal Updated September 30. 2013 Page of TB 1005 47TH STREET SAN DIEGO. CA 92102-3626 PHONE: 619.263.2171 619.264.4342 WEB: CATEGORY 2 OUTCOMES Achieving College Prepryarato Academic Goals Gompers Preparatory Academy ensures ALL students have access to, and the support necessary to succeed in, rigorous college preparatory coursework. I Average for Comparable Schools 201 1-1 2 Outcome High School Graduation 3 Sam, Class Not for ALL Students A PUPIIGW 100% 1 Graduation Rate Available 9. Four-Year Cohort Graduation RateB 77% 96% 10. Graduating seniors who completed the A-G course sequence 32% 100% College Preparatory required for UCICSU Curriculum for ALL Students Admission I: .. 11.Gradueting seniors who Not completed AP Courses Publicly 100% (1 or more) Available - Number of AP courses 5 10 offered at the school - Percent of students in grades 10-12 who are enrolled in AP courses 531% each year Percent of seniors at the school who graduated on time with their grade 12 peers. Percent of students who entered grade 9 for the ?rst time at the school during the 2008-2009 school year (or transferred into the school after grade 9) and earned a high school diploma 'on time? (within 4 years) at the school. Students tracked by Statewide Student Identi?er (SSID). Indicators a! School Measurable Charter Outcomes. 2005-2013 Updated 10-21-13. Page 3 of 4 Bumpers Preparatory Acadsm Charter Renewal Prupos Updated September 30. 2013 Page ll 01 76 GOMPERS PREPARATORY ACADEMY Outcome College Access for ALL Students GPA 3.3333 13.Ademic Performance 540 666 . Index (API) for Gompers +126 Acceleratrng Academic Students Achievement - API for African American 547 699 for ALL Students Students (+152API for Hispanic Students (+136) API for Susie-economically 530 665 Disadvantaged Students (+135) API for English Language 520 616 Learners ?Academic Performance Index?StatewideISimilar ?3 216? Schools Rank A UCSD PARTNERSHIP SCHOOL 1005 47TH STREET SAN DIEGO. CA 92102-3626 PHONE: 619.263.2171 lFAx: 619.264.4342 I Wen: CATEGORY 2 OUTCOMES (CONTINUED) Statewide Average Indicator 2909 (most recent data available) 12. Seniors who were Not accepted to either a 2- or 100% 4-year college Available - Seniors who were Not accepted to a 4-year . 55% university Available - Graduates who enrolled at a uc school 73% 11% - Graduates who enrolled at a CSU school 105% 23% - Graduates who enrolled at either a 2- or 4-year 40.6% 100% 2012-201 3 Date is for 2012. 2013 data is not yet available. Indicators of School Success Ileanurahte Charter 2005-2013 Updated 10-21-13. Page 4 of 4 Bumpers Preparatory Academy Charter Renewal Proposal Updated September 30, 2013 Page 12 of TE IV. CHARTER ELEMENTS A. REQUIRED CHARTER ELEMENTS ELEMENT 1: EDUCATIONAL PROGRAM A description, for the charter school, of annual goals, 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 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 these goals. A charter petition may identify additional school priorities, the goals for the school priorities, and the speci?c annual actions to achieve those goals. Ed. Code ?47605 Element (t ducation is a human right with immense power to transform. On its foundation rest the cornerstone of freedom, democracy, and sustainable human development. --Kofi Annan The mission of Gompers Preparatory Academy, in partnership with the University of California, San Diego and our community, is to accelerate academic achievement for ALL students through a college preparatory culture and curriculum. STUDENTS SERVED BY GOMPERS PREPARATORY ACADEMY Gompers Preparatory Academy?s student population re?ects the demographic diversity of greater San Diego, but with far more students than average living in households with incomes at or below the Federal poverty level. The following statistics represent the GPA student population for the 2012-13 school year. While student demographic data changes from year to year, it is anticipated that GPA will continue to serve similar student groups in the coming years. Over 95% of GPA students live within the attendance boundaries of San Diego Uni?ed School District (SDUSD), with most students living in the community that surrounds the GPA campus. For the 2012-13 school year, the student population demographics were as follows: I 86% of students quali?ed for Free or Reduced Lunch (Nearly 70% of student population had household income below the Federal poverty level) I 70% of students identi?ed as learning English as a Second Language (31% English Language Learners and 40% Reclassi?ed as Fluent English Pro?cient) Gompers Preparatory Aendem Charter Renewal Propos Updated September 2013 Page 13 of 76 16% of students identi?ed as Students with Disabilities and being served by an active Individual Education Plan (IEP) I Ethnicity groups represented: 78% Hispanic or Latino 13% African American 4% Asian 2% Paci?c Islander 3% White, Two or More, or Other STUDENT LEARNER OUTCOMES GPA students will demonstrate the school?s REACH values (Respect, Enthusiasm, Achievement, Citizenship, Hard Work) as follows: RESPECT: Positively interact with all students and adults and able to articulate the school?s mission core beliefs Demonstrate responsibility in the learning community by adhering to the GPA Code of Conduct, Non-Negotiables and 5 Rules Wear their college prep uniform with pride Honor cultural and individual diversity ENTHUSIASM: 0000 Attend school daily Demonstrate with con?dence that college is part of their ?lture Participate in a variety of leadership opportunities Discover an area of interest beyond the core academic classes Mentor fellow students ACHIEVEMENT: Meet or exceed Common Core State Standards in English and Math Read and write effectively in each subject area Communicate effectively in academic language to express thoughts and ideas during classroom discourse and presentations Use technology as a tool for learning Enroll in rigorous AP courses CITIZENSHIP 0 Transfer academic literacy skills to greater world Demonstrate character education by becoming a Culture Expert? and the application of character education resources the ?7 Habits of Highly Effective Teens?) Recognize the impact personal behavior and character has on our local and global community Be knowledgeable about United States History and the democratic process Rompers Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page 14 of 76 HARD WORK: 0 Develop and implement individual goals and action plans for academic achievement at GPA and access to college upon graduation. Participate in additional academic supports, if needed. 0 Demonstrate academic organizational and study skills. SCHOOL-WIDE GOALS In order to ensure students meet the above outcomes, GPA faculty and staff members are intensely focused on accomplishing the following school-wide goals: 1. Student Engagement: Classrooms are active, risk free learning environments where teachers ask deliberate questions that foster higher-level thinking and students ask questions to demonstrate their engagement with the learning. Multiple Intelligences of students are considered throughout the lesson. 2. Academic Language: All staff engage with students modeling academic discourse. All classrooms provide multiple opportunities for students to talk using academic language of the content area. 3. Using Data to Transform Instruction: Every teacher in every classroom knows the learning progress of each of their students in critical leaming areas. Teachers facilitate and inspire students to drive their own learning, be active in their own results for their learning by choosing weekly standard focus areas and designing learning activities that engage students with the appropriate learning focus areas through the week. Teachers assess constantly while facilitating lessons and through quick pre and/ or post assessments. Technology and interdisciplinary planning are active tools. 4. School-Wide Reading: Create reading as part of the academic culture of GPA. Create a common understanding of the importance, pleasure and necessity of reading by staff and students. Students become skilled, curious, engaged, and thoughtful readers. Teachers are able to assess reading progress of students and support them and engage their families in supporting their reading improvement. GPA students read all the time for a variety of purposes and are able to talk about their reading to others. EDUCATIONAL PHILOSOPHY Charter schools are tasked with providing both a model and a remedy to the current crisis in education by ?breaking the mold? (SB 1448). Gompers Preparatory Academy is committed to serving students from low-income backgrounds who may be the ?rst student in their families to attend college and designing an educational and social program that allows all students access to a college pathway. GPA seeks to provide a high quality college preparatory educational option to the Gompers community and other students who are under-represented in colleges and university settings. Gompers Preparatory Academ Charter Renewal Propes Updated September 30. 2013 Page 15 at 76 The school is open to all students, but the majority of GPA students live in the surrounding Southeastern San Diego community (zip codes 92102, 92105, 92114, and 92113, respectively). With the goal of high school graduation and college entrance for all students, GPA equips students with academic literacy skills in Language Arts, Mathematics, Sciences, and Humanities, and ?mctional literacy skills for communication in everyday life. Academic literacy is often the missing link for success of second language learners and students who are struggling to read and write at grade level. Functional literacy involves the ability of students to transcend social barriers through communication, diplomacy, global awareness, and service to the greater community. When we ask our youngest elementary school students what they want to be when they grow up, we never hear the words ?high school drop-out?, ?gang-member?, ?in a job I hate.? In fact, we hear quite the opposite as our youngest children in the education system share their dreams of being astronauts, doctors, lawyers, teachers, scientists, inventors and the like. But something happens along the way and many students in our community lose their connection to school and adults and, in doing so, lose the link to their dreams. At GPA, teachers and staff work diligently to re-connect kids to school and adults, so that students can begin to dream again about their future in positive ways. Gompers Preparatory Academy believes that schools are about taking that dream and showing all students how to make it a reality for their lives in the 21St century. GPA accomplishes this by creating ?relevance, relationships and rigor? between students and their learning experiences. GPA believes that it is imperative to keep students connected to their future in positive ways and develop students who understand the individual contribution they can make to their families, local community and the world beyond. GPA believes students best learn when the following key educational beliefs are implemented: 0 Each student must have a minimum of one school adult with whom they are connected in a positive way. 0 The school environment must be well structured and safe so that students feel secure to attend and take risks in their learning. 0 High expectations of learning and behavior must be held for each student. 0 Advanced college preparation course work is available to all students who attend through a variety of student centered learning modalities and scaffolds, as needed. All students are required to take at least one AP course in their high school career at GPA. The development of citizenship is created through the direct teaching of personal character, healthy lifestyles, good judgment and ethical behavior. Students must see the relevance between the learning in the classroom and its application to their future college attendance and what is happening in the world. 0 Each student should be able to seek and ?nd the path to their highest life potential through their educational career. 0 Students are taught how to become self-motivated, competent and life long learners. 0 All seniors complete a Senior Exhibition, presented to community members and staff, to show their readiness for graduation. Gompers Preparatory Academ Charter Renewal Propoe Updated September 30. 2013 Page 16 of 18 6- 8 PROGRAM Currently, GPA consistently enrolls 6th and 7th grade students from local schools exiting the 5?h and 6th grades, in which 41- 57 of the students are not pro?cient 1n grade level math or English Language Arts, upon entering middle school for the ?rst time". In addition, of the entering students, 15-18 of the students are already identi?ed as needing special education services and 32 - 42% are enrolled in English as a Second Language programs 5. Because the majority of our students enter our school with low academic skills and content knowledge, our goal is to give students access to the supports they need to accelerate their learning, while providing a rigorous, college-preparatory education. In order to do this, we have established a range of supports to meet the needs of all our diverse learners, and ensure that they can begin or continue to be success?il in their 6-8 academic program, with the goal of preparing them within 3 years to be successful in rigorous classes and be ready to participate successfully in Advanced Placement classes in upper grades. Our data shows that the greatest need for entering students is in English and math. To meet this need, we have implemented pullout programs, incorporated web~based programming, and designed a master schedule that provides additional learning support in English and Math. We provide professional development for our teachers to learn how to access reading across the content areas and implement a balanced literacy approach in Language Arts classrooms. Additionally, Science is integrating STEM (Science, Technology, Engineering, Math) concepts. Every teacher is trained to be a teacher of strategies to access reading and academic vocabulary across the content areas and teachers attend weekly professional development in literacy as we transition to Common Core State Standards to ensure their continued growth and learning. Gompers Preparatory Academy?s course requirements are aligned with and meet the requirements of state standards in each content area. In the 2013-2014 school year, GPA is beginning its transition to Califomia?s Common Core State Standards. GPA teachers work in teams to create curriculum that integrates higher literacy demands across subject areas and grade levels to align with the new standards. By 2014-2015, GPA will have ?illy transitioned to the Common Core standards, and students will be assessed through the newly developed ?Smarter Balanced Assessment.? GPA offers a longer school day and longer school year than traditional schools to allow for more time on task. This arrangement is necessary to provide additional scaffolds that are required for some learners. Current Course Offerings, grades 6?8 Grade 6 Grade 7 Grade 8 Math Mathematics 6 Pre-Algebra Algebra I English English 6 English 7 English 8 ESL ESL ESL Science Earth Science Life Science Physical Science Histog Ancient History World History US History 4 Student Information System (Zangle, PowerSchool, etc) data from 2005-2013. 5 Student Information System (Zangle, PowerSchool, etc) data from 2005-2013. Gompers Preparatory Academ Charter Renewal Prepos Updated September 30. 2013 Page 17 at 16 Elective Latin, Spanish, Computer Applications, Spanish I Computer Applications Spanish Physical Education ENS ENS ENS (Exercise and Nutritional Science) Learning Centers Enrollment based on pro?ciency score in Literacy or Mathematics Enrollment based on pro?ciency score in Literacy or Mathematics Enrollment based on pro?ciency score in Literacy or Mathematics AVID AVID organizational strategies school wide, binders, planners, homework AVID organizational strategies school wide, binders, planners, homework AVID organizational strategies school wide, binders, planners, homework College Class Information on attending college, school wide character and culture program Information on attending college, school wide character and culture program Information on attending college, school wide character and culture program Selected Electives or ENCORE Academic Tutoring Performance Band, Choir, Orchestra, Athletics Academic Tutoring Performance Band, Choir, Orchestra, Athletics Academic Tutoring, Spanish 1, Performance Band, Choir, Orchestra, Athletics As a college preparatory academy, GPA ensures all students complete the necessary A-G requirements as outlined by the University of California and California State University systems to ensure that entering students: - Can participate fully in the ?rst year program at the University in a broad variety of ?elds of study; - Have attained the necessary preparation for courses, majors and programs offered at the University; - Have attained a body of knowledge that will provide breadth and perspective to new, more advanced studies; and - Have attained essential critical reading, thinking and study skills. The following general criteria have been satis?ed for courses to meet the requirement: - Be academically challenging; - Involve substantial reading and writing; - Include problems and laboratory work, as appropriate; - Show serious attention to analytical thinking as well as factual content; and - Develop students' oral and listening skills. - Develop students? presentation of learning skills Aliggment with State Standards Gompers Preparatory Academy?s course requirements are aligned with and meet the requirements of state standards in each content area. In the 2013-2014 school year, GPA began its transition to California?s Common Core State Standards. GPA teachers work in teams to create curriculum that integrates higher literacy demands across subject areas and grade levels to Gompers Preparatory Academ Charter Renewal Prepoe Updated September 30. 2013 Page 18 of '16 align with the new standards. By 2014-2015, GPA will have fully transitioned to the Common Core standards, and students will be assessed through the newly developed ?Smarter Balanced Assessment.? Due to the expectation that every student is enrolled in advanced or AP course work, GPA offers a longer school day and school year than traditional schools to allow for more time on task. Additionally, GPA offers regularly scheduled after school and Saturday tutoring, Monday PM interventions, and annual summer school and academic intersessions during both the winter and spring break periods. These arrangements are necessary to provide the additional scaffolds that are required for some learners. All GPA students are required to take a minimum of one Advanced Placement (AP) course. The freshman and sophomore course sequences allow for additional time in preparatory classes, that will equip students with the skills and supports needed for success in AP classes. Additionally, an Intensive? course will be offered during summer school. Gompere Preparatory Aeedem Charter Renewal Prepes Updated September 30. 2013 Page 19 of 76 Current Course Offerings, grades 9-12 Grade 9 Grade 10 Grade 11 Grade 12 Algebra if Algebra?lI taken and passed in 8 Pre-Calculus l, 2 31:12:!) Geometry 1,2 grade or Algebra I if not Prggal?uluis 12? 2 Calculus passed or taken in 8?h '5 ics Statistics 1, 2 grade. American Literature English 1,2 English 3,4 1,2 English ELD Support ELD Support ELD Support World Literature . 4 years ESL (pending OPL and ESL (pending OPL and ESL (pending OPL Em sumeAP law?s? years of enrollment) years of enrollment) and years of Literature enrollment) Science Biolo 2 Biology 3 /Chemistry AP Chemistry Environmental Science 1,2 3 years gy lChemistry 1,2 Chemistry 2,3 AP Environmental Science 1,2 History World History 1,2 . US History US. US. Gov?t-Economics 3 years Or Social Justice 1,2 World History 1?2 History AP US. Gov?t/Economics . . . . . Elective Choices: . .Elective Chaices.? . tive Chmces. Musical Production, Elective Choices: Elective Musmal Production, Digital Musical ProductionDigital Piano, Digital MuSical Production, Digital 1 year Piano, Digital Animation, Digital Piano, Digital A . . ASB 'tal A . . ASB AVID Animation ASB AVID ??ma?wn? ?am? ?9 ?mam? AVID ASB, AVID Physical Education E.N.S. or Athletics (Exercise and (those enrolled in C.I.F. . . . Nutritional Science) Athletics will waive out of E.N.S. or Athletics E.N.S. or Athletics E.N.S. or Athletics 2 years mandatory E.N.S.) Spanish (or 3/4 if taken in AP Spanish Language Foreign Language 8?h grade) or Spanish or Spanish 3/4 Spanish 3/4 or Spanish AP Spanish Language 3 Spanish for Spanish or 5/6 or Spanish for 5/6 or Spanish for AP Spanish Literature years ma? 8 "y V2 (or if taken in Spanish or or Spanish 01' Spanish 5/6 grade) 5/6 Speakers requirement) Technology One Computer One Computer One Computer . . (Not an Applications class between Applications class Applications class One Computer Applications . class between grades reqmrement) grades between grades between grades 742 1 year 7-12 7-12 7-12 Learning Center Enrollment Enrollment based on Literacy or Math on 3:15;: lish Based on performance in performance in 11 (Not an d/ 1g English 9 and/or English 10 and/or last math coma taken requirement) an or ge ra Geometry Algebra l/lI CAHSEE Prep (Not an CAHSEE Prep CAHSEE Prep CAHSEE Prep CAHSEE Prep requirement) Time during the school day College Success to work on coursework, (Not an study for AP exams, apply to colleges, and pursue ?nancial aid. Gempere Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page of '18 Graduation Reguirements: l) Passage of California High School Exit Examination (CAHSEE) CAHSEE is aligned to the standards in English/Language Arts through grade 10 and Mathematics through Algebra 1-2. All students must pass the California High School Exit Examination (CAHSEE) to receive a diploma in the State of California. The examination is based on the California State Content Standards for English Language Arts and Mathematics. All the tenth-graders are required to take the exam in the spring. If either or both of the English Language Arts and Mathematics portions of the test are not passed, the student will continue to retake the parts not passed during grades 11 and 12 until both parts have been passed. 2) Credit Requirements Forty-four semester credits are required for graduation. Students are expected to meet the California (Common Core) State Standards in English, mathematics, science, history/social science, visual, performing, and practical arts, and physical education. Students who are credit de?cient will not be permitted to participate in commencement or other senior activities. If a student becomes credit de?cient they will be enrolled in either surmner school or selected elective courses to make up missed credits. Students who do not have the necessary credits during the spring semester of their senior year are eligible to attend summer school the summer after the regular school year has ended. Credit Requirements by Subject: English: 8 Semester Credits Grade 9: Two credits; Grade 10: Two credits; Grades 11 and 12: Four credits, including 2 credits in a course that emphasizes American literature and two credits from a prescribed list of English courses. English as a Second Language (ESL) may be used to ful?ll the eight-semester English requirement. Mathematics: 6 Semester Credits All students are required to pass six semester credits of mathematics including Algebra 1- 2, Geometry 1-2, and will take one of the following additional math classes: Intermediate Algebra, Pre- Calculus, Calculus or Statistics Exercise and Nutritional Science (formerly known as Physical Education) or Athletics: 4 Semester Credits Students must complete 2 units in Exercise and Nutritional Science (ENS) or Athletics in grade 9, and 2 units taken in grade 10, 11, or 12. Science: 6 Semester Credits One year of life science (biology or other University of California [UC]-approved laboratory science course in the subject area), one year of physical science (physics, chemistry, or other UC-approved laboratory science course in the subject area), and one additional year of UC-approved science coursework in the (laboratory science) or (elective) subject areas. Rompers Preparatory Acedem Charter Renewal Propos Updated September 30. 2013 Page 21 of 18 History/Social Sciences: 6 Semester Credits Grade 9 or 10: Two credits in world history and geography; grade 11: Two credits in US. history and geography or advanced alternative; grade 12: One credit in government and one credit in economics, or two credits in an advanced alternative. World Languages: 6 Semester Credits Six semesters of a foreign language. Students requiring additional academic support classes to ful?ll meeting I.E.P. goals may receive a waiver for one year of the World Language requirement. Visual or Performing Arts: 2 Semester Credits Two semesters of visual or performing arts. Options currently include: digital animation, musical production, and digital piano. Electives: Additional credits needed to reach a total of 44 credits may be earned by completing additional courses in the above areas and/or elective courses. Advanced Placement (AP) courses: All GPA students are required to complete at least one AP course during their course of study. 3) Senior Exhibitions All graduating seniors are required to create and present a Senior Exhibition to a committee composed of GPA educators, members of the community, and Board members or university educators. 4) Computer Literacy Students can ful?ll this requirement in one of two ways: completion of a computer education course in grades 7-12 or completion of an approved course that incorporates computer education and computer applications. 5) Attendance All students must attend 8 semesters in grades 6-12 for 4 block periods daily. GPA does not offer independent study courses with the exception of temporary absences. There are no off-site or web based courses. 6) Citizenship Each student must maintain a record of responsible citizenship. To participate in high school athletics, senior activities, or graduation, students must meet a minimum standard of a 2.5 grade- point average in citizenship. Seniors will be denied participation in graduation exercises and other senior activities for zero tolerance violations or activities resulting in a ?ve-day suspension as seniors. A senior with a citizenship grade below 2.5 or a suspension of fewer than ?ve days must appeal to the school site appeal board to determine level of participation in senior activities. The citizenship g.p.a. is computed on a scale of N=l, A 2.5 Rompers Preparatory Academ Charter Renewal Propoe Updated September 30. 2013 Page 22 of 76 grade point average is required to participate in co-curricular activities, including athletics. 7) Grade-Point Average A grade-point average of 2.0 or higher in scholarship, computed on the basis of is required. A grade-point average for graduation is computed on courses completed in grades 6-12. (Students should consult their school counselors for information about computing grade-point averages for repeated courses.) For advanced placement (AP) and designated honors courses, the grade-point average is computed on a ?ve-point scale: Students must take the College Board AP exam in order to receive weighted credit. Information on which courses are weighted is provided in the student support center. A 2.0 grade-point average on a four-point scale in scholarship is also required for participation in co-curricular activities, including interscholastic athletics. Parents or guardians shall be advised of the availability of state funds to augment the cost of advanced placement examination fees pursuant to Section 52244 (California Codes, Education Code, Section 48980). 8) Community Service Each student will be required to complete a minimum of 30 hours of community service during each of his or her 9-12th grade years. WASC AND CREDIT TRANSFER The University of California has approved all core courses at GPA. We anticipate that courses offered at GPA are transferable to other schools. GPA applied and received WASC accreditation within the ?rst two years of the school?s original charter approval and is conducting a WASC Self-Study during the 2013-14 school year. Student transcripts take a standard form for universal acceptance. Students and parents are informed of transferability of courses and college entry requirements in public meetings and school publications, including recruiting materials, parent and student handbooks, website text and occasional newsletters. CURRICULUM AND INSTRUCTIONAL DESIGN Our 6-12 curriculum and instruction model is based on a constructivist theoretical framework that emphasizes the social formation of mind, that is, the importance of social interaction in the development of individual mental processes (Cole 1998; Lave Wenger 1991; Rogoff 1994; Rogoff Lave 1984). It emphasizes the importance of social practices, in particular the careful orchestration of talk and tasks, in academic learning. Tasks, in this context, range from hands-on, scienti?c and mathematical explorations to experiential learning that extends out to the local community, the work force, and the greater global community. In GPA classrooms, students are expected both to master a body of authoritative knowledge (algorithms, formulae, symbolic tools, as well as abstract concepts and accepted theories) and to be able to talk and reason effectively with others. Sense-making and scaffolded discussion, calling for and elicited by particular forms of talk, are seen as primary mechanisms for promoting deep understanding of complex concepts and robust reasoning. Independent reading is built into each day in English Language Arts classrooms to support the reading lives of all students and build critical reading skills. Gempere Preparatory Acedem Charter Renewal Updated September 30. 2013 Page 23 of 16 Shared reading and word study components of the Balanced Literacy model is utilized in all subject areas so that teachers? responsibility over the reading process is released and embraced by the students. Colloquially, this gradual release of responsibility is referred to as ?to/with/by? because in the ?rst segment of the process the teacher introduces a concept or skill to the students, during the next segment students practice the concept with the teacher?s help, and ?nally they practice the concept independently by themselves, with the teacher?s supervision. As students progress toward greater independence in their work, the teacher?s role diminishes concurrently (Mooney 1990; Fountas Pinnell, 1995). Pedagogical Strategies By employing a wide variety of instructional techniques, teachers are best suited to meet the individual needs of students. Varying instruction between whole group, small group, and individual instruction formats provide students the supports they need in order to acquire concepts and skills necessary to think critically while gaining academic pro?ciency. While college prep curriculum is designed to meet the University of California?s requirements, we added features to the curriculum that set GPA apart from other college prep schools. While GPA students gain exposure to features of college?level learning lectures, high-demand note-taking, critical thinking and research papers), we recognize that in order to meet the wide range of learning needs of our students, our college prep curriculum requires support for all learners to access college level content. GPA teachers understand the various learning modalities represented in their students and apply appropriate teaching methodologies to meet their needs. Implemented effectively, content in grade level course work remains consistent from class to class but scaffolds that allow the students access to the content may vary from room to room depending on the learning needs of the students in each classroom. GPA teachers plan lessons that engage all types of learners and differentiate for a variety of learning levels. While all 6-12 courses employ a variety of pedagogical strategies, certain instructional models are unique to their content areas. Those are described below. English/Language Arts (ELA) Instruction Model The ELA curriculum is organized into units of study and is based on the National Council of Teachers of English standards and the California State Standards for English Language Arts GPA is transitioning to the Common Core State Standards during the 2013-14 school year. The ELA curriculum is organized by backwards planning, individual teacher research, and weekly professional development around best practices and transitioning to the Common Core. Literacy is the focus and all ELA teachers are becoming facilitators of reading, writing, thinking, and speaking. Students are exposed to a wide variety of texts from diverse sources, through the Eompora Preparatory Academy Charter Renewal Proposal Updated September 30. 2013 Page 24 of TB use of classroom libraries and technology. Teachers facilitate student learning through their knowledge of both depth (levels of cognition) and breadth (variety of genres) and their ability to guide students through close reading, independent reading, critical thinking and analytical writing. Students are expected to speak, read, and write ?uently with purpose in various genres. Foreign Language Instruction Model The Foreign Language standards are taken from the American Council on the Teaching of Foreign Language Foreign language is best learned through immersion and theme-based instruction. Realia and relevant experience are primary components of effective language instruction. The 5 for instruction of Communication, Cultures, Connections, Comparisons, and Communities are implemented. Students are expected to take a minimum of three years of a language other than English in grades 8-12. Mathematics Instruction Model The Mathematics standards are taken from the California State Standards and the National Council of Teachers of Mathematics GPA is transitioning to the Common Core State Standards during the 2013-14 school year.. GPA teachers design courses with reality-based problems, rich in relevance, rigor, and literacy demands, and employ strategies that promote inductive reasoning, ?exible thinking, and computation skills. It is our belief that with the appropriate supports, all students can successfully take Algebra I in 3th grade and Geometry in 9th grade, and that preparation for college includes four years of advanced, honors, or AP Mathematics. The supports needed to move students at this pace varies, and GPA instructional design is responsive based on student need. Recognizing the need for 21St Century approaches to teaching and learning, GPA provides every math student with computer access and a variety of web-based programming that supplements math instruction. Careful attention will continue to be given to the learning outcomes stemming from web-based programs, and resources will be shifted and/or modi?ed in order to meet student need, as demonstrated by data. Science Instruction Model The Science standards are taken from the California State Standards and the National Science Education Standards (National Science Teachers? Association, 1996). Also, starting in 2013-14 school year, GPA will be teaching to the Next Generation Science Standards Students of Science at GPA engage in hands-on, inquiry-based lessons on a regular basis. Using California and NCTA Standards, teachers plan, using backward design, rigorous science experiences that promote curiosity, analysis, reasoning, interpretation, and application. Under the Rompers Preparatory Academy Charter Renewal Proposal Updated September 2013 Page 25 of TB inquiry model, a central question drives scienti?c explorations that elicit critical thinking as well as oral and written communication of ideas. Students will have three semesters of advanced coursework in Biology and Chemistry to prepare them for enrollment in AP courses. History/Social Science Instruction Model The Social Science standards are taken from the California State Standards and the National Council for Social Sciences Although the A-G requirements only call for two years of history/social science courses, GPA requires three years and makes available four years of history/social studies classes aligned with requirements and California State Standards. GPA places a high value on citizenship and democratic ideals in both school and society. To truly function as a global citizen in the 21St century, students need a strong background in history, social science, and government. GPA history and Social Studies classes are taught in a hands-on, project-based manner, incorporating primary source documents, role-playing, technology, debate, historical simulations, and era-speci?c literature. Students will have three semesters of advanced coursework in World History and US History to prepare them for enrollment in AP courses. Exercise and Nutritional Science (ENS) Instruction Model The ENS curriculum is based on the California state standards for physical education and the American Alliance for Health, Physical Education, Recreation Dance The emphasis is on developing individual students? ?tness, and sports skills while increasing students? desire to be active now and in the future. The program provides students with opportunities to investigate and apply a healthy lifestyle and emphasize choice of non-traditional ?tness, leisure, individual and team sports as well as opportunities to improve skills in more traditional ?tness and team activities. These learning opportunities culminate in students? researching, developing, implementing and monitoring their Individual Fitness Plan. ENS also supports the learning in literacy, science, and math by integrating cross?curricular concepts throughout the ?tness plan process and using the approach of balanced literacy to support students? reading and writing needs. Community Service GPA believes that students having access to more advanced educational Opportunities are required to be of service to their communities. In addition, community service provides access to comprehensive career information as they make decisions that guide their coursework and college choices. One way GPA students explore career paths is by engaging in community service; another is participating in a job shadow or career-related internship to ful?ll the community service requirement. COUNSELING SERVICES FOR STUDENTS Beginning as early as sixth grade students begin receiving a variety of supports through a collaborative effort amongst counselors, teachers, parents and students. These efforts are geared dampers Preparatory Academ Charter Renewal Propos Updated September 3i]. 2013 Page 2B of TB to strengthen the scope of the student?s social/emotional, academic and college lens. Counselor?s work closely with parents and teachers to identify additional supports needed to ensure students overall success. Conducting and managing programs such as and 504?s allow students to develop skills both academically and behaviorally. Counselors work with students through individual and/or through group or crisis settings. Counselors research, create and conduct structured lessons designed to provide all students with the necessary tools for academic success. Counselors meet with students to discuss and establish personal goals and develop both short-term and long-term goals. When outside services are required, Counselor?s research and provide referrals for additional student and/or family assistance. Counseling Description for 6th- 8th Grade 0 Counselor implements programs that promote daily attendance and punctuality such as a Day Without A Tardy? Counselor holds At-Risk of Retention meetings to discuss academic concerns and possible risk of retention. 0 Counselor mails out At-Risk of Retention Noti?cations to 8th grade students at-risk academically. Counselor holds SST meetings for students who are in need of additional educational supports. Counselor holds 504 meetings with student, teachers, and parents to discuss modi?cations and/or accommodations that are needed for a student to participate in the general education curriculum and school activities. 0 Counselor monitor?s student attendance through process 0 Counselor presents and promotes A-G requirements to all 8th grade students through 4- year plan presentation Counselor hosts an 8th Grade Parent Night to promote A-G Requirements 0 College Counselor implements college and career exploration programs to develop a college going mindset among students. 0 College Counselor facilitates quarterly in class presentations to promote A-G requirements and college/career options. 0 College Counselor assists 8th grade students in creating an college road-map.? College Counselor hosts parent nights to promote higher education options. 0 College Counselor organizes college tours and ?eldtrips. Counseling Description for 9th -12th Grade 0 Counselor schedules students in appropriate classes to meet all A-G required courses Counselor holds Transcript Review Meetings with parents and students to discuss academic progress and graduation requirements. 0 Counselor mails out Academic Probation Noti?cations to all students at-risk academically. Counselor holds academic probation meetings with parents and students who are at-risk academically. Gempera Preparatory Acadam Charter Renewal Prepos Updated September 30. 2013 Page 27 of '16 Counselor holds SST meetings for students who are in need of additional educational supports. Counselor holds 504 meetings with student, teachers, and parents to discuss modi?cations and/or accommodations that are needed for a student to participate in the general education curriculum and school activities. Counselor monitors student attendance through process. Counselor promotes CAHSEE through events such as Boot Camp?, CAHSEE College Class, and CAHSEE Parent Night. Counselor coordinates CAHSEE practice exam to analyze individual strand data. College Counselor coordinates and register students for the PSAT, SAT, ACT, and EAP college entrance exams. College Counselor provides students with PSAT, SAT and ACT preparation resources. College Counselor coordinates college ?eld trips and fairs. College Counselor coordinates an annual Southern California Overnight College road trip for 11th grade students. College Counselor provides students and parents with information regarding higher education systems (U C, CSU, Private, Out of State, and Community College). College Counselor promotes college and career awareness through programs such as ?Colleges of the Month? and ?Foundations 2020? College Counselor hosts parent and student Financial Aid Nights College Counselor collaborates with universities and colleges to provide resources to students and families. College Counselor facilitates career exploration in class workshops. Counseling Description Speci?c for 12th Grade Counselor hand schedules each student in Senior Class to ensure accuracy. Counselor holds transcript reviews to coincide with scheduling to ensure students are on track to graduate. Counselor meets with families of students at risk prior to start of the year. Counselor holds weekly meetings with seniors to address: grade point average requirements, community service requirements, attendance requirements, and credits needed to graduate. Counselor holds Seniors Team Meetings bi-weekly to discuss students of concern. After Senior Team Meetings, Counselor holds weekly meetings with at-risk seniors based on grades. Counselor establishes calendar of supports for CAHSEE administration that targets each individual student. Counselor conducts Final Diploma check College Counselor reviews and completes Community College, CSU, UC, and Out of State applications with seniors. College Counselor reviews and completes FAFSA and CAL GRANT applications with semors. [Bumpers Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page 28 of 78 0 College Counselor holds weekly college application and ?nancial aid workshops (Senior Fridays). College Counselor meets with families to discuss college and career options. 0 College Counselor monitors academic grades to ensure that all seniors get admitted into a college or university. PLAN FOR STUDENTS WHO ARE ACHIEVING BELOW GRADE LEVEL ACADEMICALLY GPA utilizes many research-based instructional strategies and interventions with struggling students in the critical academic areas, such as reading, writing and math. In addition, the focus on continuous monitoring of progress on interventions allows teachers and students to analyze the effectiveness of each intervention and make necessary changes or switch to a new intervention. With these procedures in place, the intervention model at GPA helps many students ?ll in the gaps in their understanding, knowledge level, and production of work in the key academic subjects. Intervention models are implemented at GPA with students who are struggling academically. Due to a multitude of factors related to language status and previous educational opportunities, many of the students who enter GPA as 6th and 7th graders lack basic skills and are performing signi?cantly below grade level. Our students who are low achieving need specialized interventions to ?ll in their gaps in learning. The intervention model that GPA uses is very similar to the Response to Intervention model that is now part of a general education initiative (National Association of State Directors of Special Education). Its components are addressed in No Child Left Behind Act (NCLB), which focuses on accountability of educational results. This includes using research-based interventions with struggling students, continuous progress monitoring on interventions used, and using that data to determine the need for additional higher-level intensive interventions when there is an indication of lack of progress. A. Identi?cation of at-risk students The mission of GPA is to accelerate academic achievement for ALL students. Understanding the importance of providing specialized supports that meet the learning needs of every student, GPA uses a variety of methods to identify student?s and weaknesses, including those of at-risk students. Students may be deemed ?at risk? if they are displaying any of the following characteristics: 1) Grade point average falls below a 2.5 or student is receiving a or an in any core class; 2) STAR test results are below pro?cient; 3) initial diagnostic assessments indicate skills in math or English are below grade level; 4) student has poor attendance; 5) student is not responding to academic interventions; and 6) student is displaying behavioral issues. B. Supports for at-risk students Many students who enter GPA in sixth and seventh grade are signi?cantly below grade level in reading and math. GPA maintains an environment fostered by high expectations Gempere Preparatory Aeedem Charter Renewal Propes Updated September 30. 2013 Page 29 of '16 and rigorous instruction for all students. In order to provide for the academic success of all students, GPA includes a variety of structural supports within the instructional program to meet the different needs of each student, which is determined as the result of consultation with student?s teachers, parents, and counselor. GPA support services include: 1. UCSD Tutors: In partnership with UCSD, university undergraduate students are assigned to assist struggling students in class and after class as needed. Targeted Small Group Instruction: Teachers use whole group, small group, and individual instruction to provide students with the supports they need in order to acquire concepts and skills necessary to think critically while gaining academic pro?ciency. Further small group instruction is facilitated by the use of support resource teachers and/or UCSD tutors. Differentiated instruction to meet the needs of a diverse population is standard in GPA classrooms. Identifying and continuous monitoring of student progress helps act as a support for students who are struggling academically. . Learning Center (LC): These supplemental learning opportunities offered for mathematics and English provide students with engaging lessons that focus on fundamental concepts that translate into stronger understanding of current content in mathematics or English courses. Students with IEPs are placed in the LC to receive the direct support of Special Education teachers. A variety of instructional methods and techniques are used to support students in acquiring grade level pro?ciency and provide greater access to advanced and AP classes. Monday PM: Students at risk of receiving a or in any class or who require additional support stay in school on Mondays (early release day) from 1-3pm to receive one-on?one and small group instruction. This time allotted to support students is mandatory; all staff (including support staff) work collaboratively to meet students? needs. After School Tutoring: Students who need additional academic supports may need more time to accomplish the demands of our rigorous curriculum. Providing speci?c after school tutoring helps support GPA students. CAHSEE Class: Students who do not pass the CAHSEE during the ?rst administration are enrolled in a support class to focus on their speci?c areas of need. Teachers use CAHSEE strand data to individualize instruction and help students understand the areas they speci?cally need to work on. Math Labs: In order to raise student achievement in math, GPA applies a wide range of support services. GPA utilizes web-based programming (namely ALEKS and Learning Upgrade) that targets students at their individual points of Rompers Preparatory Acedem Charter Renewal Prepes Updated September 30. 2013 Page 30 of 76 10. 11. 12. need. In addition to ?lling in skill gaps, these computer programs allow some students to accelerate beyond grade level pro?ciency. GPA is working to expand this type of math programming to better serve all students. Math Labs are designed to serve all students in grades 6 through 12, in all levels of math through Pre-calculus (Calculus and Statistics students will be served within the classroom through other programs). The labs are intended to be exciting learning ?destinations,? set up as stimulating room environments that students are eager to visit (see photos below). Once in the lab, students are able to spend focused time learning on computers while also receiving support for speci?c skill gaps. Saturday Academy: This academy enables GPA students to revisit previously covered material in English, Science, History, and Mathematics in small-group instruction. Teachers leading these lessons engage students in hands-on, thoughtful instruction to provide them with a different entry point into the curriculum. In addition to tutoring, standardized testing strategy is be offered to students in need of additional support to prepare for CAHSEE, and other required standardized tests. When ?nancially feasible, Saturday Academy is offered to students in need of this support. AP Review Sessions: Students taking AP courses are offered AP review sessions after school and on Saturdays to support and grow their skill sets. This is a small group learning opportunity to help build skills and strengthen deeper level thinking strategies in anticipation of taking the AP exam and, more importantly, preparing for the transition to college. Summer Camp: Veteran teachers teach a multi-week summer camp for incoming 6th graders and new 7th graders that has both academic and ?college prep? school culture and components to their learning. Many of our incoming students are performing below grade level before they enter GPA, so this gives them extra help in the transition to the increased academic demands of middle school. Academic Counseling: Students identified as ?at risk? are immediately supported through the Counseling department and Family Support Center (see below). Students and parents are assigned to an academic counselor who helps to create support plans to ensure students are on track to graduate from GPA. Parents are part of the process of creating an academic action plan in order to support the students at home. Students ?at-risk? are monitored for academic improvement and provided the necessary support from all stakeholders at GPA. Family Support Center: GPA maintains an on?site Family Support Center, which works to improve the lives of students and their families by providing counseling services, parent education classes, intervention programs, and other crucial supports. Rompers Preparatory Aeedem harter Renewal Propes Updated September 30. 2013 Page 31 of 76 13. 14. Student Support Team: Any teacher, administrator, counselor, or other school of?cial who feels the student will bene?t from additional support may initiate the Student Support Team (SST). The SST panel consists of at least one teacher of the student, a school counselor, a parent! guardian and the referred student. The SST will meet to discuss the student?s academic and social progress, the reasons for referral, discusses possible solutions, and outlines a plan for providing additional supports for the student. Members of the SST panel monitor progress and meet periodically to determine if the SST plan is successful or if changes or updates are needed. 504 Plan: GPA complies with Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and all Of?ce of Civil Rights mandates for students enrolled in Gompers Preparatory Academy. GPA understands that no one with a disability can be excluded from participating in any funded programs or activities that are part of a school?s offerings. Under the Americans with Disabilities Act, disability refers to a ?physical or mental impairment that substantially limits one or more major life activities.? This could include physical impairments, serious illnesses, injuries, communicable diseases, chronic conditions and learning problems. A 504 Plan delineates the necessary modi?cations and/or accommodations that are needed for a student to participate in the general education curriculum and school activities. This could include a wheelchair ramp, monitoring of blood sugar, a peanut-free lunch, accommodations for an student, a tape recorder for taking notes, an extra set of textbooks to use at home, etc. Should the student not qualify for special education services or should the SST decide against the formal evaluation, the SST or the parent may request that a 504 meeting be scheduled. At the meeting, if it is determined that the student has a physical or mental impairment that limits their learning or ability to participate in school activities, a 504 Plan will be developed. The 504 Plan will provide the student with the necessary accommodations to enable them to have full access to the academic programs and other student activities. The GPA teachers who have a student on a 504 plan will be responsible for implementing the plan. GPA 504 Plans overseen and monitored by a GPA school counselor and each 504 Plan will be reviewed annually. Gompers Preparatory Aendem Charter Renewal Propes Updated September 30, 2013 Page 32 at 76 Sample Class Schedule for middle school student (8th grade) who is achieving below grade level academically: A DAY BDAY Period 1 Algebra 1 Algebra 1 7:30-8:50 Co-teach Model6 Co-teach Model Period 2 Science 8 Science 8 8:52-10: 12 Lunch: 10: 14-10:49 Lunch Lunch Period 3 US History and Geography US History and Geography 10:52-12: 12 Period 4 Foreign Language ENS 12: 16-1 :36- Period 5: English English 1:40-3:00 Co-teach Model Co-teach Model Sample Class Schedule for high school student (9th grade) who is achieving below grade level academically: A DAY BDAY Period 1 Advanced English 1 Advanced English 1 7:30-8:50 Co-teach Model Co-teach Model Period 2 Advanced Geometry Advanced Geometry 8:52-10: 12 Co-teach Model Co-teach Model Period 3 Social Justice Social Justice 10:16-11:36 Lunch: 11:39-12:14 Lunch Lunch Period 4 Foreign Language ENS or Athletics 12: 16-136 Period 5: Advanced Biology 1 Advanced Biology 1 1:40-3:00 PLAN FOR STUDENTS WHO ARE ACADEMICALLY HIGH ACHIEVING Just as GPA provides signi?cant supports to boost the performances of students who are low- achieving academically, GPA also meets the needs of gifted learners and academically high achievers in order to prepare them to compete in the global economy. Students with exceptionally high ability need challenging coursework. GPA coursework is advanced and Advanced Placement (AP) curriculum is geared toward meeting the needs of gifted students. GPA is passionate about meeting the needs of gifted students. Gifted students come from all ethnic groups. Students who are intellectually gifted demonstrate many characteristics, including: a precocious ability to think abstractly; an extreme need for constant mental stimulation; an ability to learn and process complex information very rapidly; and a need to explore subjects in depth. Students who demonstrate these characteristics have unique academic needs that GPA meets through coursework and differentiated instruction. GPA believes that curriculum based on effort and ability is far more effective than curriculum 6 Using this model, the general education and second classroom teacher work together to teach students with/without disabilities in a shared classroom. Both are responsible for instruction planning and delivery, student achievement, assessment, and classroom management. It stresses tiered assignments and products, differentiated learning strategies, modi?cations, and ?exible grouping to better engage students and curricula. Gompere Preparatory Academ Charter Renewal Propns Updated September 311. 2013 Page 33 01 76 based on age. Giftedness occurs along a continuum. GPA teachers conduct informal whole class assessments on a regular basis. Gifted students are given parallel opportunities that are challenging based on speci?ed criteria and diagnostic outcomes. Acceleration is effective for many reasons and social maturity is rarely an issue. If a GPA student is ready for college work, GPA counselors work with the gifted student to provide additional AP courses or to consider an early college entrance program. All core courses at GPA meet the rigorous standards for students who have proven to be high achieving. Each core class includes Honors, Advanced or Advanced Placement sections. All students take Advanced classes and are required to take a minimum of one Advanced Placement course before graduation. GPA provides a variety of programs that allow students excelling academically to have additional opportunities to advance their education and knowledge including College Classes, summer independent reading courses, Advance Placement Summer Intensives, college fairs, college tours, National Honor Society, Math Team, debate clubs, Associated Student Body (ASB) student council. Sample Class Schedule for middle school student (8th grade) who is high achieving academically: A DAY BDAY Period 1 Algebra 1 or Geometry Algebra 1 or Geometry 7:30-8:50 Period 2 U.S. History Geography US. History Geography 8:52-10: 12 Lunch: 10:14-10:49 Lunch Lunch Period 3 Foreign Language ENS 10:52-12: 12 Period 4 Science Science 12: 16-136 Period 5: English English 1:40-3:00 Gompera Preparatory Aeadem Charter Renewal Prepee Updated September 30. 2013 Page 34 of 76 Sample Class Schedule for high school student (9th grade) who is high achieving academically: A DAY BDAY Period 1 Advanced English 9 Advanced English 9 7 :30-8:50 Period 2 Advanced Geometry or Advanced Advanced Geometry or Advanced 8:52-10: 12 Algebra 11 Alg?a 11 Period 3 Social Justice Social Justice 10:16-11:36 Lunch: 11:39-12:14 Lunch Lunch Period 4 Spanish 1 or 3 ENS or Athletics 12: 16-136 Period 5: Advanced Biology 1 Advanced Biology 1 1:40-3:00 PLAN FOR ENGLISH LEARNERS GPA anticipates that the English Learner population at our school will continue to hover between 32 - 42 in the coming years, approximately on par with the average in both San Diego County (37 and greater, on average, than that of San Diego Uni?ed School District The School?s registration package includes the Home Language Survey (HLS) for students who have not previously completed one. The School administers the CELDT at enrolhnent to initial students when the HLS indicates that a language other than English is spoken in the home. Initial placement of English Learners (EL) is based on the District?s document ?High School Graduation and College?Going Pathways for EL Students,? as well as following the same guidelines as the district for 6-8 ESL students needing initial placement. This placement model takes into account both the Overall Pro?ciency Level from CELDT testing as well as total years of enrollment for entering students. Students who enter the school with CELDT scores in the beginning, early intermediate or low-end intermediate pro?ciency levels with a limited number of school enrollment years are placed into Structured English Immersion classes (ESL) corresponding to their language development level. Our EL students at these pro?ciency levels have access to a multitude of additional intervention and support programs, with the purpose of accelerating this group of student?s language pro?ciency in order to enter English Language Development classes as soon as they can be successful. Examples include access to UCSD tutors, as well as Friday and Saturday Academies, for additional time and support in learning the English language. In order to maintain pace with content knowledge, summer, bridging and community college coursework as well as core content classes taught in primary language will be considered based on the needs of the language learners at the site. Students who enter the school with CELDT scores in the high intermediate, early advanced or advanced levels of language pro?ciency are placed in Mainstream English Clusters and receive English Language Development (ELD) through the use of Specially Designed Academic Instruction in English (SDAIE). Scaffolds as needed are implemented in these classrooms and include examples of strategies such as accessing prior knowledge, pre-teaching vocabulary, use of visuals, use of study guides, graphic organizers, and modifying the language of classroom hampers Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page 35 of 76 presentations and reading materials. Students are grouped according to English Language pro?ciency level and placed in English Language Development classes along with native English speakers. In this way, teachers can be trained to understand the language objectives for their speci?c students in order to more effectively integrate language-learning objectives within standards based content English class. As part of the School?s monitoring program, the CELDT is also administered annually to students who are identi?ed as English learners. The school monitors students? CELDT and CST scores along with teacher recommendations to track student progress towards reclassi?cation. The School hopes to reclassify EL students as soon as feasible and, to this end, has established a school-wide Literacy Enrichment program to support the use of academic vocabulary across content areas. Reclassi?cation can occur when a student successfully reaches the appr0priate pro?ciency level on the CELDT, receives a score of basic on ELA testing, and obtains teacher recommendation in conjunction with parent/guardian communication. Parental input into the English Language program takes place through parent meetings, annual written noti?cation of their child?s CELDT score and course placement and membership on the site?s English Language Advisory Council. English Learners are provided access to every intervention program available to students at GPA with a heavy focus on ensuring they have access to supports through the use of 1) Academic language, the deliberate teaching of academic vocabulary through out the curriculum to increase reading comprehension and access to higher level texts; 2) Saturday Academy, an opportunity for students to take part in two hour enrichment classes in core subjects on Saturday mornings; and 3) Language cohort model, in which English learners in mainstream English classes are grouped by one language pro?ciency level, as identi?ed by CELDT score, within a general education classroom. This allows the teacher to target language objectives tied to language development standards within the English content standards. Native speakers of English acquire the ability to communicate effectively as part of the developmental process. Through a variety of course offerings with appropriate supports, additional time to learn the language in an extended day model, and teacher professional development in appropriate EL pedagogy, GPA seeks to discover and implement models of how to best accelerate the language development growth, provide access to mainstream English instruction and ensure EL students are moving toward high school graduation and an a-g curriculum in the most timely manner possible. Gompere Preparatory Academ Charter Renewal Prepos Updated September 2013 Page 36 at 78 Sample Class Schedule for middle school student (8th grade) who is in a Structured English Immersion ESL program: A DAY BDAY Period 1 Algebra 1 Algebra 1 7:30-8:50 Period 8152-10: 12 Lunch: 10:14-10:49 Lunch Lunch Period 3 Science Science 10:52-12: 12 Period 4 ENS Foreign Language 12:16-1236 Period 5: US. History and Geography US. History and Geography 1:40-3:00 Sample Class Schedule for high school student (9th grade) who is in a Structured English Immersion ESL program: A DAY BDAY Period 1 Advanced Geometry Advanced Geometry 7:30-8:50 Period 2 ESL 3,4 ESL 3,4 8:52-10: 12 Period 3 Elective or Social Justice Elective or Social Justice 10:16-11:36 Lunch: 11:39-12:14 Lunch Lunch Period 4 Advanced Biology Advanced Biology 12: 16-1 :36 Period 5: ENS Foreign Language 1:40-3:00 PLAN FOR SPECIAL EDUCATION In grades 6-12, classes are designed on a de-tracked model that combines high expectations and access to advanced placement courses for all students while providing numerous supports for students who may be struggling academically. A full-inclusion model has been implemented that allows students with Individual Education Plans (IEPs) access to all classrooms in the same manner that general education students are afforded. Serving Special Education Students: Families seeking an inclusive college preparatory environment are encouraged to consider GPA regardless of the nature or severity of the student?s disabilities. Although the current Special Education population of GPA hovers near 15%, as a result of a high number of students enrolling with already existing IEPs, GPA believes that continued implementation of the model will eventually re?ect the 10% national average of identi?ed special educations students in a school. We are committed to working appropriately to search, identify, and provide supports and services such that students with special education needs are included and thrive at GPA. ?Students with disabilities who attend public charter schools and their parents retain all rights? including the right to a free appropriate public education (FAPE) in the least restrictive environment (LRE) 300.209 Additionally, our students with disabilities can expect liempere Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page of 76 access to appropriate special education and related services. As a public charter school, GPA is responsible for ensuring that the requirements of Part of IDEA 2004 are met 300.209 GPA complies with all State and Federal laws for special education, including Child Search/Find efforts. These efforts include: 1. The establishment of a Student Support Team process to exhaust all general education alternatives before a referral to Special Education is made; 2. The inclusion of testing procedures and the evaluation thereof, which allows for the pre- identi?cation of children with disabilities including a responsiveness-to-intervention model of proactive support and determination of speci?c learning disabilities; 3. Enrollment procedures that check for existing 4. Annual professional development for faculty regarding the identi?cation of children with disabilities. Initial Identi?cation: Initial identi?cation follows the state guidelines for referral for testing beginning with a student support team recommendation for curricular or behavioral accommodations. We acknowledge that if a student?s needs warrant such a referral, that referral for special education may be made directly without proceeding through the SST. As stated earlier in this section, a response -to- intervention model will be crucial in preventing the need for special education referrals, and for collecting and analyzing data for the purposes of improving instruction, assessing progress, and measuring responsiveness to intervention. Students who continue to struggle are referred to the SELPA personnel for testing and evaluation, and the information collected through practices is utilized. An IEP is developed for students who qualify for special education supports and services, in compliance with all provisions in IDEA 2004 (Section 300, Part B). The student and family will meet at least annually with the assigned Case Manager (a credentialed special educator) to review the current IEP, discuss progress on current goals, classroom work and determine new goals. Special education rights and responsibilities, self-advocacy, and self- determination will also be discussed. The school collaborates with the El Dorado SELPA to provide special education services detailed in each student?s IEP. Specialized support services speech pathology, occupational therapist, vision therapist) may be provided by the SELPA. GPA works cooperatively with the SELPA to contract, as necessary, with fee-for- service vendors to meet additional speci?c student needs. GPA shall comply with all programmatic and legal obligations for services for students with disabilities. This includes the following: Initial Identification and Reevaluation 0 Parents and public agency requests for initial evaluation Initial evaluations conducted within 60 days of signed parental consent for evaluation Reevaluations at least once every three years Gompere Preparatory Acedem Charter Renewal Propes Updated September 30. 2013 Page 38 of 16 Evaluation before any change in eligibility Individualized Education Plans (IEPs) 0 Development of the IEP team, including general education teachers, parents, administrators and the student in accordance with person-centered planning Informing parents of the IEP team members Post-secondary goals and transition services 0 Ensure that the IEP is accessible to those responsible for implementation 0 Annual review and tri-annual evaluations Transfer of rights upon age of majority 0 Noti?cation of rights and procedural safeguards 300.504] Student progress is monitored using a Response to Intervention model and special educators focus on student needs. Additional professional development support and services are provided by membership in the San Diego Special Education Improvement Authority JPA. SELPA: Pursuant to Education Code section 47641, GPA assures the District that it ?will participate as a local education agency (LEA) in a special education plan approved by the State Board of Education.? As petitioners, we plan to continue to participate as an LEA in the El Dorado Charter SELPA, which began serving GPA during the 2009-10 school year. In the event the charter chooses to leave the El Dorado SELPA membership, GPA will secure other SELPA services and retains the right to have services provided by the San Diego Uni?ed SELPA under one of its provided options for charter schools. With the Reauthorization of IDEA 2004, access to and participation in the general education curriculum is required for students with disabilities. Therefore, special education services at GPA are delivered through teams headed by credentialed and licensed special educators with expertise in inclusive practices. Each special educator at GPA assumes two essential roles: Case Manager and Co-Teacher. Each student with an IEP is assigned a Case Manager for his or her entire school experience. An intake process led by the Case Manager ensures that written plans are ?illy implemented. The Case Manager will implement diagnostic assessments and surveys. In addition, he/she will collaborate with the family and the student to complete a Student Pro?le documenting needed curricular, testing, and behavior accommodations. Annual IEP development is led by the same Case Manager each year, whenever possible, in order to capitalize on the relationships established with student and family. IEP teams are comprised according to IDEA guidelines. The Case Manager and SELPA personnel will conduct tri-annual testing. The second essential role special educators assume is co-teacher. Each co-teacher is assigned by content area to design curricular accommodations and monitor progress toward IEP goals and objectives for all students with IEPs enrolled in the department. They engage in the planning and implementation of core classes. In this way, they build expertise in rigorous 6-12 course content. Students and general educators bene?t from the experience of having a special educator readily available and knowledgeable in the content and the unique support strategies Gempere Preparatory Acedem Charter Renewal Propoe Updated September 30. 2013 Page 39 of 78 effective for students with disabilities. The Case Manager ensures students have access to all academic, social, and support programs available to them at GPA. Sample Class Schedule for middle school student (8th grade) who has Special Needs: A DAY BDAY Period 1 Algebra 1 Algebra 1 7:30-8:50 Co-teach Model Co-teach Model Period 2 English English 8:52-10: 12 Co-teach Model Co-teach Model Lunch: 10:14-10:49 Lunch Lunch Period 3 Science 8 Science 8 10:52-12: 12 Period 4 ENS Elective 12:16-1z36 Period 5: US. History and Geography US History and Geography 1:40-3:00 Sample Class Schedule for high school student grade) with Special Needs: In summary, the school will serve its special education students by: A DAY BDAY Period 1 Advanced English 1 Advanced English 1 7:30-8:50 Co-teach Model Co-teach Model Period 2 Advanced Geometry Advanced Geometry 8:52-10: 12 Co-teach Model Co-teach Model Period 3 Biologyl,2 Biology 1,2 10: 16-1 1:36 Lunch: 11:39-12: 14 Lunch Lunch Period 4 Spanish 1,2 Learning Center 12: 16-1 :36 Period 5: ENS or Athletics Elective 1:40-3:00 Implementing a co-teaching model; Innovative scheduling to allow for additional support classes; Extended school day; Optional extended time in courses; Literacy and Math Learning Centers with small group instruction; Individual case-managers with Special Education training; Accommodations and Modi?cations provided in regular education classes; Professional development for teachers regarding the identi?cation of students with disabilities and best practices of providing education in the general classroom; Implementation of Response to Intervention model; Emotional and Social Supports provided by the Family Support Center. Rompers Preparatory Acadam Charter Renewal Propos Updated Septemhar 30. 2013 Page 40 of '16 ELEMENT 2: STUDENT OUTCOMES ?The pupil outcomes shall align with the state priorities, as described in subdivision of Section 52060, that apply for the grade levels served, or the nature of the program operated by the charter school. Ed. Code ?47605 Element ?Education is not the ?lling ofa pail, but the lighting of a ?re. ?William Butler Yeates GPA is grounded in the belief that all students who are provided access to rigorous college preparatory course work with appropriate scaffolds in a personalized environment will result in a greater number of students graduating high school and eligible for admission and enrollment requirements for UC, California State University or equivalent four-year higher education institutions. GPA believes that teaching students how to learn and how they learn best is as critically important, if not more, to their future as learning current content requirements. In the same way, teaching students how to be positive citizens in a global society is as important, if not more, to their current success as school citizens. Analysis of data is conducted in the area of reviewing grade distribution for each grade level including examination of course-taking patterns, mid-term and end-of-course exams, in- class assessments, AP courses and test taking patterns (PSAT, SAT, ACT). In addition, results from college applications, college acceptances, and college enrollments data is collected. This data will inform discussion at the school about changes that may need to be made in students? individual support programs, inform course sequences and instructional methods. Measurable Outcomes?Category 1: Creating a College Preparatory School Culture GPA positively engages students, parents, teachers, and community partners to create a campus that fosters college-going behaviors and academic and personal growth. Parent Engagement: GPA believes that parent involvement in their child?s education helps our students to achieve at high levels. In a college prep school, it is critical that parents begin to understand the college admission process. The best way to achieve this is to be involved at the school as much as possible. Parents are asked to volunteer in a wide variety of activities associated with the school, including sending their child to school properly prepared each day, on-site assistance with lunch time, hallway, before and after school supervision, and organizing and participating in parent nights. Eompere Preparatory Random Charter Renewal Propes Updated September 30. 2013 Page 410MB Measurable Outcome Parents will be engaged in their students? education by participating in school activities and volunteering their time to help the school. Evidence: Parents are encouraged on an annual basis to commit at least 15 hours per year towards supporting the school. Parent engagement will be recorded via sign-in logs and indicate an average annual increase in the parent participation rate of 10% over the life of the charter or at least 3,000 hours of parent participation per year. Maintain a Safe Learning Environment: GPA is located in a community with 52 rival gangs.7 It is imperative that educational of?cials always understand that maintaining a positive school culture and safe learning environment at GPA should not be taken for granted and is necessary for a student?s academic success. The academic program is built on this foundation. Measurable Outcome Students will demonstrate college-preparatory behaviors and be focused on learning, resulting in low rates for suSpension and expulsion. Evidence: Starting with the year prior to the Gompers Middle School charter conversion as baseline, (2004-05), the school will demonstrate a 10% annual decline in suspension and expulsion rates until less than 10 suspensions per year per 100 students enrolled is achieved and maintained. Measurable Outcome The GPA campus will be a safe and engaging space for students and the student attendance rate will be high. Evidence: Starting with the year prior to the Gompers Middle School charter conversion as baseline, the school will demonstrate an increase in student attendance until they achieve and maintain a 95% rate. Teacher Qualig: GPA concurs with the research showing that teacher quality is the most important within school factor in?uencing the achievement of students. Research indicates that one year spent with an ineffective teacher can decrease the learning of students by two grade levelsg. GPA will hire quali?ed teachers and seek to actively retain the most effective teachers. Measurable Outcome GPA will engage High Quality teachers as evidenced by content appropriate credentials. Evidence: GPA records will show an annual increase in the number of teachers employed who are fully or intern credentialed vs. emergency or holders of temporary teaching permits, with a goal of 95 Measurable Outcome GPA will engage High Quality teachers as evidenced by increase of average years of teaching experience. Evidence: GPA records will show an annual increase in the average number of years of teaching experience each year of the charter will be demonstrated, with a goal of at least 5 years experience. 7 Personal Communication with Michael Brunker, Executive Director, Jackie Robinson YMCA 8 Education Trust. (2003a, Latino achievement in America. African American achievement in America. Washington DC. Downloaded from Bumpers Preparatory Academy Charter Renewal Proposal Updated September 2013 Page 42 ol TB Scaffolds and Supports: Not all students entering GPA are prepared adequately to engage in the rigorous curriculum that has been implemented. Therefore, to the degree necessary, GPA will provide a wide range of academic and social support, ?scaffolds? (Alvarez Mehan, 2005), to students so that they can be successful in our high expectations learning environment. Measurable Outcome GPA students will have access to college role models through UCSD interns and tutors serving on site and providing tutoring and program support. Evidence: Tutor and intern sign-in sheets will demonstrate a minimum of 40 UCSD interns and tutors will be provided each school year to serve in classrooms, Monday PM, and After School Tutoring. Measurable Outcome Students who receive below a 2.5 GPA at the ?rst reporting period or a or in a core content area will be encouraged to attend one or more intervention programs throughout the year, including Monday PM, After School tutoring, Saturday tutoring, Winter Intersession, Spring Intersession, or Summer School. Evidence: Students participating in interventions will be tracked via Student Information System records (Zangle, PowerSchool, etc.) and other secure, shared, online student tracking documents, with a goal of increasing the number of hours of academic and intervention support programs by 10% until a goal of 1 0, 000 hours is reached. Sample parent letters and phone logs for encouraging students to attend can be made available. Measurable Outcomes?Category 2: Achieving College Preparatog Academic Goals Gompers Preparatory Academy ensures ALL students have access to, and the support necessary to succeed in, rigorous college preparatory coursework. Rigorous College Going Culture: GPA believes that all students should have access to a college going curriculum and to the degree necessary be provided the scaffolds and supports to be successful in a high expectation environment. In order to graduate from GPA, all students must complete a rigorous course of study, including at least one Advanced Placement (AP) course and completing the coursework required for admission to the systems. Measurable Outcome GPA will provide each senior with all of the supports necessary to graduate at the end of their senior year with their classmates. Evidence: GPA Counselors will annually track and support each student?s progress in completing all of the school?s graduation requirements during their high school years, with intensi?ed monitoring during the senior year. Student records will indicate that at least 90% of students in each GPA senior class, including each pupil subgroup, will satisfy the requirements to graduate on time with their classmates. Measurable Outcome GPA will ensure ALL students have a strong commitment, are well informed, and are fully supported in earning a high school diploma ?on time? with their 9?11 grade cohort. Rompers Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page 43 of 76 Evidence: our- Year Cohort Graduation Data, as provided in Adequate Yearly Progress Reports from the California Department of Education, will indicate that school- wide graduation rates will exceed the District average, with a goal of exceeding the Federal target of 90% each year. Measurable Outcome #10: GPA will provide all students with the opportunity and support necessary to complete the rigorous A-G curriculum required for admission to universities in the systems. Evidence: Student transcripts for all graduating seniors* will indicate that at least 90% of seniors have successfully completed each of the A-G requirements. *Students with an IEP to accommodate moderate to severe disabilities will qualify for a waiver to exempt them from this requirement. Measurable Outcome #11: GPA will provide all students with the opportunity and support necessary to complete tat least one Advanced Placement course during their high school years. Evidence: Student transcripts for all graduating seniors will indicate that at least 90% of seniors have successfully completed at least one AP course. *Students with an IEP to accommodate moderate to severe disabilities will qualify for a waiver to exempt them from this requirement. Measurable Outcome #12: GPA will provide all seniors with the support necessary to gain admission to a 2- or 4?year college after graduation. Evidence: GPA Counselors will support and track each senior ?s progress in completing college assessments and admissions requirements and provide an annual report to the school ?s leadership team that re?ects at least 90% of graduating seniors have been admitted to a 2- or 4-year college. Measurable Outcome #13: The school will work towards meeting or exceeding annual school- wide and sub-group API targets, demonstrating an overall improvement in student academic achievement as measured by standardized tests. Evidence: California Department of Education Annual API School Level Reports. Measurable Outcome #14: The school will work towards improving its API Statewide and Similar Schools Ranks, with a goal of maintaining a Similar Schools Rank of 5 or higher. Evidence: California Department of Education Annual Similar School Ranking. liompere Preparatory Aentlem Charter Renewal Propos updated September 30. 2013 Page 44 of 76 3: MEASUREMENT AND METHODS OF ASSESSMENT ?To the extent practicable, the method for measuring pupil outcomes for state priorities shall be consistent with the way the information is reported on a school accountability report card. Ed. Code ?47605 Element ?Our progress as a nation can be no swifter than our progress in education. The human mind is our fundamental resource. --John F. Kennedy METHODS OF ASSESSMENT GPA measures the extent to which all pupils have attained the skills, knowledge, and attitudes that re?ect the educational program goals of the school. Pupil attainment is evaluated by compiling comprehensive documentation for each student which includes standardized test results STAR, CA High School Exit Exam, PSAT, Advanced Placement Testing, SAT, ACT and CELDT), written projects, samples of classroom work, quarterly grades, high school transcripts, teacher recommendations, and information on other pertinent school activities. Students share their learning publicly doing presentations of learning and exhibitions that combine research, analysis, critical thinking, speaking, reading and writing abilities. The school conducts pupil assessments as required pursuant to Education Code Section 60605, Section 47605(b)(5)(C), and other statewide standards or pupil assessments required for pupils in non-charter public schools, as applicable. Several times during the year, students will share their work with peers, staff, and family members during ?Presentations of Learning.? During the 2013-14 school year, the school is transitioning to the Common Core curriculum and assessments, including a pilot of the Smarter Balanced Assessment Consortium tests. The school uses the Mathematics Diagnostic Testing Project assessments in pre-Algebra, Algebra, Geometry and pre-Calculus to assist teachers in making appropriate placement of students in math courses and to determine which interventions will enable students to perform well academically. Additionally, the school reserves the right to use and adapt the Measures of Academic Progress (MAP) by the Northwest Evaluation Association (N WEA) or equivalent, a California Standards Aligned Computerized Assessment program, allowing parents and teachers to monitor academic growth in math and language arts throughout the school year, diagnosing instructional needs of individual students and assisting in academic goal-setting for themselves. To identify and provide expanded learning opportunities to students identi?ed as academically low achieving, GPA will closely monitor their academic progress as measured by standardized tests, teacher recommendations, samples of student work, and class grades. While our students who are low achieving academically will continue to participate in the School's normal academic Gompere Preparatory Acedern charter Renewal Prepos Updated September 30. 2013 Page 45 of '16 program, individual academic plans are developed to assure that they receive the additional support needed to succeed at GPA. Interventions include access to college tutors supplied by UCSD, Algebraic Tutoring Center, Saturday Academy classes, and tutoring support provided in Encore. Counselors will engage in bi-annual transcript analysis to ensure that students complete the A-G requirements needed to enter college. In addition, counselors and staff will track student enrollment in advanced and AP classes to measure student participation and success in these courses. During transcript review, if a student is determined to be below pro?ciency, the counselor will ensure that the student is provided additional academic supports (Tier 1 and 2). The PSAT is administered to all students beginning in the 9h and 10?h grade as a way to familiarize students with the SAT, which they will take in 10th, and 12th grades. All graduating seniors are required to create and present a Senior Exhibition to a committee composed of GPA educators, members of the community, and Board members or university educators. In preparation for this exhibition, seniors will assemble portfolios of their academic progress and personal accomplishments. Included in the portfolios are report cards, standardized test results, teacher recommendations, and samples of student work such as essays, artwork, music, or theater productions. USE AND REPORTING OF DATA GPA will use formal and informal assessment data to design instruction, devise student supports, and guide professional development. GPA educators analyze and interpret annual data reports from the state in order to develop school-wide instructional foci. In each content area diagnostic interim assessments are conducted to measure the progress students are making toward standards-based pro?ciency in core content classes. Through daily common collaborative planning time, instructors are analyzing student work to inform next steps in their instructional practice. Through the process of professional learning communities, necessary interventions for individual students are determined throughout the year. Grade level leads meet with their teams weekly to support at-risk students and collaborate using formal and informal data. Grade level teams collaborate via shared secure online documents throughout the year to help staff best support students needs. On an individual level, student progress is reported regularly through graded rubrics, progress reports, report cards, and parent-teacher conferences. Individual student data is used to assign students the appropriate academic supports. Students track their own data and create goal sheets quarterly. GPA will involve our parents in the planning of the school program through quarterly parent conferences, parent engagement groups such as the Parent Teacher Student Connection, and School Site Council and meetings with the Director. GPA will communicate with parents through school mailings and completion of an annual School Accountability Report Card (SARC). These instruments will report our progress academically API scores, STAR Rompers Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page 46 of 76 testing results) and demographic information such as ethnic group breakdown, socio-economic levels, and English Language Learner percentages. Additionally, GPA will engage with UCSD CREATE to analyze the effectiveness of speci?c intervention programs and other research efforts as needed Monday PM, Saturday Academy, etc.). LOCAL CONTROL ACCOUNTABILITY PLAN GPA will use the Local Control Accountability Plan as a tool to help monitor progress towards our charter outcomes. GPA will comply with all related regulations and compliance requirements of the Local Control Funding Formula. Our current processes are aligned to, and include, the relevant deadlines, state priorities, school stakeholders, and formats as part of the reporting process. Eompara Preparatory Acadom Charter Renewal Propos Updated Septamher 30. 2013 Page 47 of 76 ELEMENT 4: GOVERNANCE The GPA Board of Directors and Educational Leadership Team, who have demonstrated expertise in curriculum, instruction, assessment, ?nance, facilities, business management, organization, governance and administration, will govern GPA. GOVERNANCE STRUCTURE As authorized under Education Code Section 47604, the school will be operated under Gompers Preparatory Academy (GPA), a non-pro?t public bene?t corporation formed and organized under the Nonprofit Public Bene?t Corporation Law. As provided by Education Code Section 47604, subdivision the District is not liable for the debts and obligations of GPA, or for claims arising from performance of acts, errors, or omissions of GPA, if the District has complied with Education Code Section 47604. The GPA Board of Directors has the legal and ?duciary responsibility for the operation and management of Gompers Preparatory Academy. The Board of Directors shall exercise ?nal authority on all matters concerning the School. The Board of Directors? major roles and responsibilities will include approving all major educational and operational policies, approving all major contracts, approving the school?s annual budget, overseeing the school?s ?scal affairs, approving the selection and evaluation of the Director, and to ensure that all provisions of Charter School legislation will continue to be followed. The Director will have the authority and responsibility of managing the day-to-day operations of the School including the selection of administrative, certi?cated, and classi?ed personnel and implementation of the educational program. The Board of Directors may serve on a rotating term schedule allowing for continuity. Board members will exhaust their term after four (4) years unless approved by the Board for a longer term. The GPA Board consists of twelve (12) to seventeen (17) voting board members. The Board of Directors has been selected to represent the GPA community-at-large, the business community, UCSD representatives and educators. The Board Chair determines the training and development of existing and new members of the board. The current Board includes (see Appendix for Board Biographies): 0 Community Member/s: Kimiko Fukuda, Jacqueline Nevels, Cecil Steppe Parent/s: Maria Avalos (GPA parent), Michelle Evans (former GPA parent), Winifred Hudgies (GPA grandparent) UCSD Representative/s: Rafael Hernandez, Hugh Mehan, Mica Pollock GPA Educator/s: Peter Chodzko, Jeremy Hurlbert, Vince Riveroll Business member/s: Michael Rodrigues, Anne Spitzberg Through their successful participation as current members of the GPA Board of Directors and, for many, the founding Board, the members have demonstrated the skills and expertise in legal, human capital, accounting, public office, and education that ensures the success of the schools Gompers Preparatory Academ Charter Renewal Propos Updated September 2013 Page 48 of 76 educational and operational program. Board members are appointed for one to four years, staggered terms to assure continuity. PARENT AND COMMUNITY INVOLVEMENT Parent and community involvement in the govemance of the school is assured by virtue of their participation in the Board of Directors and its subcommittees. In order to increase local participation in decision-making at the site level, GPA will periodically engage parents, teachers, and community leaders to provide input regarding issues of importance to the school. This may include, but is not limited to the Parent Teacher Student Connection (PTSC), Educational Committee, School Site Council, and through regularly scheduled ?Coffee with the Director? meetings. MEETINGS All meetings of the Board of Directors shall comply with the Ralph M. Brown Act (Chapter 9 commencing with Section 54950) of Division 2 of Title 5 of the Government Code), shall take place as often as necessary but no less than 6 times per year, and shall be held at a location within San Diego Uni?ed School District jurisdictional boundary. For the 2013-14 school year, the GPA Board meets on the third Tuesday of the month on the GPA campus and all meetings comply with the Brown Act. Meetings of the Board are open and meeting dates, times, and location are posted on the GPA Website Minutes of the Board meetings are taken and are maintained by the Board Chairman. The Minutes are public records and are available upon request. The Board has established a number of subcommittees to advise on distinct aspects of the education and operations of GPA Finance, Education, Parent, Development and Board Affairs). BYLAWS The School will continue to be governed pursuant to the bylaws adopted by the Board of Directors and as subsequently amended pursuant to the amendment process speci?ed in the bylaws. Board bylaws are included in Appendix CONFLICT OF INTEREST Board members shall reveal all con?icts of interest as they arise in the course of school business and shall not participate in a vote on any matter(s) where such a con?ict exists. Annual disclosure statements shall be required. A Con?ict of Interest policy has been developed that complies with the Political Reform Act, Government Code Sections 87000 and nonprofit corporation law, which shall apply to all board members and employees. Conflict of Interest statement is included within bylaws, which are included in Appendix E. Eompara Preparatory Acadamy Charter Renewal Proposal Updated September 2013 Page 49 of TB ELEMENT 5: EMPLOYEE QUALIFICATIONS GPA is committed to hiring the most quali?ed, dedicated, knowledgeable, passionate teachers and staff. Within the provisions of the law, GPA reserves the right to recruit, interview, and hire the best-quali?ed person to ?ll any of its position vacancies. We will attend hiring recruitment fairs when needed and post all vacancies on Ed Join oin.org). GPA will seek out teachers from institutions that prepare teachers of diverse ethnic and socioeconomic backgrounds, such as San Diego State University and the University of California, San Diego. GPA will conduct background checks on employee candidates to provide for the health and safety of the school?s staff, faculty, and students. Employees will meet speci?c quali?cations for employment as outlined in their job descriptions. Teachers at the school will meet all requirements for employment set forth in applicable provisions of law, including credential requirements as outlined in the Charter Schools Act. The School?s key staff members (Director, Assistant Directors, and teachers) will meet the following quali?cations: School Director Quali?cations Vincent Riveroll will continue to be the Director of Gompers Preparatory Academy. The school?s director will be the instructional leader at the school and will be responsible for helping the school and students achieve the outcomes outlined in this charter petition. The director will have the following quali?cations: Required quali?cation, skills, and abilities 0 Communication and community-building skills Knowledge of curriculum development and project design 0 Experience as a classroom teacher Proven track record of success in instructional leadership and teacher development 0 Entrepreneurial passion Professional supervision and coaching experience Minimum Required Educational Level: 0 Bachelor?s degree in education or related ?eld Minimum Required Experience 0 Three years teaching and administrative experience Experience in performance assessment Experience working with underserved populations in an educational capacity Gempere Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page 50 of 18 Teacher Quali?cations Teachers are responsible for teaching their content areas in a manner aligned with Common Core State Standards and connected with real world parallels and evaluating student learning through a variety of assessments. Required qualification, skills, and abilities (adapted ?om the five standards used for certification ?om the National Board for Professional Teaching Standards) 0 Committed to students and learning 0 Knowledge. about their subject matter 0 Skilled in management of learning 0 Re?ective in their practice Community-oriented Minimum Required Educational Level: 0 Bachelor?s degree and valid teaching credential, unless otherwise speci?ed. Additional Requirements. GPA 1s built on the principle that failure 18 NOT an option for any child. In order to make this belief a reality, GPA staff members need to demonstrate the eight ?Cs? of exemplary teachers. GPA professionals will: I Be Committed to the work I Be Connected to our students I Be Coachable in order to grow as a professional and keep a focus on instruction that improves achievement Be Collaborative in order to share best practices Demonstrate Character that is worthy of a role model Develop Content mastery. Be Creative to ensure students are engaged in learning Be GPA Culture Experts and willing to teach all students how to become GPA Culture Experts to ensure success at GPA and beyond GPA recognizes that teachers of core academic subjects, as de?ned in Federal law, must meet the No Child Left Behind requirements. GPA supports the spirit of the NCLB regulations?that all students are taught by high quality teachers?and is committed to ensuring compliance. goal is to hire teachers who are highly quali?ed per NCLB requirements; however, in some cases, due to shortages of quali?ed teachers in certain subject areas, we may hire teachers on an emergency credential. In such cases, GPA will ensure the teacher is participating in an intern program (or similar program) that meets the standards de?ned by the California Commission on Teacher Credentialing and/or create a plan with the teacher to achieve NCLB compliance as quickly as possible. GPA will hire properly credentialed Resource Specialist instructors for Special Education students. [tempera Preparatory Acadam Charter Renewal Propos Updated September 30. 2013 Page 510MB Assistant Director The Assistant Directors will assist the Director with day-to-day operations and instructional program, complete directorial duties in the absence of the Director, support teachers in classroom management, discipline, safety, and curriculum, provide direction to a variety of faculty, staff, and student programs and services, and participate in informal and formal classroom visitations and observations. Minimum qualifications 0 Bachelor?s degree in education or related ?eld 0 3 years success?il experience teaching or providing direct services to students - Successful school leadership experience Required qualifications, skills, and abilities 0 Knowledge of curriculum development, project design, and/or best practices in student support services 0 Experience as a classroom teacher and/or direct provider of student services 0 Proven track record of success in instructional leadership and staff/teacher development 0 Entrepreneurial passion Professional supervision and coaching experience 0 Educational experience working with underserved populations Counselor The Counselor will promote student success, provide preventive services, and respond to identi?ed student needs by implementing a comprehensive school-counseling program that addresses academic, collegiate, career, and personal/social development for all students. Minimum quali?cation 0 Possess a BA. degree and appropriate credential. Required quali?cations, skills, and abilities 0 Work in collaboration with other counselors and administration on site and with collaborative partners to promote a positive college-going culture at GPA Work with school counselors and leadership team to develop, plan, implement, promote, and evaluate a comprehensive developmental counseling and guidance program 0 Utilize and provide data to evaluate the needs of the school and of the individual students 0 Possess strong oral, written, interpersonal and computer skills (Microsoft, Publisher and Excel) Act as a resource for other counselors, site staff, parents, students and collaborative partners to create a college-going culture liompere Preparatory Acedem charter Renewal Prepos Updated September 30. 2013 Page 52 of 18 Special Education Support Teacher Special Education Support Teachers provide support to teachers with special needs students in their classrooms. Required qualification, skills, and abilities Instruct, assist, and supervise assigned students 0 Demonstrate competency with content, if required Possess 1-2 years relevant experience in education Of?ce Support Staff Of?ce Support Staff will perform a range of clerical duties at the various service points on campus. Required quali?cation, skills, and abilities Properly use accounting or bookkeeping principles and procedures 0 Interpret standard accounting and ?nancial statements 0 Perform computational tasks with accuracy and speed 0 Operate standard of?ce equipment including computers and related software applications 0 Type/keyboard at a net, corrected speed of 25 words per minute 0 Read, apply, and explain rules, regulations, policies, and procedures 0 Establish and maintain effective working relationships Executive Assistant to the Director Executive Assistant to the Director is expected to 0 Assist with administrative detail; make special studies, prepare reports, and act as a resource to charter staff and community members 0 Assist in the development, evaluation, implementation, revision, and interpretation of policies, programs, and procedures Coordinate departmental or school activities including in-service training programs and business arrangements for student body activities Maintain School?s master calendar Perform related duties as assigned Required qualification, skills, and abilities 0 Communicate effectively orally and in writing 0 Meet schedules and time lines 0 Prepare reports, correspondence, statistical analyses, and ?nancial statements Establish and maintain effective working relationships with all levels of staff, students, and the public 0 Operate standard of?ce equipment, including computers and related software applications 0 Read, interpret, apply, and explain rules, regulations, policies, and procedures (tempera Preparatory Academ Charter Renewal Propose Updated September 30. 2013 Page 53 of 16 ELEMENT 6: HEALTH AND SAFETY PROCEDURES GPA is located at 1005 47 Street, San Diego, CA, 92102. The phone number for GPA is (619) 263-2171. GPA will comply with all applicable safety laws. As a district facility, the school?s facilities will comply with the building codes, and Federal American Disabilities Act (ADA) access requirements. To assure the safety and well being of its students and staff, each GPA School employee is required to furnish the GPA School with the information required by Section 44327 of the Education Code. In addition, GPA conducts criminal background checks as required by law, with the GPA Talent Services Manager serving as the primary contact with the Department of Justice and other relevant law enforcement agencies. GPA school employees and contractors/volunteers with prolonged contact with students will submit to an initial tuberculosis (TB) test and periodic testing thereafter. A school safety plan has been established and will be updated and Board approved annually. GPA will review campus emergency protocols annually and hold practice drills throughout the school year to ensure the students and staff members are well prepared for emergencies. GPA will submit school safety documents on an annual basis as required by the District. Gompers Preparatory Academy, in consultation with its insurance carriers and risk management experts, shall adopt and implement a comprehensive set of health, safety and risk management policies that will address, at a minimum, the following: Policies and procedures for responses to disasters and emergencies including ?res and earthquakes; Policies relating to blood-home pathogens; 0 A policy requiring that instructional and administrative staff receive training in emergency response, including ?rst aid, ?rst responder training or its equivalent, sexual harassment, and child abuse reporting; Compliance with all health and safety laws and regulations that apply to non- charter public schools, including those regarding speci?c student precautionary health screening, auxiliary services (food services, transportation, custodial services, hazardous materials, etc.) and those required by CAL OSHA, the California Health and Safety Code, and Policies relating to the administration of prescription drugs and other medicines; and a policy establishing GPA as a drug, alcohol and tobacco free workplace. The School?s nutrition program will continue to be administered by the District unless it is determined that an alternate State and Federally approved provider is preferred. If GPA decides to not renew the nutrition program with the District, the District will be noti?ed by July 1 prior to the beginning of the school year. Records of student immunizations shall be maintained. The School shall require all enrolling students to provide documentation of immunization in accord with the requirements of Health and Safety Code Sections 120325-120375 and CA Administrative Code Section 6000-6075. Gompers Preparatory Acedem Charter Renewal Prepos Updated September 30. 2013 Page 54 of 76 Student vision, hearing, and scoliosis screenings, and student health education required by the State will be provided by the school?s Nursing and Wellness department. The school reserves the right to hire highly quali?ed nursing staff from the District or independent contractors to conduct these services. Administrative staff shall verify and monitor all credentials, ?ngerprint checks, and employment clearances. Such veri?cation shall be maintained in ?les that are readily accessible for review by the authorizing district as allowed by law. Rompers Preparatory Aeedem Charter Renewal Propoe Updated September 30. 2013 Page 55 of '18 ELEMENT 7: ACHIEVING RACIAL AND ETHNIC BALANCE GPA observes all State and Federal laws pertaining to non-discrimination. GPA will implement a student recruitment strategy that includes, but is not necessarily limited to, the following elements or strategies to ensure a racial and ethnic balance among students that is re?ective of the San Diego Uni?ed School District: 0 Follow an enrollment process that is scheduled and adopted to include a tirneline that allows for a broad-based recruiting and application process. 0 Develop and share promotional and informational material about the school that appeals to the various racial and ethnic groups represented in the local community and district in which the charter school is located, which are primarily Hispanic, Asian or Paci?c Islander, and Caucasian. 0 Develop and share promotional and informational materials in Spanish and/or other languages as needed to appeal to limited English pro?cient populations. 0 Announce the School?s interest in seeking applications in publications the District provides for such purposes. 0 Expend at least 20 hours of staff time annually in community and regional outreach efforts, including presence at public meetings inside and outside of the School neighborhood, to recruit applicants of diverse backgrounds. Expend at least $1,000 annually on print and electronic media, ?yers, and direct mail to recruit applicants of diverse backgrounds. 0 When permitted by the District, visit elementary schools in the surrounding community to inform prospective students and parents of the GPA school option for grades 6-12. GPA will conduct a priority enrollment period beginning mid October for the following school year for all interested students. Information about the application period, admissions process and, if necessary, lottery procedures, will be made available to the public in student recruitment materials, advertisements and forms, and the School?s public Website. (Please see Element 8 below for complete description of Admissions process). GPA will maintain auditable records of the activities and expenditures related to recruitment as well as the ethnic and racial balance of students enrolled in the school. Rompers Preparatory Auden: Charter Renewal Propee Updated September 30. 2013 Page 56 of 76 ELEMENT 8: ADMISSIONS PROCESS Charter schools, including Gompers Preparatory Academy (GPA), are schools of choice. While GPA was established as a community school and predominantly educates students who live near the school campus, all students who desire a college preparatory based education are eligible to apply and attend. GPA complies with Education Code 47605. Further, admission to GPA is based on the following criteria: 0 Agreement and signature of Student and Parent/Guardian Commitment form 0 Agreement and adherence to the GPA Uniform Policy Agreement and adherence to the Zero Tolerance form 0 All parents/guardians are assured that GPA adheres to the following: 1. GPA does not charge a fee or tuition. 2. Admission to GPA is on a nonsectarian basis, and does not discriminate against any pupil on the basis of ethnicity, national origin, gender, sexual orientation, disability, or any other basis prohibited by law. 3. GPA will not deny admission to any student based on special education or English language learning needs. In grades 6-12, special education is delivered in a full- inclusion environment. 0 GPA will give preference to intents to enroll received during the priority enrollment period from mid October to mid January 0 GPA will give preference to siblings of current GPA students ADMISSIONS TIMELINES GPA will conduct a priority enrollment period beginning mid October for the following school year for all interested students via an intent to enroll form. This initial enrollment period closes annually 3 weeks earlier than the closing of the SDUSD choice application process. This is to ensure that students not admitted to GPA due to lack of capacity, have the opportunity to choose a SDUSD option. All intents to enroll received during the priority enrollment period will be date and time-stamped and receive the same consideration regardless of when they were received during the priority enrollment period. If the desired grade level enrollment is surpassed during the priority enrollment period, after the one priority consideration has been met, the lottery procedure below will be initiated. If the desired grade level enrollment is not reached after the close date, students will be enrolled on a ?rst come, ?rst served basis until the grade level enrollment is achieved. Once grade level enrolhnent is reached, after the priority enrolhnent period has ended, a waiting list will be enacted. As students drop from GPA, students from the waiting list may be contacted to enroll, depending on the grade level and class sizes for the cohort the student would potentially be Jormng. LOTTERY PROCEDURE APPLICABLE) 1. Should Gompers Preparatory Academy receive a number of intents to enroll from potential students in the priority enrollment period which exceed the number of spaces within a grade level, the school will conduct a random public lottery complying with applicable Federal and State laws, designed to establish a diverse student population, using the Gompers Preparatory Acedem Charter Renewal Prepos Updated September 30. 2013 Page of 76 following rules and procedures, which will be communicated to all interested parties at least 30 days prior to holding the lottery: The school will enlist the services of the California Charter School Association to monitor and verify the fair execution of all activities related to holding the lottery. The lottery will take place within 30 days of closing the priority enrollment period The lottery will take place on the school?s campus in a facility large enough to allow all interested parties to observe the drawing, or at another public venue near the school large enough to accommodate all interested parties. The lottery will take place on a week day night or a weekend day when most interested parties who wish to attend, may do so. All interested parties will know, prior to the holding of the lottery, how many openings are available at each grade level. The following preference will be extended to potential students; siblings of current GPA students. The representative of the outside agency shall draw names from a single pool of ballots for each grade level. The drawing shall continue until all names are drawn. Those individuals whose names are drawn after all spaces have been ?lled, will be placed on the waiting list in the order drawn, except if the preference described above requires otherwise. Potential students on the waiting list shall provide contact information to be used in the event space becomes available. As space becomes available, the families of students are contacted by telephone and mail in lottery order. They are given ?ve (5) school days to indicate their intentions to enroll. If the family fails to respond, or is no longer interested, the next student on the waiting list is contacted. All waiting lists terminate annually at the end of the school year. 2. The outside organization or agency verifying the fair execution of the lottery shall con?rm in writing the lottery was conducted fairly, and the school shall keep on record copies of that con?rmation. DISTRICT IDEMNIFICATION Gompers Preparatory Academy agrees to and shall, to the fullest extent permitted by law, indemnify, defend, and hold harmless the District, its of?cers, directors, and employees, attorneys, agents, representatives, volunteers, successors and assigns from and against any all actions, suits, claims, demands, losses, costs, penalties, obligations, errors, omissions, or liabilities, including legal costs, attorneys? fees, and expert witness fees and/or any judgment rendered against District and/or District personnel that may be asserted or claimed by any person, form or entity, whether public or private, arising out of, or in connection with the charter school?s implementation of Element 8 of this charter petition, conduct of its oversight duties, and performance of any duty required in relation to the petition. Gompers Preparatory Aeadem Charter Renewal Propes Updated September 30. 2013 Page 58 at 76 ELEMENM ANNUAL FINANCIAL AUDIT Gompers Preparatory Academy?s Board of Directors will form a ?nance/audit committee to oversee the selection of an independent auditor and the completion of an annual audit of the school?s ?nancial affairs. GPA will use an auditor that has experience working with charter schools. The audit will verify the accuracy of the school?s ?nancial statements, attendance and enrollment accounting practices, and reviews the school?s internal controls. The audit is conducted in accordance with generally accepted accounting principles applicable to the school. To the extent required under applicable federal law, the audit scope will be expanded to include items and processes speci?ed in any applicable Of?ce of Management and Budget Circulars. Should the audit note any exception and/or de?ciency, the School will follow a procedure whereby the School: Informs in writing all audit recipients of any exception and/or de?ciency the School disputes or believes it has already corrected by the time of submitting the audit, along with supporting documentation; 0 Informs all audit recipients in writing of a proposed timetable with benchmarks for the correction of each exception and/or de?ciency still outstanding at time of audit submission; and Resolves all outstanding or disputed exceptions and/or de?ciencies to the mutual satisfaction of the District and the school no later than the following June 30th or other time as mutually agreed to. GPA will transmit a copy of its annual independent ?nancial audit report for the preceding ?scal year to the District, the San Diego County Superintendent of Schools, the State Controller, and the California Department of Education by December 15 of each year. GPA will annually prepare the following reports to the District and the San Diego County Superintendent of Schools: 1. On or before July 1, a preliminary budget 2. On or before December 15, an interim ?nancial report. This report shall re?ect changes through October 31. 3. On or before March 15, a second interim ?nancial report. This report shall re?ect changes through January 31. 4. On or before September 15, a ?nal unaudited report for the full prior year. Rompers Preparatory Academ Charter Renewal Prop Updated September 30. 2013 Page 59 of 76 ELEMENT 10: GPA SUSPENSION AND EXPULSION PROCEDURES Gompers Preparatory Academy will regard suspension and expulsion as a last resort, with the rigorous ?Intake Panel? as a major deterrent. The goal of these policies and procedures is to promote learning and protect the safety and well being of the students and staff. Criteria for suspension and expulsion shall be consistent with all applicable state education codes. This policy shall serve as the Gompers Preparatory Academy?s policy and procedures for student suspension and expulsion and it may be amended from time to time without the need to amend the charter so long as the amendments comport with State and Federal legal requirements. A student may be suspended or expelled for prohibited misconduct if the act is related to school activity or school attendance occurring at Gompers Preparatory Academy or at any other school or at a Gompers Preparatory Academy sponsored event at any time including but not limited to: A) while on school grounds; B) while going to or coming from school; C) during the lunch period, whether on or off school campus; D) during, going to, or coming from a school- sponsored activity. GPA staff members enforce disciplinary rules and procedures fairly and consistently among all students. This Policy and its Procedures is printed and distributed as part of the GPA Code of Conduct and clearly describes all disciplinary actions. Enumerated Offenses Students may be suspended or expelled for any of the following offenses: a. Caused, attempted to cause, or threatened to cause physical injury to another person or willfully used force of violence upon the person of another, except in self-defense. b. Possessed, sold, or otherwise ?rrnished any ?rearm, knife, explosive, or other dangerous object unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certi?cated school employee, with the Director or designee?s concurrence. c. Unlawfully possessed, used, sold, or otherwise ?rmished, or was under the in?uence of any controlled substance, as de?ned in Health and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any kind. d. Unlawfully offered, arranged, or negotiated to sell any controlled substance, as de?ned in Health and Safety Code 1 1053-1 105 8, alcoholic beverage, or intoxicant of any kind, and then sold, delivered, or otherwise furnished to any person another liquid substance or material and represented same as controlled substance, alcoholic beverage, or intoxicant. Committed or attempted to commit robbery or extortion. Caused or attempted to cause damage to school property or private property. Stole or attempted to steal school property or private property. Possessed or used tobacco or any products containing tobacco or nicotine products, including but not limited to, cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets and betel. i. Committed an obscene act or engaged in habitual profanity or vulgarity. Gompers Preparatory Academ Charter Renewal Prapos Updated September 30. 2013 Page 60 of 16 j. Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as de?ned in Health and Safety Code 11014.5. k. Disrupted school activities or otherwise willfully de?ed the valid authority of supervisors, teachers, administrators, other school of?cials, or other school personnel engaged in the performance of their duties. 1. Knowingly received stolen school property or private property. m. Possessed an imitation ?rearm, a replica of a ?rearm that is so substantially similar in physical properties to an existing ?rearm as to lead a reasonable person to conclude that the replica is a ?rearm. n. Committed or attempted to commit a sexual assault as de?ned in Penal Code 261,266c, 286, 288, 288a or 189, or committed sexual battery as de?ned in Penal Code 243.4. 0. Harassed, threatened, or intimidated a student who is a complaining witness or witness in a school disciplinary proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being a witness. p. Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. q. Engaged in or attempted to engage in hazing of another. r. Aiding or abetting as de?ned in Section 31 of the Penal Code, the in?iction or attempted in?iction of physical injury to another person. Made terrorist threats against school of?cials and/or school property. t. Committed sexual harassment. u. Caused, attempted to cause, threatened to cause, or participated in an act of hate violence. v. Intentionally harassed, threatened or intimidated a student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting class work, creating substantial disorder and invading student rights by creating an intimidating or hostile educational environment. Suspension Procedures Suspensions shall be initiated according to the following procedures: a. Authority. Only the Director or the Director?s Designee may suspend a student. b. Notice to Parent/Guardian. At the time of the suspension, an administrator or designee shall make a reasonable effort to contact the parent] guardian by telephone or in person. Whenever a student is suspended, the parent] guardian shall be noti?ed in writing of the suspension and the date of the return following the suspension. This notice shall state the speci?c offense committed by the students. In addition, the notice may also state the date and time when the students may return to school. c. Time Limits. Suspensions, when not including a recommendation for expulsion, shall not exceed ?ve (5) consecutive school days per session. The limit may be extended only if the student has been recommended for expulsion and has been determined by Director or designee to be either disruptive to the learning environment or a threat or danger to others; in this case, the limit may be extended pending the results of the expulsion Bumpers Preparatory Readout Charter Renewal Prepos Updated September 30. 2013 Page SI of 18 hearing. (1. Intake Panel. Before the end of a student?s suspension, the student, with his/her parent/ guardian, must appear before a panel consisting of some or all of the student?s teachers, dean of students, a representative from the family support center, members of the executive leadership team, and a student representative. This process is called ?The Intake Hearing.? The student must present a written response to the offense including why he/she is ready to be re-admitted to GPA. He/she will answer questions from a panel of the school officials. After the questioning, the panel will deliberate and approve the student?s return to GPA with conditions that will facilitate the students? success in their school program family support services, mentoring, community service, additional academic supports, etc.) If the student has an IEP, his or her special education case manager will be present at the suspension panel intake hearing to ensure that appropriate accommodations for students who have dif?culty reading, writing, talking, or reading are afforded. Expulsion Procedures a. Authority to Expel. Only the Director or Director?s Designee may recommend expulsion or refer a student for an expulsion hearing; a student may be expelled by the GPA Board of Directors or by the GPA Board following a hearing before it or by the Board upon the recommendation of an Administrative Panel to be assigned by the board as needed. The Administrative Panel should consist of at least three certi?cated panel members, to include one teacher of the pupil, Dean of Students, Assistant Director, and at least two Board members. b. Hearing. Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. Unless postponed for good cause, the hearing will be held within thirty (30) school days after the Director or Designee determines that the Pupil has committed an expellable offense. In the event an administrative panel hears the case, it will make a recommendation to the Board for a ?nal decision whether to expel. The hearing will be held in a closed session unless the pupil makes a written request for a public hearing at least three (3) days prior to the hearing. Written notice of the hearing will be forwarded to the student and his/her parent/ guardian at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be deemed served upon the pupil. The notice shall include: 1. The date and location of the expulsion hearing 2. A statement of the speci?c facts, charges, and offenses upon which the proposed expulsion is based 3. A copy of the School?s disciplinary rules which relate to the alleged violation 4. Noti?cation of the student?s or parent/guardian?s obligation to provide information about the student?s status at the school to any other school district or school to which the student seeks enrollment 5. The opportunity for the student or his/her parent! guardian to appear in person or to employ and be represented by counsel or a non-attomey advisor The right to obtain and inspect all copies of documents to be used at the hearing The opportunity to confront and question all witnesses who testify at the hearing >19 Rompers Preparatory Academ Charter Renewal Prepos Updated September 30. 2013 Page 62 of 78 8. The opportunity to question all evidence presented and to present oral and documentary evidence on the student?s behalf including witnesses. c. Record of Hearing. A record of the hearing shall be made and maintained by any means, including electronic recording, as long as a reasonably accurate and complete written transcription of the proceedings can be made. d. Presentation of Evidence. While technical rules of evidence do not apply to expulsion hearings, evidence may be admitted and used as proof only if it is the kind of evidence on which reasonable persons can rely in the conduct of serious affairs. A recommendation by the Administrative panel to expel must be supported by substantial evidence that the student committed an expellable offense. Findings of fact shall be based solely on the evidence at the hearing. While hearsay evidence is admissible, no decision to expel shall be based solely on hearsay and sworn declarations may be admitted as testimony from witnesses of whom the Board, Panel or designee determines that disclosure of their identity or testimony at the hearing may subject them to an unreasonable risk of physical or harm. If, due to a written request by the expelled pupil, the hearing is held at a public meeting, and the charge is committing or attempting to commit a sexual assault or committing a sexual battery as de?ned in Education Code Section 48900, a complaining witness shall have the right to have his or her testimony heard in a session closed to the public. The decision of the Administrative Panel shall be made based on ?ndings of facts in the form of written ?ndings of fact and a written recommendation to the Board, who will make a ?nal decision regarding the expulsion. The ?nal decision by the Board shall be based upon the written ?ndings of facts and shall be made within ten (10) school days following the conclusion of the hearing. The decision of the Board is ?nal. If the expulsion-hearing panel decides not to recommend expulsion, the pupil shall immediately be returned to his/her educational program. e. Written Notice to Expel. The Director or designee following a decision of the GPA School Board to expel shall send written notice of the decision to expel, including the Board?s adopted ?ndings of fact, to the student or parent guardian. This notice shall also include the following: 1. Notice of the speci?c offense committed by the student 2. Notice of the parent/guardian?s obligation to inform any new district in which the student seeks to enroll of the student?s status with the School The Director or designee shall send a copy of the written notice of the decision to expel to the District. This notice shall include the following: 1. Student?s name 2. The speci?c expellable offense committed by the student Additionally, in accordance with Education Code Section 47605 upon expulsion of any student, GPA shall notify the Superintendent of the school district of the pupil?s last known address within thirty (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. f. Disciplinary Records. GPA shall maintain records of all student suspensions and expulsions at the School. Such records shall be made available to the District upon request. Bumpers Preparatory Academ Charter Renewal Propoe Updated September 2013 Page 63 of 76 . No Right to Appeal. The pupil shall have no right to appeal from expulsion from GPA, as the Charter School Board?s decision to expel shall be ?nal. . Expelled Pupils/Alternate Education. Pupils who are expelled shall be responsible for seeking alternative education programs including, but not limited to, programs within the County or their school district of residence. Rehabilitation Plans. Students who are expelled from GPA shall be given a rehabilitation plan upon expulsion as developed by the Board at the time of the expulsion order, which may include but is not limited to, periodic review as well as assessment at the time of review for readmission. The rehabilitation plan should include a date not later than one year from the date of expulsion when the pupil may reapply to the School for readmission. Readmission. The decision to readmit a pupil or to admit a previously expelled pupil ?om another school district shall be in the sole discretion of the GPA School Board following a meeting with the Director and the pupil and guardian or representative to determine whether the student has successfully completed the rehabilitation plan and to determine whether the pupil poses a threat to others or will be disruptive to the school environment. The Director shall make a recommendation to the GPA School Board following the meeting regarding his or her determination. The pupil?s readmission is also contingent upon capacity at the time the student seeks readmission. . Special Education Expulsion Policy. If a student who has been recommended for expulsion has an IEP, a manifestation determination hearing will be held to determine if the expellable offense was a manifestation of the disability. Case Manager, administrators, parent, teachers, and any other relevant individuals will convene to discuss conditions of the IEP and the expulsion offense. [tempers Preparatory Aeedem Charter Renewal Prepos Updated September 30. 2013 Page 64 0t 76 ELEMENT 11: EMPLOYEE BENEFITS GPA may elect to participate in the State Teachers Retirement System (STRS) and/or Public Employees Retirement System (PERS) and coordinate such participation, as appropriate, with the social security system or other reciprocal system. Enrollment in STRS is subject to the FTE requirement established by STRS. All employees not eligible for STRS will be considered eligible for PERS enrollment, subject to the FTE requirements established by PERS. Positions eligible for STRS are as follows: School Director 0 Teacher Counselor 0 All other staff possessing California teaching credentials at the time of hire into an instructional assigmnent STRS members who elect to continue in STRS 0 Substitute teachers (Teachers on Staff) who exercise right of election under the criteria established by STRS If GPA requests such service, the District agrees to continue to include STRS and PERS reports with the District?s reports for submission to STRS and PERS. GPA will provide the data in the District required format with all required information. Furthermore, GPA will bear full responsibility for monitoring and reporting membership information. The District will bear no responsibility for any reporting errors or omissions. GPA may establish other retirement plans for employees that include, but shall not be limited to, establishment of section 403(b), 457, 401(k) plans. [tempers Preparatory Academ Charter Renewal Prepos Updated September 30. 2013 Page 65 at 76 ELEMENT 12: PUBLIC SCHOOL ATTENDANCE ALTERNATIVES GPA, as a charter school, is a school of choice and no child shall be required to attend. Subject to the attendance policies of their school district of residence, students choosing to not attend GPA may seek enrollment at other schools in their school district of residence. GPA provides information about attendance alternatives to inquiring students, parents, and guardians. With the exception of students who have an IEP that calls for transportation to be provided by the school, transportation is the responsibility of the parent/guardian for students choosing to attend GPA. Gompere Preparatory Academ Charter Renewal Prepoe Updated September 2013 Page 66 of 76 ELEMENT l3: RETURN RIGHTS OF EMPLOYEES Employees who are currently working under an ?On Loan? agreement with the District as of June 30, 2014 will continue to be on loan with the District while employed at GPA. Any new employees hired by GPA are charter school employees and will have no rights or bene?ts with the District by being an employee of GPA. On March 9, 2010, the Board of Directors directed the Superintendent to ensure that the leave and return rights of District employees who were currently working as ?on loan? at Gompers Preparatory Academy, Keiller Leadership Academy, and the King-Chavez Neighborhood of Schools would be set forth in District policies, procedures, or collective bargaining agreements which apply to non pro?t corporation charter schools, and would continue for as long as the employee chose to work ?on loan? at the charter school. District employees working at the charter school who wish to return to District employment must notify the District?s personnel department of that request on or before March 1St of their last school year of employment at the charter school. Current District employees who remain on loan at the charter school shall retain their seniority date and shall continue to accrue seniority while working at the charter school during their leave term as set forth in District policies, procedure, or collective bargaining agreements which apply to non pro?t corporation charter schools. However, with respect to probationary District employees, the time worked at the charter school shall not be counted towards attainment of permanency. The salary and health bene?ts of a District employee on leave from the District and working at the charter school shall be speci?ed in the employment agreement between the employee and the charter school, or as speci?ed in the charter school?s policies and procedures. Gompers Preparatory Academ harter Renewal Prepos Updated September 2013 Page 67 of 76 ELEMENT 14: DISPUTE RESOLUTION The intent of this dispute resolution process is to (1) resolve disputes within the school pursuant to the school?s policies, (2) minimize the oversight burden on the District, (3) ensure a fair and timely resolution to disputes, and (4) frame a charter oversight and renewal process and timeline so as to avoid disputes regarding oversight and renewal matters. Disputes Arising from Within the School Disputes arising from within the school, including all disputes among and between parents, students, staff, volunteers, advisors, partner organizations, and governing board members of the school, shall be resolved pursuant to policies and processes developed by the school and in accordance with the laws. Unless the dispute involves issues that are within the District?s oversight responsibilities, the District shall not intervene in any such internal disputes and shall refer any complaints or reports regarding such disputes to the School Director (or designee) or the GPA Board of Directors and/or for resolution pursuant to the school?s policies. Disputes Between the School and the District Both Gompers Preparatory Academy and the District will always attempt to resolve any disputes between them amicably and reasonably without resorting to formal procedures. Disputes potentially leading to the revocation of the GPA charter shall be governed by Education Code section 47607. Consistent with Section 47607, in the event of a dispute between GPA and the District regarding the terms of this charter or any other issue regarding the school and District relationship, both parties agree to apprise the other, in writing, of the speci?c disputed issue(s) and that writing shall include relevant facts. In the event the initiating party believes the dispute related to an issue that could potentially lead to revocation of the charter, this shall be speci?cally noted in the written dispute statement the District provides the school. Within 30 days of sending written correspondence, or longer if both parties agree, a charter school representative, a district representative, or their designees, shall meet and confer in an attempt to resolve the dispute. If this joint meeting fails to resolve the dispute, upon mutual agreement, the charter representative and the district representative shall meet again within 15 days, or longer if both parties agree, to identify a neutral, third party mediator to assist in dispute resolution. The format of the third-party mediation process shall be developed jointly by the representatives. Unless jointly agreed, the process involving the assistance of a third-party mediator shall conclude within 45 days. The charter school and the district shall share all mediation costs equally. In the event that the third-party mediation process does not result in the resolution of the dispute, both parties agree to continue good faith negotiations. If the matter cannot be mutually resolved, the charter school shall be given a reasonable amount of time to correct the violation, unless the district indicates in writing the violation constitutes a severe and imminent threat to the health and safety of the school?s pupils. The District reserves the right to take any action it deems appropriate and the school reserves the right to seek legal redress for any such actions under the law. In addition, dispute procedures do not apply in those cases where the District determines the violation constitutes a severe and imminent threat to the health and safety of the school?s Eempera Preparatory Madam barter Renewal Propos Updated September 30. 2013 Page 88 of 76 pupils. The dispute resolution process permits oral notice, followed immediately by written notice. Eompere Preparatory Academ liharter Renewal Prepes Updated September 2013 Page 69 of '18 ELEMENT 15: EMPLOYEE STATUS AND COLLECTIVE BARGAINING GPA employees have the option to join, or not to join, an exclusive representative of their choice. The fact that an employee chooses to become a member of a particular exclusive representative shall not make any collective bargaining agreement applicable to GPA. The GPA Board of Directors must expressly agree to be bound by the provisions of a collective bargaining agreement in order for its provisions to apply to any employees of the school. Gompers Preparatory Academy is the exclusive public school employer for purposes of Educational Employment Relations Act (EERA). Further, GPA retains the right to establish its own lawful procedures for discipline and dismissal. GPA will select all school staff. Those selected for employment shall enter into a work year agreement to make their services available to GPA. GPA shall have the authority to terminate the position in accordance with the terms of that agreement. Gempere Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page 70 of 76 ELEMENT 16: SCHOOL CLOSURE PROTOCOL In the event of closure, GPA will comply with Education Code section 47605(b)(5)(P), applicable California Code of Regulations, and California Department of Education?s guidance, including the Charter School Closure Requirements and Recommendations (January 25, 2011). The following procedures shall apply in the event the School closes. The following procedures apply regardless of the reason for closure. If the charter school ceases operation and the GPA Board of Directors determines that there is no successor charter school that can carry out the mission of Gompers Preparatory Academy, then the Board of Directors shall designate the entity or individual to be responsible for conducting closure activities. The designated entity or individual shall be known as the Authorized Closer. The Authorized Closer shall commence closure proceedings by notifying parents and guardians of students, the District, the San Diego County Of?ce of Education, the SELPA in which the school participates, the retirement systems in which the charter school?s employees participate and the California Department of Education. The notice shall include the effective date of the closure (?Closure Date?), the party to contact for information related to the closure, the students? districts of residence and the manner in which parents and guardians may obtain copies of student records, including information on completed courses and credits that meet graduation requirements. As applicable, the School will provide parents, students and the District with copies of all appropriate student records and will otherwise assist students in transferring to their next school. All transfers of student records will be made in compliance with the Family Educational Rights and Privacy Act 20 U.S.C. 1232g. GPA shall provide the Authorized Closer with a list of students in each grade level and the classes they have completed, together with information about the students? districts of residence. Student records, including all state assessment results and special education records, shall be maintained and transferred to the custody of the Authorized Closer, except for records and/or assessment results that, under the provision of the governing charter, are required to be transferred to a different entity. Personnel records shall be maintained and transferred in accordance with applicable law. As soon as reasonably practical, the School will prepare ?nal ?nancial records. The School will also have an independent audit completed within six months. The School will pay for the ?nal audit. The audit will be prepared by a quali?ed Certi?ed Public Accountant selected by the School and will be provided to the District upon its completion. On closure of the School, should the charter school cease operation, all assets secured from the appropriation of public funds, including private funds granted to or donated to the charter school, and all assets originally provided to the charter school by the District, shall be transferred to the District or to a charter school whose charter was authorized by the District. All other assets will Gompers Preparatory Aendem Charter Renewal Propos Updated September 30. 2013 Page 11 at 16 be distributed in accordance with laws and regulations that govern the dissolution of non-pro?t public bene?t corporations. The charter school must comply with Education Code section 47605(b)(5)(P), including the requirement that there shall be a ?nal 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. On closure, the School shall remain solely responsible for all liabilities arising from the operation of the School. As the School is operated as a nonpro?t public bene?t corporation, should the corporation dissolve with the closure of the School, the Board will follow the procedures set forth in the California Corporations Code for the dissolution of a nonpro?t public bene?t corporation and ?le all necessary ?lings with the appropriate state and federal agencies, as well as Califomia Code of Regulations, Section 11962 for the actions to be taken upon the closing of a charter school. Gempere Preparatory Aendem Charter Renewal Propes Updated September 30. 2013 Page 72 of 76 B. ADDITIONAL CHARTER ELEMENTS ELEMENT 17: DISTRICT SERVICES Where possible, and at a mutually agreed upon cost per child, the school does anticipate purchasing services from the District. Such services may include particular testing services, IMC services, police services, food services or other services that shall be available to charter schools. The speci?c terms and costs for these services, and any others that the District may wish to offer, shall be the subject of an annual Memorandum of Understanding separate from this charter, one that establishes more speci?cally the ?nancial and service relationship between the two parties. The school?s purchase of goods and services, if any, ?om the District shall not negate the operational independence of the School from the District. Breach of the MOU shall not necessarily constitute breach of this charter. Petitioner understands that current law mandates that the District provide oversight and performance monitoring services, including monitoring school and student performance data, ?nancial statements and audit reports, enrollments veri?cation, performing annual site visits, engaging in the Dispute Resolution Process, and considering charter amendment and renewal requests. In consideration of these oversight obligations, petitioner has identi?ed a percentage in the budget that has been identi?ed in law to compensate for such oversight services. ELEMENT 18: FACILITIES Gompers Preparatory Academy will request to continue to be located within the San Diego Uni?ed School District utilizing the entire Gompers West Campus, 1005 47th Street, via Proposition 39 or alternative ?in lieu of Prop. 39? facilities use agreements. It is understood that the Gompers facilities belong to the District. The charter school carmot modify, construct, or reconstruct without District permission. ELEMENT 19: INFORMATION EXCHANGE GPA agrees to respond to all reasonable inquiries from the District, including inquiries regarding its ?nancial records. The records of the school are public records under the California Public Records Act. The school shall provide the District, upon request, copies of any records of the School, including ?nancial, business, and enrollment records. The District may inspect or observe any part of the School at any time. The District agrees it will not do so unreasonably, without notice, or by causing a disruption of student instruction or School operations except in the case of an emergency. GPA shall provide the District reports as required by Education Code 47604.32 including CBEDS, ADA Reports 18/19, Budget J210 (preliminary and final), a School Accountability Report Card (SARC), and copies of the annual independent ?nancial audit. ATTENDANCE ACCOUNTING Gompers Preparatory Academy will utilize an appropriate student information system for attendance tracking and reporting purposes, however, reserves the right to use the District?s SIS Gompers Preparatory Acedern Charter Renewal Propos Updated September 30. 2013 Page 73 of 76 system if necessary. Attendance accounting procedures will satisfy requirements for SDUSD, SDCOE, and CDE. Required reports are completed regarding daily attendance and submitted to the requesting agencies. WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES (WASC) ACCREDITATION AND TRAN SFERABILITY OF COURSES The University of California has approved all core courses at GPA. We anticipate that courses offered at GPA are transferable to other schools. GPA applied and received WASC accreditation within the ?rst two years of the school?s original charter approval and is conducting a WASC Self-Study during the 2013-14 school year. Student transcripts take a standard form for universal acceptance. Students and parents are informed of transferability of courses and college entry requirements in public meetings and school publications, including recruiting materials, parent and student handbooks, website text and occasional newsletters. ELEMENT 20: FUNDING The School will act as its own ?scal agent to the fullest extent of the law. The School shall implement the provisions of Charter School Legislation and the State Department of Education directives regarding charter schools. The School will receive ftmding directly from the State of California through the County Treasurer and the San Diego County Of?ce of Education in accordance with applicable law and the State?s block program for charter schools. The District agrees it will transfer funds from the School?s Treasury account to the District only with speci?c permission from the School. The District agrees to forward the School?s full share of local aid to the School?s account at the County Treasurer by the 15th of each month as required under Education Code 47635. GPA acknowledges the Local Control Funding Formula and will abide the regulations outlined in Assembly Bill 97, Senate Bill 91, and Education Code 42238.07, 4223 Additionally, the school complies with all regulations stipulated by the requirements related to receiving Federal funds. ELEMENT 21: MANDATED COST RECOVERY GPA will be responsible for recovering from the State all eligible mandated costs applicable to the School. ELEMENT 22: CHARTER TERM AND CHARTER REVISIONS The term of this charter renewal shall be for a ?ve-year period beginning on July 1, 2014 and ending on June 30, 2019. While material revisions to the charter must be approved by the District?s Board of Education, any proposed revisions to the charter will be presented to the District for determination as to whether the proposed revisions are material revisions that must be approved by the Board of Education. For those revisions requiring Board of Education approval, the District shall make efforts to bring all proposed material revisions to the Board within 60 days of submission, subject to the Board?s meeting schedule. Rompers Preparatory Aendem Charter Renewal Propos Updated September 2013 Page 74 of 76 ELEMENT 23: LEGAL STATUS AND LIABILITY The School shall be a California nonpro?t public bene?t corporation. It is a stand-alone corporation and not a subsidiary of the District. As outlined in Education Code section 47604(c): the authority that grants a charter to a charter school to be operated by, or as, a nonpro?t public bene?t corporation shall not be liable for the debts or obligations of the Charter School. As such, the School will make provisions for the liabilities, debts and ?nancial obligations of the school and will indemnify, defend, and hold harmless the District for damages resulting from the acts of the School. Consistent with the statutory intent of Education Code section 47604 the San Diego Uni?ed School District shall not be liable for the debts or obligations of the School. The School shall indemnify, defend, save, and hold the District, the Board, the Superintendent, employees, of?cers, directors, subcontractors, agents and authorized volunteers (collective "employees") harmless against any and all claims, demands, suits, costs, judgment or other forms of liability to third parties, actual or claimed, or whatsoever kind or character, including attomeys' fees, brought against the School or School employees for injury to property or persons, occurring or allegedly occurring in, on or about the school from conduct committed by the School or by its employees, of?cers, directors, subcontractors, agents and by District employees while assigned to and under the supervision of the School during the term of this charter or any renewal thereof. The District will not be liable for any actions taken by the School. The School will purchase and maintain, as necessary, general liability, automotive liability, errors and omissions, property, workers compensation and unemployment insurance policies, either as part of the District's insurance programs or its own insurance program. If the charter school purchases its own insurance, it shall be equivalent to the District's program with respect to limits and coverage. The School will develop, implement, and ensure compliance with health, safety, and risk management guidelines in consultation with its insurance carriers and risk management experts. Administration shall maintain comprehensive range of insurance coverage, commensurate with that of other public schools and/or nonpro?t organizations of similar type and size, to protect both itself and the District. Details of this policy are outlined in a Memorandum of Understanding between the School and the District and a copy of this policy is available to the District upon request. The governance team shall be properly indemni?ed and the school intends to secure, as noted in the charter, appropriate insurance coverage to protect the school's assets, staff, etc. The School ?irther identi?es its commitment to hold the District harmless from ?nancial obligation in the event of an unbalanced budget, assuming that legislatively guaranteed income sources arrive, per the law, for the School in conformance with the budget. We look forward to establishing an appropriate Memoranda of Understanding with the District subsequent to charter approval to legally establish the speci?cs of our mutual relationship. The charter school will save, defend, indemnify, and hold harmless the District, its of?cers, agents and employees against any and all claims, demands, suits, costs, judgments or other forms of liability, actual or asserted, of whatsoever kind or character, including attorneys fees, arising or resulting from the conduct, acts or omissions of the charter school, its of?cers, agents, employees, pupils, volunteers, or any other persons under the supervision of the school. Gempers Preparatory Academ Charter Renewal Propos Updated September 30. 2013 Page '15 of '16 ELEMENT 24: SEVERABILITY The terms of this charter are severable. In the event that any of the provisions are determined to be unenforceable or invalid for any reason, the remainder of the charter shall remain in effect, unless mutually agreed otherwise by the District and GPA. The District and GPA agree to meet to discuss and resolve any issues or differences relating to the invalidated provisions in a timely and productive fashion. Rompers Preparatory Aeedem Charter Renewal Propos Updated September 30. 2013 Page 76 of '18 GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.2171 FAX: 619.254.4342 WEB: 3* Appendix A: Assurances Appendix A: Assurances As the authorized representative of the applicant, I hereby certify that the information submitted in this application to renew the charter for the Gompers Preparatory Academy or ?Gompers? or ?Charter School? or ?School?) located within the boundaries of San Diego Uni?ed School District and under the chartering authority of the San Diego Uni?ed School District (?District?) is true to the best of my knowledge and belief. I also certify that this application does not constitute the conversion of a private school to the status of a public charter school; and further, I understand that if the charter is renewed, the Charter School is committed to the following af?rmations: I. 10. 11. The Charter School shall meet all statewide standards and conduct all required pupil assessment tests, pursuant to Education Code Section 60605 and 60851, and any other statewide standards authorized in statute, or any other pupil assessments applicable to pupils in non-charter public schools. The Charter School Board of Directors shall be deemed the exclusive public school employer of the employees of the Charter School for purposes of the Educational Employment Relations Act and not the San Diego Unified School District, for all purposes, including collective bargaining. The Charter School shall not enter into or bind the San Diego Uni?ed School District to a contract in any way not authorized herein, nor to extend the credit of the District to any third party without the express written permission of the District. The Charter School shall be non-sectarian in its programs, admission policies, employment practices, and all other operations. The Charter School shall not charge tuition. The Charter School shall not discriminate on the basis of the characteristics listed in Education Code Section 220 (actual or perceived disability, gender, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that is contained in the de?nition of hate crimes set forth in Section 422.55 of the Penal Code or association with an individual who has any of the aforementioned characteristics). [Ref. Education Code Section 47605(d)(l)] The Charter School shall admit all pupils who wish to attend the charter school and who submit a timely application unless the Charter School receives a greater number of applications than there are spaces for pupils, in which case each application will be given chance of admission through a public random drawing process. Admissions preferences in the public random lottery shall be given as stipulated in Element Eight (H), Admissions. The Charter School shall conduct its meetings of the Board of Directors in accordance with the Brown Act and comply with the Public Records Act (Government Code 6250 et seq.) as well as Education Code 47604.3. The Charter School shall adhere to all provisions of federal law related to students with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, and the Individuals with Disabilities in Education Improvement Act of 2004. The Charter School shall meet all requirements for employment set forth in applicable provisions of law, including, but not limited to, credentials, as necessary. 16The Charter School shall ensure that teachers in the Charter School hold a Commission on Teacher Credentialing certi?cate, permit, or other document equivalent to that which a teacher in other public schools is required to hold. As allowed by statute, ?exibility will be given to non? core, non-college preparatory teachers. . The Charter School will ensure that Special Education staff are appropriately credentialed. . The Charter School will not require any pupil to attend the Charter School. . The Charter School shall at all times maintain all necessary and appropriate insurance coverage. The Charter School shall, for each ?scal year, offer at a minimum the number ofminutes of instruction per grade level as required by Education Code Ifa pupil is expelled or leaves the Charter School without graduating or completing the school year for any reason, the 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 ofthe pupil, including a transcript of grades or report card and health information. The Charter School shall follow any and all other federal, state, and local laws and regulations that apply, including but not limited to the following: The Charter School shall comply with the Public Records Act and the Federal Educational Privacy Rights Act The Charter School shall on a regular basis consult with its parents and teachers regarding the Charter School?s education programs. The Charter School shall comply with anyjurisdictional limitations to the location of its facilities. . The Charter School shall maintain accurate written contemporaneous records that document all pupil attendance, academic progress, disciplinary, immunization, and other health records and shall make those records available for audit and inspection upon request. . The Charter School shall comply with all laws related to the minimum and maximum age for public school enrollment. The Charter School shall comply with all applicable portions ofthe Elementary and Secondary Education Act (ESEA). . The Charter School shall meet or exceed the legally required minimum number of school days. A3 Vincent M. Riveroll, Director, Gompers Preparatory Academy Date 9 GOMPERS PREPARATORY ACADEMY 1006 47TH STREET 6m 91960, CA 92102 23626 PHONE: 619.263.2171 FAX: 619.264.4342 WEB: Appendix B: SDUSD Proclamation In Recognition of Gompers Preparatory Academy (GPA) and Director Vince Riveroll $311 EBiegu @Hnifieh 5:1]qu EBiEttitt In Recognition of Gompers Preparatory Academy (GPA) Charter School and Director Vince Riveroll WHEREAS, Gompers Preparatorv Academy Charter School wasjounded in 2005 as a college prep school that requires [00% of students to complete the rigorous A -G entrance into the Ui-iivcrsitv (gt-California (UCj/California State University CS U) systems, including every student taking a minimum ofat least one Advanced Placement (AP) class: and WHEREAS, GPA 's Founding Director Vincent Riveroll and his team have turned afailing campus into a thriving school that serves its communitv in Southeastern San Diego: and WHEREAS, many GPA students must overcome both personal and professional obstacles to achieve their dream ol'high school graduation and college entrance and every GPA student is provided a comprehensive network ofsupports to ensure they reach their highest potential in each course: and WHEREAS, not only have suspension rates been reduced by more than 70% since 2005, attendance has improved/ram 91% to over 95%, and parent engagement and involvement has exploded u-?ith an extraordinary 3,000 hours logged per year; and WHEREAS, Director Rivcroll believes that by providing high quality professional development for teachers and a welcoming and supportive environment for students and families, all students at GPA will be able to access higher education. 256L417 Enact/x) Kevin Beiser, Vice President 71/2 0 arne Foster, Trustee 9: GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.2171 FAX: 619.264.4342 WEB: .oae Appendix C: Letters of Support Deirdre Alpert PO Box 675263 Rancho Santa Fe, CA 92067 October 27, 2013 Dear San Diego Uni?ed Board of Education, I am writing to strongly support the renewal of Gompers Preparatory Academy?s charter. As a former legislator who voted for the original charter law, I believe GPA epitomizes what was envisioned-a school demanded by the community and supported by the District that has truly made a difference for the students who have been educated there. As a founding board member, I am intimately familiar with the challenges GPA faced in converting the Gompers campus, once the lowest performing and most unsafe in the District, into a thriving college preparatory school. This was no small task and the GPA leadership team should be commended for their results in systemically transforming the school into a safe and inviting campus for students and families in our community. The GPA staff, both teachers and support staff alike, has been unwavering in their dedication to the "100/100" Vision, where 100% of students earn a high school diploma and 100% are admitted into college. I have personally seen how hard this team works every day on behalf of students and they have a perfect "100/100" record with their ?rst two senior classes, the Class of 2012 and 2013. GPA is one of very few high schools in California that requires and supports every student to complete the rigorous A-G curriculum that is required for admission into the system. Additionally, GPA offers over 10 different AP courses. GPA students, staff and parents believe strongly that college should be an option for EVERY student and the GPA educational program ensures that all students have access to the college and career of their choice at graduation. Your board can take pride in the vision and foresight the San Diego Uni?ed Board had in voting unanimously for Gompers' original charter. I hope you will recognize the amazing progress that has occurred and support the GPA renewal so that even more students can bene?t from all that GPA has to offer. Sincerely, Dede Alpert, State Senator retired UNIVERSITY OF CALIFORNIA, SAN DIEGO UCSD BERKELEY DAVIS - IRVINE LOS ANGELES - MERCED RIVERSIDE - SAN DIEGO 0 SAN FRANCISCO - . SANTA BARBARA 0 SANTA CRUZ omen or THE CHANCELLOR 9500 GILMAN LA IOLLA, CALIFORNIA 920930005 TEL: (858) 534-3135 FAX: (858) 534-5523 September 30, 2013 John Lee Evans, President Board of Education San Diego Uni?ed School District 4100 Normal Street San Diego, California 92103 Dear Trustee Evans: On behalf of the University of California, San Diego, I would like to express my wholehearted support for the ?ve-year charter renewal for Gompers Preparatory Academy (GPA). UC San Diego is exceedingly proud to have been the university partner of GPA since the school Opened in 2005. Our university continues to believe in the mission of GPA and the extraordinary skill and dedication of GPA leaders and staff to successfully carry out this mission. It has been remarkable to see the transformation of the Gompers campus to a college preparatory academy that is focused on preparing every student for high school graduation and the pursuit of higher education. UC San Diego looks forward to working closely with GPA to build on the amazing accomplishments of these past eight years. I am highly impressed with the instructional leadership at GPA as they know what it takes to help every student earn a high school diploma and complete the rigorous A-G curriculum necessary to be eligible to attend a university in the University of California/ California State University systems. outstanding team of professionals works tirelessly and is constantly evaluating and adapting the school?s practices to ensure students and families are receiving the highest quality teaching and support to guarantee success and positive change for our community. Building on years of school culture transformation and steady gains on state test scores, Academic Performance Index (API) climbed by an astonishing 98 points from 2010 to 2013. But beyond standardized tests, the real accomplishments of GPA have come from the team?s unwavering dedication to ensuring every student graduates and is accepted to college. In 2012 and 2013, the ?rst two years GPA had students in grade 12, the school graduated 100% of the seniors and 100% were accepted by a 2? or 4-year college/university. Additionally, GPA has an exceptional 4-year cohort graduation rate of 96%, which far surpasses graduation rates for all of similar schools and is one of the highest in the District, County, and State. These are groundbreaking triumphs in mission to accelerate academic achievement for ALL students. During our strategic planning process at UC San Diego, we have strengthened our commitment to be a student-centered, research-focused, service?oriented public university. One of our primary goals is to be a diverse community of scholars where learning is accessible and affordable to all. In the coming years, UC San Diego will work to meet this goal by enhancing equity, diversity and inclusion on campus. We value GPA immensely for being our strong advocate and partner in this work. As you may know, I created a new scholarship for local students this year, the Chancellor?s Associates Scholarship, which provides a ?full ride? to students at our San Diego partner schools who are admitted to UC San Diego. I am very proud to say that six (6) students from GPA were awarded this scholarship and I believe my university is a better place with GPA alumni in our student body. UC San Diego is extremely dedicated to the continued success of Gompers Preparatory Academy. We believe in the promise of the exceptional program that has been created at GPA to prepare students for success in college and career. UC San Diego pledges our continued partnership and unwavering support for this outstanding school. I look forward to the keeping abreast of the charter renewal process for Gompers Preparatory Academy and would be pleased to provide additional information about our partnership with GPA. With kind regards, BONNIE M. DUMANIS SAN DIEGO COUNTY DISTRICT ATTORNEY October 24, 2013 John Lee Evans, President Board of Education San Diego Uni?ed School District 4100 Normal Street San Diego, California 92103 Dear Trustee Evans: I am writing to provide my strongest endorsement for Gompers Preparatory Academy (GPA) and its Director, Vincent Riveroll. I have personally known Director Riveroll for ?ve years and have watched the Gompers campus, under his direction, transform from one of the most unsafe and lowest performing schools in the District into a thriving college preparatory academy. As the District Attorney for San Diego County, my highest priority is ensuring the safety of our county?s citizens, including our most precious resource, our children. For the past eight years, GPA teachers, support staff and leadership team have made student safety a priority. Every student at GPA participates in a character education program that is infused throughout the curriculum and teaches, reminds, and requires students to exhibit the GPA values of Respect, Enthusiasm, Achievement, Citizenship, and Hard Work both in and out of school. This program has helped to increase attendance, lower suspensions and expulsions, and improve student achievement and has been instrumental in keeping students and families in the Gompers community positively connected to their school. I have personally visited the GPA campus on several occasions and have witnessed GPA students demonstrating the GPA values in all that they do, from wearing their school uniform with pride, helping their classmates, talking respectfully to adults, working hard to succeed academically, and staying focused on a bright future for themselves that includes a high school diploma and college. As someone who has worked in the criminal justice system for most of my career, I am intimately familiar with the destructive path our youth can take when they are not inspired or supported in their education or are not provided positive role models to help guide their choices. This is especially true for young people who live in lower-income households, where ?nancial burdens can create additional challenges for students and families. For the past eight years, GPA has provided a positive and encouraging educational setting for all students, including the more than 90% of GPA students who qualify for free and reduced lunch. Director Riveroll has demonstrated an unwavering dedication to our youth and our community through his work as an educational leader at GPA. He consistently inspires and mentors the team of adults he has recruited and they enthusiastically accept their role to engage, educate, motivate, and support students and families towards educational and personal success. As Director Riveroll and his team seek renewal for their charter this year, I would like to express my steadfast support for their work and strongly encourage you to renew their charter for another ?ve-year term. Sincerely, l' BONNIE M. DUMANIS San Diego County District Attorney 330 W. BROADWAY SUITE 1300 SAN DIEGO, CA 92101 (619) 531-4114 A California Charter Schools Association 250 East 1st Street, Suite 1000 Los Angeles, CA 90012 213?244?1446 - f213-244-1448 - October 28, 2013 Dr. Cindy Marten Members of the Board of Education San Diego Unified School District 4100 Normal Street San Diego, CA 92013 RE: Gompers Preparatory Academy Dear Superintendent Marten and Members of the Board of Education, On behalf of the California Charter Schools Association (CCSA), I would like to share my strong support for the Gompers Preparatory Academy Charter School renewal that will be heard in an upcoming board meeting. CCSA is the membership and professional organization serving public charter schools in the State of California. Our mission is to increase student achievement by strengthening and expanding public charter schools throughout the state. We believe that Gompers Preparatory Academy Charter is a school that has had an important impact in the community and in student's lives in San Diego. I have had the opportunity to visit Gompers Preparatory Academy on many occasions and see the instructional program at the school. The students are engaged and the staff very passionate about providing a high-quality instructional environment. The Gompers culture of student respect and success is very impressive. When I see the students and their confidence in their ability to graduate and become life-long learners through working together, I am very proud of the school and what it represents in our community. Therefore, it is without reservation that I urge the San Diego Unified School District Board of education to renew the Gompers Preparatory Academy. Sincerely, 3% Miles Durfee Managing Regional Director, Southern California California Charter Schools Association c: Deidre Walsh and Susan Park, SDUSD Charter Office SANDIEGOTM PLAZA I 402 West Broadway. Suite REGIONAL San Diego. California 92 0 -3585 Tel 6l9.544.l300 COMMERCE October 28, 2013 John Lee Evans, President Board of Education San Diego Uni?ed School District 4100 Normal Street San Diego, California 92103 Dear Trustee Evans: I am writing to express my enthusiastic support for the ?ve-year charter renewal for Gompers Preparatory Academy (GPA). GPA is a shining example of what is going well in education. The GPA community, including students, staff, and parents, should be applauded for their work to transform Gompers from an unsafe and low?performing school into a thriving college preparatory academy. As former Mayor and Chief of Police for the City of San Diego, I am extremely familiar with the challenges the Gompers community has faced in the past. Many residents of our Southeastern San Diego communities have had to work against the negative effects of generational poverty, and racial tensions, gang activity, and crime. For years, the Gompers campus was a hotbed for many of these tensions, and many students felt unsafe and uninspired by their community school. GPA has become a beacon of hope in our community, where students and families feel welcome and encouraged to pursue their dreams of high school graduation and college. As Mayor, I had the pleasure of visiting the GPA campus a few years ago and saw ?rst-hand how the systemic reforms that began when the charter Opened in 2005 have had a huge impact on the school and surrounding community. From the students consistently demonstrating REACH Values (Respect, Enthusiasm, Achievement, Citizenship, and Hard Work), to the professionalism and dedication of the staff, to the active involvement of parents, the school has experienced an overhaul of dramatic proportions. In fact, I was so impressed with this transformation when I visited the school that I told an assembly of students and staff, "This is the most incredible change I have ever seen. Not just in schools. . .but in any organization!" I heartily endorse Director Riveroll and his team at GPA to continue this imponant work on behalf of our community and respectfully encourage you to renew their charter for another five years. Sincerely, Jerry ders President CEO, San Diego Regional Chamber of Commerce Philip Liburd 2868 A Casey Street San Diego CA 92139 619 399 6935 SDUSD Board President, Dr.John Lee Evans, Vice President Kevin Beiser SDUSD Board Members Richard Barerra Scott Barnett and Marne Foster Dear Board President Dr. Evans, I am writing to unequivocally state my strong support of Gompers Preparatory Academy, its Director and Staff members, the excellent academic programs, the students and parents who attend and contribute to the overall success of GPA. I have visited the GPA campus on many occasions during the past three years, and I have observed the level of participation by parents and community members. I have been to several classrooms and seen the responsiveness of the students and the dedication of the staff. I have also had the honor and privilege of attending the past two graduation ceremonies, have seen the faces of the graduating students, and the pride of the parents and community members. It is worth noting that a few years ago, the school was in turmoil. The current climate and culture at GPA is one that promotes excellence in education. This is also manifested by the level of involvement by parents and community members. In closing, I urge the SDUSD Board Trustees to approve the renewal of the Charter of Gompers Preparatory Academy. GPA has become a strong example of a quality neighborhood school. The students and parents of this community and the greater San Diego area have bene?ted and will continue to reap the rewards of this excellent academic program. Respectfully, - . 3 a Philip Liburd 0 RTS Bringing youth and law enforcement together TODAY Al to build safer communities TOMORROW A A ECREATION "are? per A ET EAG October 30, 2013 Dear San Diego Uni?ed Board of Education, BOARD OF DIRECTORS I am writing to strongly support the renewal of Gompers Preparatory Academy?s charter. As a service provider I visit many campuses throughout the city and county of San Diego. has a deep understanding of the challenges that inner city youth face in the community and in making high school graduation and college acceptance a reality. Having worked in the community, I am intimately familiar with the challenges GPA faced in changing the lowest performing and most unsafe school in the District, into a thriving college preparatory school. This was no small task and the GPA leadership team should be commended for their results in systemically transforming the school into a safe and inviting campus for students and families in our community. have personally seen how hard the staff works every day on behalf of students. The GPA staff, both teachers and support staff alike, have an unwavering dedication to graduating 100% of their and having 100% be admitted into college. Thank you for recognizing the amazing accomplishments of GPA with the proclamation that was presented during the class of 2013 graduation ceremony. With community and district support the GPA will continue to thrive to the beacon of our community. Thank you for considering this letter .- . as you embark upon the renewal of the Gompers Preparatory Academy Charter. Sincerely, PUBLIC PAnrriEns 1: "1.11 . . .1- Portia Dawson Director of Program Partnerships SCI POLICE DEPLLIAISDN A1531. (?l'lir'il 1.111. I STAIUPAL EXECIHIUE illiiEil'lUIi 1. P: 619.531.2718 4110 54th Street TAX ID: 33-0363133 F: 619.531.2732 San Diego 92105 . 9 GOMPERS PREPARATORY ACADEMY A UCSD PARTNERSHIP SCHOOL 3? 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.2171 I FAX: 619.264.4342 WEB: .ORG 1. a. ?x Appendix D: GPA Board of Directors? Biographies GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN DIEGO, CA 92102-3626 PHONE: 619.263.217I FAX: 619.264.4342 WEB: GPA Board of Directors Biographies Cecil Steppe, Chairman, GPA Board of Directors President CEO ofthe San Diego Urban League On June 29, 1999, Cecil retired from the County after serving for 35 years. He served as the Director ofCommunity Initiatives, Health and Human Services Agency. As Director he was responsible for the administration of Project Heartbeat; the Commission on Children, Youth and Families; the Of?ce ofViolence and Injury Prevention; the Family Home Visiting Partnership; and the Faith Community Coordinator. Mr. Steppe served as Director ofthe Department of Social Services from April 1992 through December 1997. As Director, he was responsible for the administration ofthe largest department in the County, with a budget of more than $900 million and a staff of 3,800. Between 1980 and 1992, Cecil H. Steppe served as Chief Probation Officer for the County of San Diego. At that time, the San Diego County Probation Department Operated with a budget in excess of $40 million with a staff of 1,038 persons. It should be noted that the San Diego County Probation Department is the second largest in the state and the only department in the state, which Operates the sentenced adult honor camp system, with a work furlough center component. Before becoming the ChiefProbation Of?cer he was involved with the Probation Department between 1966 and 1980. He has served as Director ofAdult Institutions; Director, Camp West Fork, Adult Institutions; ChiefProbation Officer?s Representative on the Sheriff?s Three Man Parole Board; Assistant Superintendent, Juvenile Hall; Director, Juvenile Intake; Supervising Probation Of?cer; Senior Probation Officer, Juvenile Intake Division; and Junior Probation Of?cer, Adult Services. Mr. Steppe was tapped for the position in Social services at a time ofturmoil and harsh criticism of the department by the Grand Jury and other agencies. His exceptional leadership skills, recognized ability to handle difficult situations, and knack for building coalitions brought a calming in?uence and enabled the department to respond positively and effectively to this criticism. Mr. Steppe?s success lies in an ability to combine his varied background and skills in working to meet the needs ofyouth and families. He has successfully blended an aggressive program that includes accountability and compassionate service delivery that allows people to believe in themselves. He has brought together County departments, schools, city agencies and private sector organizations to share in the responsibility of providing social and health services to families. A strong advocate for welfare reform, Mr. Steppe aggressively supports family centered practice, program integrity and the need to strengthen employment and training programs to move welfare recipients to self- suf?ciency Mr. Steppe's dedication to his profession is underscored by his involvement not only within the San Diego community, but also at the state and national levels. He serves on many Boards and Committees, as varied as the YMCA Corporate Board, Partners Mentorship Program, Star-Pal, Family Literacy Foundation, Vista Hills Foundation, Second Chance/Strive, Policy Council on Head start, Universal Head start program, previously served on the San Diego Justice Foundation, Armed Services YMCA Board, and Super Bowl Task Force. He holds membership in several professional organizations, including the, California Probation, Parole and Correctional Association, and the Rotary Club of San Diego. His achievements have been recognized with numerous awards. He was a guest on Fred Lewis?s "Heart of San Diego? in August, 1998 - a cable show that regularly features prominent San Diegans; San Diego magazine?s ?Who?s Who in 1994? as a San Diegan who would make a difference that year; The "Diogenes Award 1993" from the San Diego Chapter of the Public Relations Society of America for his open and honest communication; Outstanding Probation Executive 1989; and "San Diego Songs of My People: 100 African American Role Models.? He was selected by the San Diego Rotary Club as "Mr. San Diego, 2004" Mr. Steppe received a Bachelor of Arts degree in Sociology from California Western University. He is married and has ?ve grown children and ten grandchildren. Those who work with Mr. Steppe find his positive attitude and sense of humor infectious. His personal and professional history embodies his belief in the value of working to make things better, and that "all things are possible.? Maria Cruz Avalos, GPA Parent Maria Cruz Avalos is a parent of seven children and active member of the local community. Ms. Avalos has witnessed ?rst-hand the effects of education reform in her community, including the improved school safety, parent engagement, and academic performance of her children since the conversion of Gompers Secondary to Gompers Charter Middle School (GCMS). Ms. Avalos believes strongly that a college preparatory education is the key to improved ?nancial stability and success for her children and other families in her community. As a current GPA Board member and parent engagement volunteer, Ms. Avalos is dedicated to the continued success of GPA and implementation of a high school that can build on the success of GCMS and ensure local students continue on the path towards a college education. Peter Chodzko, GPA Instructional Leader Peter ?Pete? Chodzko is in his ninth year as an instructional leader/history teacher at Gompers Preparatory Academy. In March of 2008, the California Charter School Association named him ?Charter School Teacher of the Year". Mr. Chodzko is responsible for developing the ?rst Associated Student Body (ASB) program at GCMS, which has enhanced student learning by developing future leaders, many of whom visited our nation's capitol in 2008-2013. In the classroom, he incorporated a department-wide interactive notebook to engage students and through this project has addressed the various learning styles of students and improved their problem-solving skills signi?cantly. In addition, Mr. Chodzko was part of a department that sponsored history nights where students created ?living museums? to demonstrate they?re learning to parents and community members. Mr. Chodzko currently serves on the Board of Directors for Gompers Preparatory Academy. Michelle Evans, GPA Support Teacher/Former GPA Parent Born in Chicago, Illinois attending private schools until 3rd grade, Ms. Michelle Evans was destined to have a life where she would have access to the American Dream. Then in 4th grade her family dynamics shifted and suddenly she was forced to go to public urban schools where she quickly began to fall through the cracks. Unnoticed by teachers and school personnel her young life entered a steady decline that resulted in her dropping out of school by the age of 16. Years later, committed to the vision that her own three children would have a higher quality public school experience than she had, she became vocal about the injustices that existed in her children?s schools. In order to motivate her own children to overcome obstacles, she went back to school at the age of 34 to receive her high school diploma. In 2005, she helped lead a group of 30 parents, community, students and school personnel to write a public school charter that would go on to transform the then failing Gompers Middle School into the already achieving Gompers Preparatory Academy. Ms. Evans personally went door to door to hundreds of homes during the holiday season, in the rain and with the ?u in order to get the charter petition signed by the community. With out her extraordinary effort, the charter would not have been approved by the San Diego Uni?ed School District. She now serves as the Parent Engagement Director for the school and is a devote advocate for the schools mission to create a community school that will provide a quality education and prepare ALL children for entrance into college. Ms. Evans relentless commitment to this vision has not only bettered the life of her own three children, but is motivating a community and hundreds of children to do the same. Kimiko Fukuda, Retired Educator Kimiko Fukuda served in leadership roles over a 34-year career with the San Diego Uni?ed School District. She retired from the District as an Instructional Leader (supervising schools, grades K-12). Before that, she was an Assistant Superintendent (supervising 34 schools, grades K-12), Director of Community Relations and Integration Services, principal at the elementary and middle levels, elementary classroom teacher and district resource teacher working with special projects serving low-achieving schools. Her primary responsibility in each of these roles focused on closing the student achievement gap by improving student achievement. While serving in these positions, Dr. Fukuda provided leadership to improve instruction and knowledge of literacy to change teaching practice. She further led the movement in those schools under her charge to implement standards-based instruction, which challenged students academically to reach their highest potential. As the director for Community Relations and Integration Services, Dr. Fukuda directed the development of a mandatory professional development program presented to every district employee based upon issues of race and human relations, required under a Court-ordered integration settlement. Currently, Dr. Fukuda is a consultant for the University of Washington, Center for Educational Leadership, where she teaches, coaches and mentors principals and their supervisors about how to improve teaching and learning in the Highline, and Marysville districts in and around the Seattle area. Rafael Hernandez, Director of Early Academic Outreach Program at UCSD A native of Michoacan, Mexico, Rafael was raised and educated in California. Rafael earned an undergraduate degree from San Jose State University, and later achieved a Master's degree in Education with an emphasis on Educational Administration from the University of San Francisco. Rafael has continued studies in the ?eld of education working towards a from the University of Southern California focusing on Intercultural Education with an emphasis on migrant and bilingual education and counseling. Rafael has dedicated his career to the betterment of education, particularly in California. His current emphasis is equality in education and his passion lies in creating opportunities for under-represented students of various ethnicities through educational outreach. Rafael has more than 10 years experience in K-12 public schools in various teaching, counseling and administrative positions, both in California and out of state. At the University level, Rafael has served as a Lecturer/Supervisor in Education Studies at the University of California, San Diego and as the Dean of Student Affairs at Thurgood Marshall College. While working in Education Studies at UCSD, Rafael directed the Partners At Learning Program from 1994 to 1999. The PAL Program placed UCSD undergraduates as tutor/mentors in San Diego area elementary schools. Rafael also served as the Dean of Student Affairs at Thurgood Marshall College and remains active in innovative education reform programs like Gompers Preparatory Academy. Currently, Rafael serves as the Director of the Early Academic Outreach Program at the University of California, San Diego. The program provides academic preparation, advising and mentoring to culturally and linguistically diverse students, grades 7-12, in San Diego and Imperial Counties. The focus of the program is college preparation and improved access to post-secondary education for ?rst generation and under-represented student populations in these communities. Rafael?s dedication to providing equal opportunity in education is evident with his ongoing participation in a number of educational outreach programs including: Summer Bridge San Diego, Gompers Preparatory Academy, Lincoln High School Planning Committee, Ruben H. Fleet Community Task Force and Cesar E. Chavez Recognition Committee, UCSD. Rafael?s drive for excellence in education has earned him awards such as: Outstanding Young Educator Award (1988), Outstanding Faculty Award, Thurgood Marshall College (1994), and the Diversity Team Award, UCSD, (2001). Jeremy Hurlbert, GPA Instructional Leader Jeremy Hurlbert has been serving the Gompers community for over eight years and is one of the founding teachers of Gompers Preparatory Academy (GPA). Mr. Hurlbert started as a teacher with Gompers Secondary during the 2003-04 school year and was a member of the work group that started the movement to convert Gompers Middle School to a charter school during the 2004-05 school year. Jeremy has served many roles in his time at Gompers. As a middle school Science teacher, he developed the Saturday Science Academy, a program where students from the UCSD School of Medicine came worked with GPA students on the weekends, developing projects around the human body for life science and electricity for physical science. Mr. Hurlbert has taught Physics to our 9th grade students to satisfy the Laboratory Science component of their A-G requirements. He served as Dean of Students from 2007-2010, in which be supervised school culture and helped develop GPA's ?rst Code of Conduct. In 2010, as the Grade Level Lead for 8th grade, Ieremy collaborated with the entire 8th grade staff to plan events like Parent Culture Night, 8th Grade Awards Ceremony, and the culminating event for our middle school students, 8th grade Promotion. Mr. Hurlbert also helped lead the 2010 Washington DC Leadership Trip, in which 17 of his students visited our nation?s capitol. Over the past several summers, he has taught in our Summer Camp program and created a ?mad science? class to learn about dissections, lab procedures, and lab safety. For two years, Mr. Hurlbert taught AP Environmental Science and College-Prep Environmental Science to our first two graduating classes and now serves as an instructional leader/mentor teacher. Jeremy was recognized as Staff Member of the Year in 2007-2008 and Teacher of the Year 2009-2010?the ?rst GPA employee to earn this award in two categories. Mr. Hurlbert has served on the GPA Board of Directors since Fall 2010. Winifred Hudgies, Community Leader/GPA Grandparent Winifred Hudgies is a strong supporter of quality education. As a parent of a previous GPA student, Ms. Hudgies continues to volunteer her time to ensure that not only her child received a quality education, but all children do. Winifred has an extensive background in community based outreach programs in San Diego ranging from mental health, group homes, mentoring programs and even as a school bus driver. As a board member, Winifred is committed to opening the doors of opportunity for this generation of children, as those doors were closed to her when she attended school. She is a strong advocate for safe schools and equity for all children. Mrs. Hudgies is dedicated to her service as a board member and welcomes input from parents and encourages all parents to stay involved in their childrens? education no matter what grade level they are in. Dr. Hugh Mehan, Professor Emeritus of UCSD Dr. Hugh ?Bud? Mehan is Professor Emeritus of Sociology at the University of California, San Diego (UCSD) and Director of the Center for Research on Educational Equity, Access, and Teaching Excellence (CREATE), appointments that link his commitments to research and practice. CREATE coordinates efforts at UCSD to improve the academic preparation of under represented students in the community through partnerships with K-12 schools and districts and the Preuss School, UCSD's on-campus model charter school. He most currently was bestowed a life time achievement award by the American Educational Research Association for his career efforts toward ensuring that underrepresented students have access to college entrance. Dr. Mehan is a founding and current member of the Board of Directors for Gompers Preparatory Academy. Ms. Jacque Nevels, Retired Educator Jacqueline P. Nevels is a 39-year veteran educator. She retired in 1996 as an elementary principal from Akron and Westerville, Ohio. Two schools under her leadership were named Ohio Hall of Fame Schools by the Ohio Association of Elementary School Administrators (OAESA). She was elected president of OAESA and served from 1994-96. In 1996 she moved to San Diego, CA. She worked as an adjunct instructor at National University and supervised student teachers. She served as Vice President of Association of California School Administrators, Retired-Region from 1997-99. She also worked as Acting Vice Principal for several San Diego Uni?ed School District (SDUSD) schools, Central Elementary, Kroc and Muirlands Middle Schools. In 2000 Jacqueline became fully employed with SDUSD as principal of MacDowell Elementary, a low performing school. Jacqueline?s strong leadership and knowledge of instructional best practices aligned with consistent talk about her belief system allowed her to build capacity at MacDowell. Within two years, under Jacqueline?s instructional leadership, MacDowell Elementary met all target goals on the Star Test for the 2002-2003 school year. In 2003 Superintendent, Alan Bersin, appointed Jacqueline, as principal on special assignment, to lead the transition for middle grades 7-8 at Gompers Secondary School, a low performing school in southeast San Diego. In spite of incredible challenges that she encountered, Jacqueline maintained a positive attitude, strong commitment to the work and belief that every student deserves the best education possible. She was applauded for her valiant efforts to help turn around the lowest achieving school in the district. In fall of 2004, Jacqueline was promoted to Mentor Principal. She mentored and provided site support to ten relatively new principals K-12. She continued to serve as principal on special assignment, as Interim principal at Montgomery Middle School, assistant principal at Gage Elementary and Standley Middle School. Jacqueline?s support and mentorship have made the administrative teams at schools stronger. Jacqueline is a change leader. She ?rmly agrees with Michael Fullan (The Change Leader, Educational Leadership, May 2002). ?It takes all of us, learning from each other to raise student achievement. The goal is systemic improvement- to improve all schools. Sustained improvement of schools is not possible unless the whole system is moving forward." Currently in her second retirement, she serves the community, as student advocate, school volunteer, educational consultant, mentor, adjunct instructor and serves on several community boards and educational committees. She is a 50- year member of Alpha Kappa Alpha Sorority, an artist, enjoys her family and travels the globe. Dr. Mica Pollock, Professor of Education and Director of CREA TE at UCSD Mica Pollock, an anthropologist of education, is Professor of Education and Director of the Center for Research on Educational Equity, Assessment, and Teaching Excellence (CREATE) at the University of California, San Diego. As CREATE Director, Pollock helps network research and outreach resources locally to support the K-12 community. Pollock?s own work explores communications that support student success in diverse schools and communities. Her books include Colormute: Race Talk Dilemmas in an American School (2004), Because of Race: How Americans Debate Harm and Opportunity in Our Schools (2008), and Everyday Antiracism: Getting Real about Race in School (2008). In 2009-11, Pollock began collaborating with educators, youth and families in The OneVille Project in Somerville, MA, a participatory design research project exploring how commonplace technology might help diverse communities collaborate to support young people?s success. Now, Pollock is continuing such community-based efforts to improve the "communication infrastructure" of public education with colleagues in San Diego. Vincent Riveroll, Director of GPA In June of 2005, Vincent Riveroll was hired to serve as the Director of Gompers Preparatory Academy. Plagued with violence, low-test scores, and high teacher attrition rate, he and his staff have begun to make changes at GPA that will improve the culture and academic success for all students. Director Riveroll has served as principal at Keiller Middle School, another low performing school in San Diego City Schools from 2001-2004. After two short years at Keiller, student achievement rose considerably as evidenced by improved test scores that were unmatched by any other middle school in San Diego City Schools. After graduating cum laude from Duquesne University in Pittsburgh in 1993, Director Riveroll became a classroom teacher for four years at Keiller Middle School. Two of those years, he was selected as site ?Teacher of the Year" and was consequently featured in several articles in the San Diego Union Tribune for his abilities to creatively instruct and engage inner-city children. Director Riveroll served as vice principal for one year before accepting a principalship at Keiller. His reform efforts to change the culture at low performing schools have caught the attention of his colleagues and educators across America. He has presented at several workshops for San Diego City Schools professional development sessions for principals. He also served as a consultant for University of Washington and the Highline School District in Washington State. He was one of only four principals nationwide invited to participate in the Public Education Leadership Program (PELP) at Harvard University during the summer of 2004. Director Riveroll served in Of?ce of the Deputy Superintendent for San Diego City Schools as a Mentor Principal in 2004-2005, where he coached other principals on leadership, best practices and the effective running of a school. He received - ?Educator of the Year" in 2005 by the San Diego Urban League Young Professionals. In his tenure as Director of GPA, he has hosted the Governor of California, the President of University of California and California?s Secretary of Education to share the reform efforts of GPA. Director Riveroll believes with supportive parent engagement and high quality professional development for teachers, students at GPA will be able to access higher education. Director Riveroll believes closing the achievement gap is the civil rights issue of our time and has a proven track record of producing dramatic student achievement gains as a teacher and/ or leader. He is relentless in the pursuit of excellence and believes a tight, structured, positive school environment is necessary to create a culture of achievement. Director Riveroll is result-driven and welcomes the challenge to create a world-class urban charter school that puts students ?rst. Michael Rodrigues, Banker Mr. Rodrigues joined the GPA board of directors in 2011 bringing with him a strong background in ?nance. He is a personal banker at First Republic Bank since 2009. Mr. Rodrigues was born and raised in San Diego, were he attended University of San Diego High School. After graduating in 1997, he attended the University of California Santa Barbara where he majored in Business Economics with a minor in Sports Management. During his collegiate years, he participated in a variety of activities including the UCSB men's tennis team. In addition to serving on the GPA board, Mr. Rodrigues since 2008, also serves on the San Diego County Citizens Scholarship Foundation board of directors; a foundation that gives need based scholarship to San Diego high school graduates that are attending San Diego colleges or universities. He also serves on the GPA Finance Committee where he meets with school leadership and fellow board members to develop a fiscally sound budget for the general operations of GPA. With the continuous State's cuts to public education, Mr. Rodrigues works diligently to ?nd innovative ways to offset those cuts. With a life long passion for helping others, Mr. Rodrigues believes GPA has a unique place in public education. He believes that GPA is positioned to change public education for countless youth in Southeastern San Diego and has pledge his commitment to support the mission. He has been impressed with the committed staff, and leadership. Mr. Rodrigues knows that the children that attend GPA are in good hands and have an incredible opportunity to attend a college of their choice. He is proud to be a board member of Gompers Preparatory Academy. Anne Spitzberg, Deputy DistrictAttorney Anne works at the San Diego District Attorney?s of?ce as a Deputy District Attorney. She has worked there prosecuting general misdemeanor and felony crimes since January 2009. Prior to joining the District Attorney's of?ce, Anne worked as a criminal prosecutor at the San Diego City Attorney?s of?ce where she prosecuted general misdemeanors as well as domestic violence and elder abuse crimes. Anne was at the City Attorney?s of?ce from 2006-2009. Through her work as a criminal prosecutor, Anne has had the opportunity to serve the public and ?nd justice for the innocent. Frequently, her day to day life involves observing and working with people who are in trouble or have fallen down the wrong path. From these experiences, Anne has discovered that education makes a dramatic difference in a young person?s life. It provides a solid foundation, which can be built upon. Anne has seen that education can change the life path and career path for a young person who has grown up in challenging environments, including neighborhoods ?lled with crime and gangs. Gompers has been an outstanding example of just what education can do, not only for one child at a time, but for our society as a whole. This is what drew Anne to sitting as a board member for Gompers Preparatory Academy as the public safety seat. The vision of Gompers incorporates educating the youth of our ?ne city in order to ?nd a better path and a better life for our children and, ultimately, to develop a safer community. 9 GOMPERS PREPARATORY ACADEMY 1005 47TH STREET SAN mace, CA 92102-3626 PHONE: 619.263.2171 FAX: 619.264.4342 WEB: Appendix E: Governance Documents Bylaws Articles of Incorporation Conflict of Interest Code RESOLUTIONS OF THE BOARD OF DIRECTORS OF GOMPERS PREPARATORY ACADEMY A CALIFORNIA NONPROFIT PUBLIC BENEFIT CORPORATION ADOPTION OF BYLAWS WHEREAS, the Board of Directors (?Board?) has received and reviewed the proposed set of bylaws for the regulation of the affairs of this Corporation; RESOLVED, that the bylaws of this Corporation reviewed by the Board of Directors are hereby approved and adopted; and RESOLVED, FURTHER, that the secretary of this Corporation is hereby authorized and directed to execute a certificate of the adOption of the bylaws and to insert the certi?ed bylaws in the minute book of this Corporation and to keep a copy of the bylaws at the principal executive of?ce in California of this Corporation. STAGGERED BOARD TERMS WHEREAS, Article IV, paragraph 2 of the bylaws of this Corporation provides that the initial terms of the directors of this Board are to be staggered in accordance with a schedule of the terms of the directors adapted by the Board; WHEREAS, the Board has been presented with and considered the proposed schedule of the terms of the directors which is attached hereto, and the Board desires to adopt such schedule; RESOLVED, that the initial terms of the directors of this Board shall be staggered in accordance with the schedule 'of the terms of the directors attached hereto. ELECTION OF OFFICERS WHEREAS, the Board has considered nominations for the of?ces of Chair, Vice Chair, Secretary, and Chief Financial Of?cer (Treasurer) of the Corporation; RESOLVED, that the following persons are hereby elected to the of?ces set forth Opposite their respective names: Chair 6661/ 5755/1396 Vice Chair im? fire} 116875I000000I1051135.01 Secretary 5-647!" I i/w/ CFO/Treasurer Pefer' aoh? 0 RESOLVED, FURTHER, that such of?cers shall serve until their resignations are accepted and/or their successors are elected and quali?ed. AGENT FOR SERVICE OF PROCESS WHEREAS, the Board has considered possible agents for service of process; RESOLVED, that Jennifer Parsons, who was named as the initial agent for service of process in the Corporation?s Articles of Incorporation, is hereby continued as the Corporation?s agent for the purpose of accepting service of process on the Corporation, and she shall serve as such agent until she resigns or a new agent for service of process is designated by the Board. PAYMENT OF EXPENSES WHEREAS, the Board has considered the issue of payment of the expenses associated with incorporation and organization of the Corporation; RESOLVED, that the officers of this Corporation be, and they hereby are, authorized and directed to pay the expenses of the incorporation and organization of this Corporation, and to reimburse those persons who may have advanced the cost of such expenses on behalf of this Corporation. BANK ACCOUNTS WHEREAS, the Board has considered the issue of a bank account for the Corporation; and WHEREAS, it is deemed to be in the best interests of the Corporation to open one or more such bank accounts; RESOLVED, that the of?cers of the Corporation be, and they hereby are, authorized and directed to open one or more accounts on behalf of the Corporation at one or more banks as they may, in their discretion, deem necessary or desirable; RESOLVED, FURTHER, that such officers are hereby authorized to execute and deliver the standard form of resolutions required by such ?nancial institution(s) for opening corporate bank accounts, 116675I00000011051 135.01 which resolutions shall specify the types of accounts and the persons and manner of signing of such persons authorized to draw on the accounts, and that the secretary of this Corporation is hereby authorized and directed to execute the Certi?cate of Secretary included with such resolutions and to af?x the corporate seal of this Corporation thereto if so required, and that such standard form of resolutions are hereby adopted as the resolutions of the Board as if set forth in full herein; and RESOLVED, FURTHER, that the secretary of this Corporation is hereby directed to insert a copy of such standard form of resolutions and the Certi?cate of Secretary included therewith in the minute book of this Corporation immediately following these resolutions. APPLICATIONS FOR TAX EXEMPTION WHEREAS, the Board has considered the bene?ts of obtaining federal and California exemptions from tax for the Corporation; and WHEREAS, it is deemed to be in the best interest of the Corporation to apply for and obtain federal and California tax exemptions for the Corporation; RESOLVED, that the of?cers of the Corporation be, and they are hereby are, authorized and directed to make or cause to be made, on behalf of the Corporation, application for federal and California tax-exempt status for the Corporation; and RESOLVED, FURTHER, that the of?cers of this Corporation be, and hereby are, authorized and directed to execute and deliver, on behalf of the Corporation, the required applications, documents and instruments for obtaining federal and California tax-exempt status, and to take all such other action as they may deem necessary or appropriate in order to obtain federal and California tax exemptions for the Corporation. EMPLOYER IDENTIFICATION NUMBER WHEREAS, the Board believes that it is in the Corporation?s best interests to obtain a federal employer identi?cation number; RESOLVED, that the Corporation?s of?cers are authorized and directed to make such ?lings and applications as are necessary to secure for the Corporation a federal employer identi?cation number. 1166751000000I1051 135.01 FILING OF STATEMENT OF INFORMATION WITH THE CALIFORNIA SECRETARY OF STATE WHEREAS, the Board believes that it is in the Corporation?s best interests to ?le a Statement of Information with the California Secretary of State; RESOLVED, that the of?cers of the Corporation be, and they hereby are, authorized and directed to make, or cause to be made, and filed with the California Secretary of State on behalf of the Corporation, a Statement of Information; RESOLVED, FURTHER, that the o??icers of this Corporation be, and hereby are, authorized and directed to execute and deliver, on behalf of the Corporation, any and all such documents and instruments as are necessary, and to take all such other action as they may deem necessary or appropriate to effectuate the ?ling of the above-referenced documents for the Corporation. PREPARATION OF CONFLICT OF INTEREST CODE WHEREAS, the Board has considered the necessity of adopting a Conflict of Interest Code for the Corporation consistent with California law; and WHEREAS, it is deemed to be in the best interest of the Corporation to authorize the preparation of a Con?ict of Interest Code for the Corporation consistent with California for consideration by this Board; RESOLVED, that the of?cers of the Corporation be, and they are hereby are, authorized and directed to prepare or cause to be prepared a Con?ict of Interest Code for the Corporation consistent with California law for consideration by this Board; and RESOLVED, FURTHER, that the officers of this Corporation be, and hereby are, authorized and directed to present to this Board for its consideration a Con?ict of Interest Code for the Corporation consistent with California law. RATIFICATION OF ORGANIZATIONAL ACTIONS WHEREAS, the Board desires to acknowledge, confirm and ratify the actions of the incorporator of this Corporation, (ii) the preparation and submission of the charter petition for the charter high school known as ?Gompers Preparatory Academy? (?School?), the appointment and engagement of Procopio, Cory, Hargreaves Savitch LLP as legal counsel for this Corporation, (iv) entering into such agreements, contracts and arrangements (including, without limitation, employment of personnel) in connection with the opening of the School and commencement of the 2009-2010 academic year, and such other actions as have been take on behalf of this Corporation since its initial incorporation; RESOLVED, the Board hereby acknowledges, con?rms and rati?es the actions of the incorporators of this Corporation, (ii) the preparation and submission of the charter petition for the charter high school known as ?Gompers Preparatory Academy? (?School?), the appointment and engagement of Procopio, Cory, Hargreaves Savitch LLP as legal counsel for this Corporation, (iv) entering into such agreements, contracts and arrangements (including, without limitation, employment of personnel) in connection with the opening of the School and commencement of the 2009-2010 academic year, and such other actions as have been take on behalf of this Corporation since its initial incorporation. GENERAL AUTHORIZATION WHEREAS, the Board desires that the of?cers of this Corporation effectuate all of the foregoing resolutions; RESOLVED, that any one or more of?cers of this Corporation be, and hereby are, authorized and directed, on behalf of this Corporation, to execute and deliver all such documents and to take all such actions as they may deem necessary or appropriate in order to carry out and accomplish all of the purposes of these resolutions, and that any actions taken by officers or staff of the Corporation prior to the date of this resolution in order to carry out and accomplish all the purposes of these resolutions is hereby rati?ed and con?rmed. The Secretary of this Corporation is hereby directed to ?le these resolutions adopted hereby with the minutes of the proceedings of the Board of Directors. 11667510000001105113531 ADOPTED, PASSED AND APPROVED on May 23, 2009, at a regular meeting of the Board of Directors duly called and held, at which a quorum was present and acting throughout, by the following vote: AYES: NOES: Emma/am Chair, Board of Directors I ATTEST: a [Ix/45,1; Secretary to the Board of Directors By: 116875l000000l1051 135.01 GOMPERS PREPARATORY ACADEMY Board of Directors Rotation 2008-09 2009-10 2010-11 201 1-12 2012-13 2013-14 Michelle Evans 3 PARENTS 2 year Appointee 3 year Appointee 3 Year Appointee Term) Mari Cruz Avalos I Year Appointee 1 Year Appointee 3 Year Appointee 3 Year Appointee (l?I Term) Winifred Hudgies 3 Year Appointee (l;l Term) 3 Year Appointee Kimiko Fukuda 3 ACADEMIC 2 Yea; Appointee 3 Year Appointee 3 Year Appointee LEADERS (2 TM) Pete Chodzlto 1 Year Appointee 2 Year Appointee 3 Year Appointee Term) Najib Mesdaq 2 Year Appointee Term) 3 Year Appointee 3 Year Appointee Cecil H. Steppe 3 Year Appointee (ZM'I?enn) 3 Year Appointee 3 COMMUNITY David Valladolid MEMBERS 4 Year Appointee 3 Year Appointee 3 Year Appointee Term) Dede Alpert 3 Year Appointee Term) 2 Year Appointee 3 Year Appointee PUBLIC SAFETY OFFICER 3 Year Appointee 3 Year Appointee Bud Mehan UCSD 5 Year Appointee Term) 3 Year Appointee 3 Year Appointee Cecil Lytle UCSD 5 Year Appointee Term) 1 Year Appointee 3 Year Appointee Rafael Hernandez UCSD 2 Yea;I Appointee 3 Year Appointee 3 Year Appointee (2 Term) DIRECTOR Vincent Riveroll Permanent Appointee (Ex-Of?eio) BUSINESS Scott Himmelstein LEADER 1 Yea: Appointee 3 Year Appointee 3 Year Appointee (1 Term) BUSINESS Tyler Cramer LEADER 2 Year Appointee Term) 3 Year Appointee 3 Year Appointee II. GOMPERS PREPARATORY ACADEMY BYLAWS (May 23, 2009) De?nition Gompers Preparatory Academy (GPA) Bylaws is the governing document for the Board of Directors 1. Adopted by the Board of Directors on May 23, 2009, at a meeting of the Board of Directors duly called and held; 2. May be amended by majority vote of serving members; 3. Bylaws must be available for public inspection. Amendments These Governance Bylaws may be amended or replaced and new Bylaws adopted by the vote of the majority of the members of the Board of Directors then in of?ce. No Bylaws may be adopted and no existing Bylaws may be amended or repealed by the Board of Directors at the meeting at which such adoption, amendment or repeal is ?rst proposed. All proposed amendments, revisions, or additions to the Bylaws must be submitted in writing to each Member of the Board of Directors at least two weeks prior to the date on which a vote may be taken on same. 1. Set and review policies and procedures for the effective governance of Conduct annual review of GPA Director; Prepare and approve annual budget; Inspect quarterly updates of annual budget; Conduct annual fundraising activities; Liaison between GPA and San Diego City Schools; Liaison between School and community; Protect and preserve the proper interests of all stakeholders; Assist Director to prepare periodic reports to the Western Association of Schools and Colleges Prepare an annual report and send it to each Board member and make available to the public not later than 120 days after the close of the ?scal or calendar year. Such annual report shall be prepared in conformance with the requirements of the California Non-Pro?t bene?t Corporation law as it may be in effect from time to time. 9 I IV. Me 7. Membership of the Board of Directors must re?ect a balance between the teaching and/or academic leadership staff, the greater community, parents, and the University of California San Diego (UCSD). There shall be no less than twelve (12) members and no more than seventeen (l 7) members; a. No less than three (3) academic members involving one (1) Academic Leader Associated with GPA and two (2) teachers at GPA. Teachers and academic leadership personnel must recuse themselves during considerations of conditions of employment; b. No less than three (3) members drawn from the greater community; c. No less than three (3) current or recent parents/guardians of GPA students; d. No less than three (3) members from e. The GPA Director is a voting member of the Board of Directors. The Director must recuse himself/herself during review of the Director?s service; Directors shall hold of?ce for a term of three (3) years or until a successor has been elected; provided that the initial terms of the directors in the groups of directors described in Article IV, paragraph 1, subparagraphs a. through cl. shall be staggered to ensure overlapping terms in each category in accordance with the schedule of the terms of the directors adapted at the initial meeting of Members of the Board and its committees shall receive no compensation for their services. No Member shall be personally liable for debts, liabilities, or obligations of the School; Any Member may resign at any time by giving written notice of resignation to the Board Chair. Any such resignation shall take effect at the date of the receipt of such notice or at any later time speci?ed therein, and, unless otherwise speci?ed therein, the acceptance of such resignation shall not be necessary to make it effective; Three (3) unexcused absences at regular meetings within a calendar year constitutes automatic expulsion from the Board of Directors; Vacancies and new members are considered by the Board Affairs Committee and presented to the for possible approval; The appointment of new members in each category requires a majority vote of sitting members. Con?ict of Interest Members are admonished to be aware of the actual or appearance of con?icts of interests as speci?ed in the Articles of Incorporation. Counsel will serve as the ?nal arbiter of con?ict of interest matters. I 1661500m00? 032697.03 VI. Board Of?cers 1. 2. VII. Meetings ?g_a_rd Chair 3. As the Of?ciary of the Board, the Board Chair communicates with the Director on matters of school policy; The Board Chair consults with the Director about issues to be considered by the Board and works with the Executive Committee to prepare Board meeting agendas; The Chair also insures that notice of meetings be given as required by bylaws, that a book of minutes be kept to record the time and place of all meetings together with the names of Board members present and the proceedings of the meetings, and that a book of resolutions be kept, recording all resolutions taken by the Board and the date of adoption; The Board Chair expedites the work of the Board and keeps Board committees on schedule. Along with the Director, the Board Chair speaks for the School to its constituencies. Vice Chair a. In the absence of the Chair, the Vice Chair shall act and perform all duties of the Chair, and when so acting shall have all powers of, and be subject to, all the restrictions upon the Chair as provided by the Bylaws. Regular meetings of the Board of Directors are set for the third Tuesday (5:00-7:00 PM) of each month 1. All meeting of the Board of Directors of GPA are public meetings as speci?ed in the Brown Act; Unless speci?ed, BOD meetings will occur at Gompers Preparatory Academy; Agendas to be posted two weeks prior to meeting; A quorum to conduct business shall consist of the presence of a majority of members; Minutes of meetings to be posted no later than ?ve (5) business days a?er meetings. Standing committees of the Board of Directors serve to research and elucidate issues for Board consideration. Committee membership shall consist of two or more Members and may also have as members quali?ed persons who are not Board Members. The Board Chair shall appoint the chair of the committees and in consultation with committee chairs, appoint Members to the committees. Committee chairs may add non-Board members to their committees a?er ?rst having their nomination approved by both the Board Chair I 3 and the Director. The Board Chair and the Director shall be ex-of?cio members of all committees, without vote. Each committee shall have a written charge approved by the Board. All committee chairs shall periodically report to the Board on matters referred to them or falling within their respective ?elds of interest. No committee, nor any Board Member as an individual may establish policy, issue directives, or speak in the name of the Board unless expressly receiving such delegated power ?om the Board. Every member of the Board shall serve on at least one Board committee. Standing committees of the Board of Directors shall be an Executive Committee, a Finance Committee, a Development Committee, an Education Committee, a Facilities Committee, a Long-range Flaming Committee, a Family Community Environment Committee, and a Board Affairs Committee. 1. Executive Committee The Executive Committee shall consist of the of?cers of the Board, plus one elected UCSD member and an elected at-large member. (Board Chair, Vice Board Chair (or parent representative), School Director and a representative from the University) The Executive Committee shall set the agenda for Board meetings and may develop and recommend proposals to be presented to the Board of Directors. Additionally, it shall evaluate annually the performance of the Director and present its evaluation to the full When the Board is not in session, the Executive Committee shall have and may exercise all the powers of the Board except the power to amend the Bylaws. When the Executive Committee exercises such powers, its actions must be rati?ed at the next meeting of the full Board. 2. Finance Committee The Finance Committee shall review quarterly and annual ?nancial statements and the annual audit. In addition, it shall analyze the annual budgets proposed by the Director and make recommendations to the Board concerning amendment or approval. The Treasurer shall chair the Finance Committee. 3. evelo ee The Development Committee shall be responsible for all fundraising programs, including the continuance of an annual giving program as well as capital funds campaigns as authorized by the Board. I I .03 Educatign Committee The Education Committee shall review the total education program of the School with the Director, and make such policy recommendations to the Board as may be necessary. The Education Committee is also responsible for review of school assessment procedures. Fagilities Committee The Facilities Committee shall maintain liaisons with San Diego City School: in order to assist and be part of the development of the School's plant. The Facilities Committee shall make recommendations to the Board from time to time as to the needs and priorities. The Committee shall make periodic reports to the Board on the physical condition of the present plant, and provide recommendations to the Board on facility needs, costs, time schedules and priorities for use in establishing budgets. Family Communig Environment Committee (FACE) A multi-faceted committee to advise and direct the Director on matters related to services at and outside of GPA concerning parent, family, and student issues. FACE will advise on the activities of parent and family counseling, physical and mental health services, parent education, and related social services designed to enhance and sustain a comprehensive "culture of learning" within the GPA community. Affai The Board Affairs Committee shall establish criteria and Board needs for new Members and develop a list of potential Members. Additionally, the Board Affairs Committee shall conduct the annual Board self-evaluation, function as a Bylaw review committee and make reports and recommendations as necessary. CERTIFICATE OF ADOPTION The undersigned does hereby certify as follows: I am the Secretary of Gompers Preparatory Academy.. The foregoing bylaws constitute the bylaws of such corporation as duly adopted by the corporation?s Board of Directors on May 23 2009' Date: May 23, 2009 -, Secretary I CERTIFICATE OF AMENDMENT TO ARTICLES OF INCORPORATION OF GOMPERS PREPARATORY ACADEMY The undersigned certify that: 1. They are the chair of the board and the secretary, respectively, of Gompers Preparatory Academy, a California nonpro?t public bene?t corporation. 2. Article II of the Articles of Incorporation of this corporation is amended to read as follows: A. This corporation is a nonpro?t public bene?t corporation and is not organized for the private gain any person. It is organized under the Nonpro?t Public Bene?t Corporation Law for charitable purposes. B. The speci?c purposes of this corporation are: to manage, operate, guide, direct and promote charter schools; and (2) to perform and undertake any and all activities and functions (including, without limitation, soliciting contributions of money and property from the general public) as may be proper in connection with this corporation?s general and speci?c purposes. 3. Article IV, Paragraph A of the Articles of Incorporation of this corporation is amended to read as follows: A. This corporation is organized and operated exclusively for charitable purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code (or the corresponding provision of any future United States Internal Revenue Law). 4. Article V, Paragraph A of the Articles of Incorporation of this corporation is amended to read as follows: A. The property of this corporation is irrevocably dedicated to charitable purposes and no part of the net income or assets of this corporation shall ever inure to the benefit of any director, officer or member hereof or to the bene?t of any private person. I l66?75l000000/l 051963.01 5. The foregoing amendment of Articles of Incorporation has been duly approved by the board of directors. 6. The corporation has no members. We further declare under penalty of perjury under the laws of the State of California that the matters set forth in this certi?cate are true and correct of our own knowledge. Date: Mg 23 2009 gar of the B: Secretary l6675l000000ll?5l963.01 RESOLUTIONS OF THE BOARD OF DIRECTORS OF GOMPERS PREPARATORY ACADEMY A CALIFORNIA NONPROFIT PUBLIC BENEFIT CORPORATION AMENDMENT OF ARTICLES OF INCORPORATION WHEREAS, the Board of Directors (?Board?) has determined that it is in the best interests of this corporation to amend its articles of incorporation to expand its charitable purposes to include managing, operating, guiding, directing and promoting such additional charter schools as the corporation may obtain charters to Operate; NOW, THEREFORE, BE IT RESOLVED that, Board hereby authorizes and approves the amendment to the corporation?s articles of incorporation in substantially the form attached hereto as Exhibit A, and authorizes the chair and the secretary of the corporation to execute the amendment and ?le the same with the California Secretary of State. The Secretary of GPA is hereby directed to file these resolutions adopted hereby with the minutes of the proceedings of the Board of Directors. 116675f00000011051274.01 ADOPTED, PASSED AND APPROVED on 25 2009, at a regular meeting of the Board of Directors duly called and held, at which a quorum was present and acting throughout, by the following vote: AYES: NOES: QK 3 mew Chair, Board of Directors? 1 166751000000/1051274.01 Exhibit A CERTIFICATE OF AMENDMENT TO ARTICLES OF INCORPORATION OF GOMPERS PREPARATORY ACADEMY The undersigned certify that: 1. They are the chair of the board and the secretary, respectively, of Gompers Preparatory Academy, a California nonpro?t public bene?t corporation. 2. Article II of the Articles of Incorporation of this corporation is amended to read as follows: A. This corporation is a nonpro?t public bene?t corporation and is not organized for the private gain any person. It is organized under the Nonpro?t Public Bene?t Corporation Law for charitable purposes. B. The speci?c purposes of this corporation are: to manage, operate, guide, direct and promote charter schools; and (2) to perform and undertake any and all activities and functions (including, without limitation, soliciting contributions of money and property from the general public) as may be proper in connection with this corporation?s general and speci?c purposes. 3. Article IV, Paragraph A of the Articles of Incorporation of this corporation is amended to read as follows: A. This corporation is organized and operated exclusively for charitable purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code (or the corresponding provision of any future United States Internal Revenue Law). 4. Article V, Paragraph A of the Articles of Incorporation of this corporation is amended to read as follows: A. The property of this corporation is irrevocably dedicated to charitable purposes and no part of the net income or assets of this corporation shall ever inure to the bene?t of any director, officer or member hereof or to the bene?t of any private person. 1 1 6875100000011 051 274.01 The foregoing amendment of Articles of Incorporation has been duly approved by the board of directors. The corporation has no members. We further declare under penalty of perjury under the laws of the State of California that the matters set forth in this certi?cate are true and correct of our own knowledge. Date: Mg 7-3 ,2009 a 1 1887510000410/1051 274.01 A RESOLUTION OF THE BOARD OF DIRECTORS OF GOMPERS PREPARATORY ACADEMY ADOPTING A CONFLICT OF INTEREST CODE WHEREAS, Gompers Preparatory Academy, as a California charter school (?Corporation?), is required to ad0pt a Con?ict of Interest Code pursuant to Government Code Section 87300; and WHEREAS, the Fair Political Practices Commission has adopted a regulation (2 Cal. Code Regs. ?18730) which is a model con?ict of interest code and requires certain local agency of?cials, employees, and consultants to ?le FPPC Form 700, statement of economic interests; and WHEREAS, Corporation desires to adopt 3 Con?ict of Interest Code incorporating the FPPC Model Code by reference; NOW, THEREFORE, BE IT RESOLVED by the Board of Directors of the Corporation that: l. A Con?ict of Interest Code, in the form attached as Exhibit A, is hereby tentatively adapted and promulgated. 2. The CEO/President is hereby directed to open a 45-day public comment period to begin on September 24, 2010, by posting a Notice of Intention to Adopt a Con?ict of Interest Code on the Corporation?s employee bulletin boards or in the employee newsletters, and concurrently mailing notice to the PPC. 3. The Con?ict of Interest Code shall become effective immediately upon: a. Its ?nal approval by the Board of Directors following close of the public comment period and after a public hearing, if requested, at its meeting on November 16, 2010; and b. Its approval by the San Diego County Board of Supervisors as the code-reviewing body. 4. Upon its ?nal approval by the Board of Directors of the Corporation, the CEO/President is hereby directed and authorized to submit a certi?ed cepy thereof to the San Diego County Board of Supervisors for approval. 118675I00000011214120.01 APPROVED AND ADOPTED this 21" day of September, 2010. AYES: (0 NOES: 0 ABSENT: 5 ABSTAIN: Cecil H. Steppe President, Board of Directors Gompers Preparatory Academy ATTEST: Vincent M. ijcroll Secretary, Board of Directors Gompers Preparatory Academy 1166751000000I1214120.01 . .-. -.- -. Exhibit A CONFLICT OF INTEREST CODE OF GOMPERS PREPARATORY ACADEMY 1. Standard Code of FPPC The Political Reform Act of 1974 (Gov. Code 81000 et seq.) requires each state and local government agency to adopt and promulgate a con?ict of interest code. As a local government agency. Gompers Preparatory Academy. a California nonpro?t public bene?t corporation (?Corporation?). is therefore required to adopt such a code. The Fair Political Practices Commission has adopted a regulation (2 Cal. Code of Regs. ?18730) which contains the terms of a model con?ict of interest code. which can be incorporated by reference as an agency?s code. After public notice and hearing, the regulation may be amended by the FPPC to conform to amendments in the Political Reform Act. 2. Adoption of Standard Code of FPPC The terms of 2 Cal. Code of Regs. ?18730 and any future amendments to it duly adopted by the FPPC are hereby adopted and incorporated herein by reference. This regulation and the Appendix attached hereto designating officials and employees and establishing disclosure categories shall constitute the Con?ict of Interest Code of Corporation. This Code shall take effect when approved by the FPPC, and shall thereupon supersede any and all prior codes adopted by Corporation. 3. Fil' aem icl terests Pursuant to Section 4 of the model code set forth in 2 Cal. Code of Regs. ?18730(b), each designated employee set forth in the Appendix shall ?le a Statement of Economic Interests (?Form 700?) with the Secretary of the Corporation. Upon receipt of the statements of the members of the Board of Directors, the Secretary shall make and retain copies and forward the originals of these statements to the FPPC. Statements for all other designated employees shall be retained by the Secretary. 1188751000000I1214125.02 APPENDIX TO CONFLICT OF INTEREST CODE OF GOMPERS PREPARATORY ACADEMY Preamble Any person designated in Section I of this Appendix who is unsure of any right or obligation arising under this Code may request a formal opinion or letter of advice from the FPPC or an opinion from legal counsel to Gompers Preparatory Academy. a California nonpro?t public bene?t corporation (Gov. Code ?83l l4; 2 Cal. Code of Regs. ?l8730(b)(1 A person who acts in good faith in reliance on an opinion issued to him or her by the FPPC shall not be subject to criminal or civil penalties for so acting, pr0vided that all material facts are stated in the opinion request. (Gov. Code Opinions rendered by legal counsel to Corporation do not provide any statutory defense to an alleged violation of con?ict of interest statutes or regulations. The prosecuting agency may, but is not required to. consider a requesting party?s reliance on such legal counsel's opinion as evidence of good faith. In addition. Corporation may consider whether such reliance should constitute a mitigating factor to any disciplinary action that Corporation may bring against the requesting party under Gov. Code ?91003.5. I. Designated Employees De iggated Employees Disclosure Categories Members of the Board of Directors 4 through 6 Executive Director 1 through 6 Financial Consultant/Business Manager 1 through 6 Legal Counsel 4 through 6 Other Consultantsl .- With respea to consultants. the President of the Board of Directors may determine in writing that a particular consultant. a ?designated employee." is hired to perform a range of duties that is limited in scope and thus is not required to comply with the written disclosure requirements described in these categories. Such written determination shall include a description of the consultant's duties and. hm upon that description. a statement of the extent of disclosure requirements. The President?s determination is a public record and shall be retained for public inspection by Corporation in the same manner as this Con?ict of Interest Code. Nothing herein exarses any such consultant from any other provision of this Con?ict of Interest Code. 116675I00000011214125.02 II. Disclosure Categories Qategou 1. ggportable A designated employee in this category shall report all reportable investments, as de?ned in Government Code 82034. in business entities located in. doing business in, planning to do business in, or having done business in the previous two (2) years in San Diego County in which the Corporation?s school is located, which business entities operate or provide facilities. goods, supplies. equipment and/or machinery, vehicles, personnel or services of a type utilized the Corporation or its school. Category 2. Igterests in kg! Eroperty A designated employee in this category shall disclose all interests in real property. as de?ned in Government Code 82033 and 82035, that are within two (2) miles of any facility or real property owned or used by the Corporation or its school. Category 3. ngortable Income A designated employee in this category shall disclose all income as defined in Government Code 82030 of the designated employee from business entities or other sources located in. doing business in, planning to do business in, or having done business in the previous two (2) years in San Diego County during the reporting period which business entities operate or provide facilities, goods. supplies. equipment and/or machinery, vehicles. personnel or services of a type utilized the Corporation or its school. 4. Investments A designated employee in this category shall disclose only investments as defined in Government Code 82034 in any business entity. which within the last two (2) years has contracted with or in the future foreseeably may contract with the Corporation or its school to provide personnel. services, supplies. material, machinery or equipment: to the Corporation or its school, of the type utilized by the Corporation or its school. which is located in or doing business in San Diego County. and associated with the job assignment or position of the designated employee; or to any entity which has contracted with the Corporation or its school within the last two (2) years or which in the future foreseeably may contract with the Corporation or its school to provide services. supplies, materials. machinery or equipment associated with the job assignment or position of the designated employee. Categog 5. Less-Inclusive A designated employee in this category shall disclose only that reportable income as de?ned in Government Code 82030 which is derived from a source which within the last two (2) years has contracted with the Corporation or its school or in the future foreseeably may 3 contract with the Corporation or its school to provide personnel. services, supplies, materials, machinery or equipment: to the Corporation or its school. of the type utilized by the Corporation or its school, which is located in or doing business in San Diego County, and associated with the job assignment or position of the designated employee; or to any entity which has contracted with the Corporation or its school within the last two years or which in the future foreseeably may contract with the Corporation or its school to provide personnel, services, supplies, materials, machinery or equipment associated with the job assignment or position of the designated employee. Cgtegog Q, Business Positions A designated employee in this category shall disclose by completing Form 700, Schedule C. A designated employee shall list, with respect to any business entity which operates or provides facilities, goods, supplies, equipment and/or machinery, vehicles, personnel or services of a type utilized the Corporation or its school: the name and address of each business entity in which he or she is a director, of?cer, partner, trustee, employee, or in which he or she holds any position of management; a description of the business activity in which the business entity is engaged; and the designated employee?s position with the business entity. 118675i000M0/1214125.02 9 GOMPERS PREPARATORY ACADEMY 21;: 3 1005 47TH STREET SAN DIEGO, CA 92102 3626 22-: PHONE: 619.263 1 I x. .2171 FAX: 619.264.4342 WEB: Appendix F: Budget ?Current and Projected Operating Budgets 'Cash Flow Analysis ?Auditor?s Statement of Financial Position for FY 2012 GOMPERS PREPARATORY ACADEMY Five Year Budget Total Enrollment ADA INCOME 8011-8096 - Revenue Limit Sources 8100-8299 Other Federal Income 8300-8599 - Other State Income 8600-8699 - Other Income?Local Grants/ Fund raising TOTAL INCOME EXPENSE 1000 6000 - Certi?cated Salaries 2000 - 3000 - 4000 - 5000 - - Capltal Outlay 7000 - Classi?ed Salaries Employee Bene?ts Supplies Operating Services Other Outgo TOTAL EXPENSE NET INCOME Ending Cash Balance 2013-14 2014-15 2015-16 2016-17 2017-18 1,000 1,040 1,070 1,100 1,100 960.00 1,002.65 1,031.60 1,060.55 1,060.55 6,780,676 7,237,724 7,625,423 8,051,081 8,284,562 443,363 451,877 460,362 467,236 474,144 1,157,466 995,256 1,016,669 1,036,778 1,036,778 51,600 31,600 31,600 31,600 31,600 415,194 431,802 444,258 456,713 456,713 8,848,299 9,148,259 9,578,311 10,043,409 10,283,798 3,436,360 3,568,678 3,794,067 3,857,017 3,990,084 1,518,933 1,571,336 1,625,547 1,681,628 1,739,645 1,308,420 1,340,989 1,383,252 1,408,377 1,439,946 475,881 499,865 529,713 555,456 566,565 1,928,895 1,957,774 2,048,541 2,123,627 2,170,648 42,562 38,884 40,057 33,161 31,538 1,045 - - - - 8,712,096 8,977,525 9,421,177 9,659,266 9,938,426 136,203 170,733 157,134 384,142 345,372 1,014,152 936,095 1,049,711 1,639,407 1,692,454 GOMPERS PREPARATORY ACADEMY S-Year Budget Prepared by For use by and Edit) clients only. 2013 2013-14 2014-15 2015-16 2016-17 2017-18 Enrollment 1,000 1,040 1,070 1,100 1,100 ADA 960.00 1,002.65 1,031.60 1,060.55 1,060.55 Income 8011-8096 - Revenue Limit Sources 8012 Education Protection Account 1,084,908 1,158,036 1,220,068 1,288,173 1,325,530 8011 Local Control Funding Formula 2,086,168 2,309,724 2,526,539 2,775,240 2,971,364 8096 In Lieu of Property Taxes 3,609,600 3,769,964 3,878,816 3,987,668 3,987,668 Total 8011-8096 - Revenue Limit Sou 2.. 6,780,676 .2 7,237,724 7,625,423 8,051,081 8,284,562 8100-8299 - Other Federal Income 8181 FederalSpecial Education 110,020 115,200 120,318 123,792 127,266 8291 Title I, A Basic Grants Low-Income 290,447 293,351 296,285 299,248 302,240 8292 Title II, A Teacher Quality 8,585 8,671 8,758 8,845 8,934 8294 Title Limited English Proficiency 34,311 34,654 35,001 35,351 35,705 8297 All Other Federal Revenue - - - - - Total 8100-8299 - Other Federal Inco 443,363 451,877 460,362 467,236 474,144 8300-8599 - Other State Income 8311 Special Ed - A8602 795,222 818,059 833,560 849,061 849,061 8550 Mandate Block Grant 22,004 23,040 24,758 25,453 25,453 8560 State Lottery Revenue 147,840 154,157 158,351 162,264 162,264 8599 All Other State Revenues 192,400 - - - - Total 8300-8599 Other State Incoml 1,157,466 995,256 1,016,669 1,036,778 1,036,778 8600-8699 - Other Income-Local 8660 Interest/ Dividend Income 1,600 1,600 1,600 1,600 1,600 8690 All Other Local Revenue 50,000 30,000 30,000 30,000 30,000 8698 Grants 385,194 400,602 412,158 423,713 423,713 8699 Fundraising 121309.90 3 1,200 . 32,100 33,000 33,000 Total 8600-8699 Other Income-Locl 466,794 463,402 475,858 488,313 488,313 TOTAL INCOME 8,848,299 9,148,259 9,578,311 10,043,409 10,283,798 Expense 1000 - Certi?cated Salaries 1110 Teachers' Salaries 2,585,373 2,681,413 2,873,314 2,914,924 3,015,489 1170 Teacher Salaries - Substitute 150,000 155,175 160,529 166,067 171,796 1175 Teachers' Salaries - Stipend/ Extra 93,850 97,088 100,437 103,902 107,487 1200 Certificated Pupil Support Salaries 366,809 386,382 402,589 406,054 420,062 1300 Certificated Supervisor and Adminl 240,328 248,620 257,197 266,070 275,250 Total 1000 Certificated Salaries 3,436,360 3,568,678 3,794,067 3,857,017 3,990,084 2000 - Classi?ed Salaries 2100 Instructional Aide Salaries 424,218 438,853 453,994 469,657 485,860 2200 Classi?ed Support Salaries (Malnte 312,471 323,252 334,404 345,941 357,876 2400 Clerical/Technical/Office Staff Sala 694,619 718,583 743,374 769,020 795,552 2900 Other Classified Salaries (Su pervisli 87,625 90,648 93,775 97,011 100,357 Total 2000 Classified Salaries __1,_518,933 1,625,547 1,681,628 1,739,645 3000 - Employee Benefits 3111 STRS State Teachers Retirement 5 283,500 294,416 313,010 318,204 329,182 GOMPERS PREPARATORY ACADEMY 5-Year Budget Prepared by For use by and clients only. (D 2013 3212 PERS - Public Employee Retiremem 3311 OASDI - Social Security 3331 MED - Medicare 3401 - Health 81 Welfare 3501 SUI - State Unemployment Insuran 3601 Workers' Compensation 3902 Other Benefits Total 3000 - Employee Benefits 4000 - Supplies 4110 Approved Textbooks and Core Cur 4210 Books and Other Reference Mater 4310 Student Materials 4350 Of?ce Supplies 4370 Custodial Supplies 4390 Other Supplies 4400 Non Capitalized Equipment Total 4000 - Supplies 5000 - Operating Services 5200 Travel and Conferences 5300 Dues and Memberships 5450 General Insurance 5500 Operation and Housekeeping Servi 5610 Rent - Facilities Buildings Space 5620 Equipment Lease 5630 Vendor Repairs 5812 Field Trips/Pupil Transportation 5820 Legal Audit Fees 5830 Advertisement] Recruitment 5850 Non Instructional Consultants 5851 instructional Consultants 5890 Other Fees Bank Charges [Credit 5397 Fundraising Cost 5900 Communications Total 5000 - Operating Services 6000 Capital Outlay 6900 Depreciation Expense Total 6000 Capital Outlay 7000 - Other Outgo 7438 Debt Service - interest Total 7000 Other Outgo TOTAL EXPENSE NET INCOME Beginning Cash Balance 2013-14 2014-15 2015-16 2016-17 2017-18 173,417 179,399 185,589 191,992 198,615 94,174 97,423 100,784 104,261 107,858 71,852 74,530 78,584 80,310 83,081 558,000 558,000 558,000 558,000 558,000 2,478 2,570 2,710 2,769 2,865 60,000 64,726 70,977 75,437 81,161 65,000 69,924 73,598 77,404 79,184 1,308,420 1,340,989 1,383,252 1,408,377 1,439,946 12,500 13,130 13,914 14,590 14,882 10,484 11,012 11,669 12,237 12,481 130,462 137,037 145,220 152,277 155,323 39,377 41,362 43,831 45,962 46,881 39,506 41,497 43,975 46,112 47,034 196,413 206,312 218,631 229,256 233,841 47,140 49,516 52,473 55,023 56,123 475,881 499,865 529,713 555,456 566,565 16,422 16,987 17,691 18,298 18,560 49,312 51,797 54,890 57,558 58,709 53,014 55,686 59,011 61,879 63,117 203,605 213,867 226,637 237,651 242,404 14,000 14,591 15,109 15,602 15,672 26,779 28,129 29,808 31,257 31,882 14,000 14,706 15,584 16,341 16,668 44,804 47,062 49,872 52,295 53,341 24,970 26,228 27,794 29,145 29,728 8,140 8,550 9,061 9,501 9,691 240,404 217,944 221,106 223,832 225,009 453,434 476,287 504,727 529,256 539,841 736,998 742,334 772,213 794,946 819,039 4,000 4,202 4,452 4,669 4,762 39,013 39,403 40,585 41,397 42,225 1,928,895 1,957,774 2,048,541 2,123,627 2,170,648 42,562 38,884 40,057 33,161 31,538 42,562 38,884 40,057 33,161 31,538 1,045 - - - - 1,045 - - - - 8,712,096 8,977,525 9,421,177 9,659,266 9,938,426 136,203 170,733 157,134 384,142 345,372 1,288,784 1,014,152 936,095 1,049,711 1,639,407 GOMPERS PREPARATORY ACADEMY 5?Year Budget Prepared by For use by Ein) and Ein) clients only. 2013 Cash Flow from Operating Activities Net Income Change in Accounts Receivable Prior Year Accounts Receivable Current Year Accounts Receivabl Change in Accounts Payable Change in We to Change in Payroll Liabilities Depreciation Expense Cash Flow from Investing Activities Capital Expenditures Cash Flow from Financing Activities Source - Loans Use - Loans Ending Cash Balance 2013-14 2014-15 2015-16 2016-17 2017-18 136,203 170,733 157,134 384,142 345,372 1,443,464 1,355,436 1,661,125 1,719,453 1,520,676 (1,355,436) (1,661,125) (1,719,453) (1,520,676) (1,818,372) (178,246) 48,014 4,753 3,617 3,833 (1,710) - - - - (12,149) - - - - 42,562 38,884 40,057 33,161 31,538 (29,322) (30,000) (30,000) (30,000) (30,000) (320,000) - - - - 1,014,152 936,095 1,049,711 1,639,407 1,692,454 mm osc?sts?t man man 1:211:51 WI 951nm stout?: mun mun-1minmum: ism-m - - - - - {3993.1 - ass?sr - - ?m - hams {nod-3:1 (oss?tl - km] Wind-o M's sun: as?; 55': era's 613's m'E gar: sure am who (189'863 - - tans 9mm set list {9052:} mm who {ml (tat) isn?t) on lmo (tu'ss) (551.29! {zeros-u mam macaw srs'zs mm ??8375 sn?ros um WWMAMH . - - Wt] In Iss'saz': (Wt) [Iss's'tel (tartan mm 8221:. {my van tres?srz) lm?oszl 8m {szs?ml [swam an sso'rsa't gaz'm'r an'sxs't ?36291 uas'sze?: strum ssr'tan m?ect?t su'm?: mm ?ruminants [Wt] {Iss?sw tuft-SI) may 3251; tss'tv vzz'z [retard (mom ass'az [safes-? lam] mom 13m mm. 696% mu: cam; whu. ms'tu Dunn ma'vu mu germ sa?sas terms 699?825 (919) as We muo- mm; 615?: as"; 545?: as"; so": swMar Man Man as?m svs?m sus?m ns?m mm am. am. Wham-do - was mm. sn?zs mu m?z: 99?: are: sum sans 113?: units. mm; 6:519 sts'm 9:512: m?m ats?m sts?m ses?m sts?m ns'm mv?m mm mm woman; m?m mics unto: rams term: resins rams mm sos?m as?m nuns ma: - mat We mm. ess'rzs mm mm mm: 3mm mm. 929's: sum urn am an - mm; asz?m m'ys um: um vsn?m twat - mmwo - mm; - - - - mum; su?m sum swan are? when ru?m 3:536 05min - mum lulu. m1 Erma n-?Im 11-130 tubs am 111'" mum mum swam san'sts Erase?: arm ns?us?r oss?su?t ms: zes'm?r. Mats?: magically{mo'a? - 91W Md?) 9mm mm: um; Mu um m'E ?0's m's me 560': sore tot'z as": ssv': 90?: 515': en's Hammad {vao'(196's: - m?m mama murmum mum mm u: ammo (sum!) uzs'sse) lm?sm mm: (mm! {Irzt'so? sum (mm) oez'evz Iowan) taoo'ozz) mu an . mil-made muons 960'956 rsz'm't us?m?: :2'599?: 99mm av'csg?t ns?zm oes'su't 6332551 zss?onz?t zsz'vto't mm gzo'em lawn-n) {mm} {m'srzl zzs'sre lsw'osd Intact) svs'az lm?sozl tum!) 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Wu: 1190': 55:16 m?s: srz's 913's art's 912?s mm us?e - 1 mu - sea-oats . us?zzu?: mm Izz'zss 09m 9m cares: 135's? usz?ns 199w: m'm Bums - sans-nos mm. nu: Ya." urn." . .uL 540.3 ET- cse'm?l Bram :sz-osn mm mm oss'zu't nun-tn sum m?sr? arm 1-903 - . - - - - lures) - 91mm Fudo mm mm: NH rm oar: oos's saw: so": 909': so": sore m?s mum-tho (smut! amwmm mm sum 1m. mam-o earn 655's: urea! Mun mwuaam arm mum-v "a man 1mm} (torn!) 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Law's: We: m?ss are: 191?s: Lat/cs M65 new? are: 051.39 091395 ou'sa arms nou- tum arson"; - - stun mm: mm mm m?vn art's-n cram norm mu mm w?u name Wu: - was mm?! - sans-r mm! mm ?15151 Ms: mm m: mm son?s-t 930?? 530'? mm - can: run no'Lss't - mm ne?erm'zz Mus banana: moo: mu. sov?svo'm: ss?a?zss m?ett carves 810251"! ?52755 52:59: oss'sas arm zts?m ?9'821?1 man 52:39: swoon; Tum n?m- -- - any 105% 565?s: We: mm m?a mh cat's: saga-mastml mm - an?? 953?s: mm m?u mm are9mg! Mm 599?: 539?s 5:555 rm: 805'; 55 ms?s code and; 598rum rrz?Ios m?u: mus ns?azu?: mm vm?nss ?n terns: team?s oa?ao?r srs?sse sn?m mm: was .mnna lulu m1 Ltd-It: 9H): Immv mm um um Ell-ll" n?w that sum sit-no subs s?w 91-? mm i- mes?: . us?m?: mm 65'! (921va 9599182 [83mm Mus MGR 955'.? (mm) sm'm'z [011261) lmo?os) {mall 5% m?ut 131?s? Lez'or 03m Mstt?t 33 gm We: mm zu?n new?: 91:52:? 105'!? with: ?0119 min 606': an! We sos?sxo?t arm n-?w GOM PERS PREPARATORY ACADEMY Schedule A - Revenue Assumptions 2013-14 2014-15 2015-16 2016-17 2017-18 Enrollment 1000 1040 1070 1100 1100 100 100 130 130 Enrollment Growth 5.5% 4.0% 2.9% 2.8% 0.0% ADA 960.00 1002.65 1031.60 1060.55 1060.55 4?6 168.00 182.40 182.40 182.40 182.40 7?8 355.20 347.40 347.40 347.40 347.40 9-12 436.80 472.85 501.80 530.75 530.75 Demographics Free 103 106 109 109 Total Free and Reduced 838 871 896 922 922 Free 5 17 yr olds 739 769 791 813 813 Reduced - 5 -17 yr olds 99 103 106 109 109 Total Free and Reduced - 5 -17 yr 0! 838 871 896 922 922 Below Poverty Rate 990 1029 1059 1089 1089 English Language Learners ii 327 341 350 360 360 Immigrant Student 3 3 3 3 3 Government COLA Increase for Revenu 1.65% 2.20% 2.40% 2.70% 2.90% Rates? LCFF 5 7,063 5 7,219 5 7,392 5 7,591 7,812 In Lieu of Property Tax (SDUSD) 5 3,760 5 3.760 3,760 5 3,760 3,760 Special Education - IDEA 120 120 5 120 120 120 Special Education - AB 602 465 465 465 465 465 Special Education Fee 5 36 36 36 36 36 State Lottery - Base (Non-Prop 20) 5 124.00 123.75 5 123.50 123.00 5 123.00 State Lottery Prop 20 30.00 5 30.00 5 30.00 5 30.00 5 30.00 Mandate Reimbursement Block Grant 5 24 24 24 24 24 Revenue Limit Calculation .. . . . . .35 A3 602, Advance Apportionment Calc 426, 729 446, 822 466, 673 480,148 493, 622 AB 602, P- 1 Apportionment Calculatio 446,822 5 466,673 5 480,148 493,622 5 493,622 Mental Health I 5 19,200 20,053 5 20,632 5 21,211 21,211 Mental Health ll 5 48, 000 5 50,133 5 51, 580 53, 028 53,028 Mental Health! ll 5 281, 200 281,200 5 281,200 5 . 281, 200 281, 200 MEIR. at??Bel 61;? fl} ?t I 1? Glimt .. '55 2930413139.; ?3 ?$241758 491 :31: -. GOMPERS PREPARATORY ACADEMY Schedule A .. Revenue Assunwtions 2013-14 2014-15 2015-16 2016-17 2017-18 Lottery Calculation Non-Prop 20 119,040 124,078 5 127,403 5 130,448 130,448 Prop 20 30, 080 ?5 30,948 5 31, 817 otaJ 163333 54.153. ?15313353 3?31 1162,2641 Other State Revenue Breakdown (Add more rows above Total Other State Revenue If Necessary) Common Co re Other Local Revenue Breakdown (Add more rows above Total Other Local Revenue if Necessary) Other 30, 000 cix ?Jr-.322.-. 1.30:0? 35?333'33109 - EPA Entitlement 5 1,034,903 5 1, 153, 036 1,220,053 1,233,173 1, 325 530 GOMPERS PREPARATORY ACADEMY Schedufc - Development Prepared by For use by and clients only. 2013 EEO Object Code 2013-14 2014-15 2015-16 2016-17 2017-18 Description :1-5 '3 ?385,194. {57 400,602? 35:41:12,150; .s: 2423,71: 02317.13 Total, 8699: Fundraising . 30,000 5 31,200 32,100 5 . 33,000 3 33,000 5897: Fundraising Cost (from Schedule D) I 4,000 5 . 4,202 5 0,452 4,669 4,762 Net Income 26,000 5 26,998- 27,649 5 28,331 28,238 i .. GOMPERS PREPARATORY ACADEMY Schedule - Salary Object Code 2013-14 2014-15 2015-16 2016-17 2017-18 1000 Series, Certi?cated Salaries Total, 1110: Teachers' Salaries 2,585,373 5 2,681,413 2,873, 314 2,914,924 3,015,489 -'_Total, 1170- TeaCHer'Salaries ?substitute . - 155,175 160, 529 166,067. "(171,796 Total, 1175: Teachers' Salaries- Stipend/Extra Duty 5 93,850 97,088 100,437 5 103,902 107,487 .??rp?taI, 1200: CertIf?cated PupiISupp'ort Salaries 366,809. 386,332. .. 406,054 {420,062.- Total, 1300: Certi?cated Supervisor and Administrator Salaries 240,328 248,620 257,197 5 266,070 275,250 Total, 1900: Other Certi?cated Salaries 5 - - - .. Total, 1000 Series 5 3,436,360 3,568,678 5 3,794,067 5 3,857,017 5 3,990,084 2000 Series, ed Salaries 2100 InstructlonalAIde Salaries . .. - -- 424 218-. .438,- 853- r$ 5485,860, Zi'i':'Total 2200 ClaSSIf'ed Support Salarles (Mamtenance, Food) as 312 ,4711: i$ 323,252 is; 334,404 gs:- "s Total, 2300: Classi?ed Supervisor and Administrator Salaries - - - - - Total, 2400: Clerical/Technical/Off? ce Staff Salaries 694,619 718,583 743,374 5 769, 020 795,552 '--:Total 2900 Other Ciassr?ed Salaries 787,625: 190,648. 93,775" .5 97, 011-. "100-, 3573' Total 2000 genes .. . . 1513 ,9332 1,571,336 $1,625,547" $1,631,626 1739 ,645'; Total'-Salaries'_ 5,140,013 5,729,729 GOMPERS PREPARATORY ACADEMY Scheduie - Expense Object Code Description 2013-14 4000 series, 80015.84 SuppIIes 2014-15 2015-16 2016-17 2017- 18 . Total 4110: Approved IexItbooks and Core Cumculum Materials I12 ,500; I 13,130, . 13,914 I882 Total, 4210: Books and Other Reference Materials 10,484 11,012 11,669 12,237 12,481 Total; 4310: Student Materials 1311:4623" ;:137,037? I 145,220 152,277}: Total, 4350: Of?ce Supplies 39,377 41,362 43,831 45,962 46,881 - *739506' 41,497 45111.23: 47,034; Total, 4390: Other Supplies 196,413 206,312 218,631 229,256 233,841 Tom-4400mm 3 55,023 -: . 56,123: Total, 4000 Series 475,881 ?ftnI-Ih-md'immimjm'? 529,713 555,456 5 5 5 499,865 566,565 5000 Series, Operating Expenses and Services Total, 5200: Travel and Conferences 16,422 16,987 17,691 18,298 18,560 1891524973123? 51297. - FIE-45890. - Total, 5450: General Insurance 53,014 55,686 59,011 61,879 63,117 :SIerIrIices}.Li .1 1120346053? .. 212.867 226,637 242404 14,000 14,591 15,109 15,602 15,672 Total, 5610: Rent- Facilities I Buildings Space 5620: Eqmpmentlease 26:77-93: 28129 29.7808" Total, 5630: Vendor Repairs 14,000 14,706 15,584 16,341 16,668 - 44.7804: 442962: 493372. 52,295: 53,341; Total, 5820: Legal Audit Fees 24,970 26,228 27,794 29,145 29,728 Total, . . 8,550 g. 9.05.1. .. . 9,691.. 44661244448668 -- 944-ff .- I2: 1.1221466 2233322; 2254009 Total, 5851' Instructlonal Consultants 453434 543476, 287':- 529,256: 4391441: 736, 998 742,334 772,213 794,946 819,039 '.Tot'aIl, 5897-: Fundlaising ?05t Total, 5890: Other Fees I Bank Charges [Credit Card Fees 40001.1.- '4?54242: .. 246695. . 476240, 585 42, 225 Total, 5900: Communications 1 39,403 41,397 1,928,895- 52048541 Total, 5000 Series IS 1,957,774- 52170648