CAVA _ Maricopa Revision May 2016

Ideal candidates will also: Hold a CLAD and/or BCLAD certification  Experience in a charter school environment EDUCATIONAL PHILOSOPHY AND PROGRAM Mission California Virtual Academies,

California Virtual Academy @ Maricopa

Charter Proposal

2012-2017

*Revision

Presented To:

Maricopa Unified School District

Scott Meier, Ed.D Superintendent

Revision May 19, 2016

TABLE OF CONTENTS

FOUNDING GROUP 3

Administrative Staff 3

Teaching Staff 5

EDUCATIONAL PHILOSOPHY AND PROGRAM 6

Mission 6

Educational Philosophy 6

High School Program 6

Students To Be Served 6

Curriculum and Instructional Design 10

MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA 13

Measurable Student Outcomes 17

Methods of Assessment 20

Use and Reporting of Data 22

GOVERNANCE STRUCTURE 23

HUMAN RESOURCES 24

Health and Safety 24

STUDENT ADMISSIONS, ATTENDANCE, AND SUSPENSION/EXPULSION POLICIES 25

Student Admission Policies and Procedures 25

Non-Discrimination 26

FINANCIAL PLANNING, REPORTING AND ACCOUNTABLITY 27

Financial Reporting 27

Insurance 27

Audits 27

IMPACT ON THE CHARTER AUTHORIZER 27

FOUNDING GROUP

California Virtual Academy @ Maricopa (CAVA @ Maricopa) has served students in Kern and surrounding counties for over a decade CAVA @ Maricopa currently serves approximately 1,200 students in grades K-8 The school has a Board of Directors that is comprised of

community members, educators, parents and a district representative The board has contracted with K12 Inc., an education company to provide both the K12® curriculum for grades K-12 and school support services The governing board wishes to extend the grade offering to include grades K-12

Administrative Staff

Senior Head of School

Katrina Abston is the Head of School for the California Virtual Academy Gaining experience

in both the traditional brick-and-mortar and independent study settings, Katrina brings a broad scope of educational knowledge to her position Serving on state committees, reviewing

curriculum, teaching parenting classes, and designing home interventions for special education students are a few of the leadership roles she has performed during her years of charter school service Katrina's administrative experience includes working as a categorical projects manager, case manager, special education director, district-wide teacher coach, and various other school management positions She holds a Multiple Subject Credential, a Mild to Moderate Education Specialist Credential, and a master's in special education She has chosen both public school and homeschool placements as educational options for her children

Academic Administrator

April Warren is the Academic Administrator Her experience in brick-and-mortar schools and

alternative educational models has provided her with a wide range of skills necessary in her position She has worked closely with teachers and families to ensure academic success of students in the areas of attendance and achievement Previously, she created teacher training modules and designed parent education tracks She received her bachelor's degree in child development and her Multiple Subject Teaching Credential from California State University, SanBernardino

Dean of Student Services

Laura Terrazas has four years experience in the classroom, having taught third grade, eighth

grade language arts, and a fourth and fifth grade combination class She also has eleven years of homeschooling experience Laura graduated from CSU, Fresno with a BA in English and a BS innutrition, and received her multi-subject and special education teaching credential from National University She has a single subject credential in English and a mild/moderate special education credential This is her ninth year with CAVA and her experience has grown with the school Shestarted as a general education teacher and advanced to a special education teacher She then took

on the role as the Special Education Coordinator and increased her knowledge and understanding

of special education She then gained a global perspective with her role as Academic

Administrator In her current position as Dean of Student Services she will use all her gained knowledge and experiences to support the students and school

Director of High School

Cathy Andrew is the Director of High School for CAVA @ Maricopa Cathy received her

Bachelor’s Degree in History from the College of Charleston and her Master’s Degree in

Education Policy from the University of Illinois at Urbana-Champaign As part of her graduate program, she spent time in South Africa and India studying the effects of globalization on education Witnessing first-hand the barriers to and effects of lack of access to high-quality education led her to begin a career in online education Cathy holds an Administrative

Credential in addition to her Clear Single-Subject Credential and CLAD Credential, and has taught at the middle and high school level In her time with California Virtual Academies, she has served as teacher, teacher trainer, lead teacher, coordinator of learning evaluation and studentachievement, and director of high school

Director of Special Education, Elementary and Middle School

Kacey Lowrey obtained her bachelor's degree from California State University, Chico Majoring

in liberal studies, Kacey completed an accelerated program that allowed her to obtain a multiple subject teaching credential along with her BA Upon graduating, she accepted a job as a resourcespecialist and decided to jump into the world of special education It was working in the

classroom with students of mild/moderate disabilities where she understood the impact she couldmake Upon careful consideration, Kacey joined a program to earn her Masters of Arts, emphasis

in special education and an education specialist credential She currently supports the K–8 programs for CAVA @ Maricopa Learning and developing a special education program is her passion

Director of Special Education, High School

Kimberly Odom began her journey as a special education teacher after her nephew was

diagnosed with autism She became an autism specialist while living in Scottsdale, AZ, and continued with this position after returning to California in 2006 Kimberly successfully piloted

a program at a local middle school from 2006-2010 and piloted an adult transition program at herlocal community college from 2010–2012 She has a deep love and passion for special needs students and will always put student needs as a priority when working at our school Kimberly supports the High School programs for CAVA @ Maricopa

Lead Guidance Counselor

Anne Kahn received her Bachelor’s Degree in Spanish with a minor in Psychology from

California State University, Fresno She also has a Master’s Degree in Education and

Counseling along with her Pupil Personnel Service credential Ms Kahn has been a high school guidance counselor for 10 years in California and is beginning her 5th year working for CAVA She has spent her time as a counselor looking for new and improved ways of

encouraging students to be successful and identifying students that might need additional

support She enjoys working for CAVA as it gives her a different vision of how education can work for our students

Director of Community Day

Leah Fellows received her associate's degree in child growth and development and taught

pre-kindergarten while working toward her bachelor's degree She received her bachelor's degree, and Multiple Subject Teaching Credentials, from California State University San Bernardino Leah taught first and second grade for six years where she worked with English learners Leah

has been a CAVA teacher since 2002 and is excited to work with the Community Day program

as the Master Teacher of Community Day Leah is committed to ensuring our students are successful, our parents are supported, and our families are making meaningful connections She

is working toward a master's degree in education at Chapman University, and lives in Southern California with her husband and their two daughters

Regional Finance Director

Marguerite Violassi, CPA, is the Finance Director for the California Virtual Academy @

Maricopa The Finance Director provides management, control and administration of all fiscal operations of the school, budget development and long term financial planning Ms Violassi hasover 20 years of finance management experience After completing her bachelor’s degree at CSUN, Ms Violassi became a CPA in 1994 while working for Kenneth Leventhal & Company, the 9th largest CPA firm in the United States She worked at Amgen Inc for a decade in corporatefinancial management and reporting roles of increasing responsibility She has owned her own company in the hospitality industry and holds a broad range of business operations expertise

Ms Violassi specializes in financial planning and analysis, accounting, financial and operations administration, strategic planning, forecasting and budgeting

Operations Manager

Jack Pierce has been with our program since January 2004 His previous educational

experience includes, Teacher, High School Administrator, Program Coordinator and Director of Career Development for the second largest district in the United States His expertise in program analysis and logistical implementation and has been essential to the organization and

management of our school as we have continued to grow year over year Jack received all of his educational training from California State Polytechnic University, San Luis Obispo where he earned both his Bachelor’s and Master’s Degrees

Technology Manager, Western Region

John Max has been working in the field of education since 1993, specializing in working with

students in an alternative, educational environment John has worked with students of all ages, from kindergarten through twelfth grade, during his teaching career He attended the University

of San Diego for his bachelor's degree and teaching certification, and received his master's degree in educational technology and his CLAD certification from National University

 Hold a Bachelor’s degree

 Hold a valid California Teaching Credential authorizing service in the grade levels orsubject area assigned

 Demonstrate proficiency in technology and technology support

 Demonstrate a shared view of the school’s vision

 Have a cleared background review through the Department of Justice process

Ideal candidates will also:

 Hold a CLAD and/or BCLAD certification

 Experience in a charter school environment

EDUCATIONAL PHILOSOPHY AND PROGRAM

Mission

California Virtual Academies, a highly effective network of public charter schools, is striving toprovide an individualized standards-based education for students in the state of Californiathrough innovative electronic methods, state of the art mastery-based curriculum, traditionalinstructional models and parental involvement resulting in skill mastery

Educational Philosophy

An educated person in the 21st century is one who not only has a solid understanding of andfacility with fundamental concepts from the core academic subjects but also has the ability tothink critically about the issues we face as part of a global community in the age of informationand technology

We, the petitioners for the California Virtual Academy @ Maricopa believe that, given acomprehensive and mastery-based curriculum, high expectations, access to technology(computer and Internet), strong instructional support, a significant amount of off-line work,guidance from experienced teachers, and a strong commitment from parents (or other caringadults), a well-conceived virtual education program will boost student achievement, serve theunique needs of students and families, and offer a new model for effective public education inthe 21st century

The goals of our educational program include:

 Enabling all students to become self-motivated, competent and lifelong learners

 Empowering the parent as the teacher through a guided program and training

 Offering flexibility and choices to increase student interest in learning

 Using a variety of lessons, activities, and modalities to improve student achievement

 Striving for mastery of all skills by every student

 Developing reflective learners

 Developing technology literate students

High School Program

The California Virtual Academy @ Maricopa informs parents/guardians about the transferability

of courses to other public high schools and the eligibility of courses to meet college entrancerequirements through a variety of communication channels including but not limited to:

 Virtual and in-person parent information sessions held throughout Maricopa and itscontiguous counties throughout the school year

 Electronic and paper based school brochures and literature provided to families interested

in the school’s grades 9 -12 program offerings

 School website

 Parent-Student Handbook distributed to all parents via web-based parent portal as well asposted to our website

The California Virtual Academy @ Maricopa was reviewed by the Western Association ofSchools and Colleges in February 2015 and was granted a 6 year accreditation for grades K - 12.Courses offered by the charter school are accredited by the Western Association of Schools andColleges and are considered transferable In addition, the California Virtual Academy @Maricopa continues to submit courses for “A” to “G” approval This is to ensure compliancewith the admissions criteria established by the University of California system

High School Curriculum Overview

The California Virtual Academy @ Maricopa is offering the following courses to its grade 9 –

AP(R) English Language and Composition

AP(R) English Literature and Composition

AP(R) Environmental Science

AP(R) French Language and Culture

Honors World History

Image Design and Editing

Literary Analysis and Composition I

Literary Analysis and Composition II

Physics

Pre-Algebra

Pre-Calculus/Trigonometry

Psychology

Reaching Your Academic Potential

Skills for Health

Sociology

Spanish I

Spanish II

Spanish III

US and Global Economics

US Government and Politics

Web Design

World History

The high school curriculum is delivered through a combination of synchronous andasynchronous instruction Subject specific teachers develop relationships with students throughregular telephonic, electronic classroom, and email contact

Teacher Qualifications

All teachers hired for the high school program meet the state of California credentialingrequirements for high school instruction

High school Exit Exam

Prior to the suspension of the CAHSEE, all students who entered the California Virtual Academy

@ Maricopa high school program took high school exit exam per the guidelines issued by thestate of California Preparation classes and supplemental help were provided for students whohad failed to pass the exam on a previous occasion This practice will continue should the exambecome mandatory again

State Standardized Testing

Students in the California Virtual Academy @ Maricopa high school program participate in allrequired state standardized testing

Graduation Requirements

220 Units of credit is required for graduation from CAVA Students are required to completeAlgebra during their senior high school years in addition to completing the required A-G classselections for entry into the California State or University system Students with an IEP may, atthe designation of the IEP team, pursue a Certificate of Completion in lieu of a high schooldiploma

Students To Be Served

The California Virtual Academy @ Maricopa will continue operations The first day ofoperation for the 2016- 2017 school year will be August 29, 2016 The school intends to servestudents in grades K-12th The grade levels served by California Virtual Academy @ Maricopa

include the grades served by Maricopa Unified School District Currently the two Maricopacharters service approximately 1,800 students throughout Kern and its contiguous counties Students must have access to a responsible adult who is available on a daily basis to assist withthe student’s needs for learning which will take place in the home, on-line or a small groupsetting

Curriculum and Instructional Design

Learning Environment Overview

The California Virtual Academy @ Maricopa will be a non-site based independent studyprogram Parents (or responsible adults) will guide students through their daily K12®coursework in the privacy of their own home or small group setting Students and their parents(or responsible adults) will access school lessons and lesson assessments, enter attendance, andtrack academic progress through the K12® Online School Teachers holding a Californiateaching credential will oversee the learning of each child in their class by reviewing eachstudent’s work for quality, accuracy, and understanding; accessing their online academic records(including daily lessons and assessments); and communicating with the parent (or otherresponsible adult) on a regular basis at teacher conferences Teachers provide direct instructionboth in person and via online classrooms, to ensure students are supported in their learningTeachers will also grade student work, deliver report cards and will be available daily via phone

or e-mail when students (or adults) have questions The content of K12 lessons will bereinforced through monthly outings and activities organized by teachers Teachers will in mostcases work from their homes The school administration will work in a central administrativeoffice located in Simi Valley, California with local administrators responsible for programsupervision in various areas of California The California Virtual Academy provides anadministrator for the California Virtual Academy @ Maricopa in the southern region

Independent Study Laws & Regulations

The Charter School complies with the Charter Schools Act along with Education 51745 et seq.

and its implementing regulations regarding independent study instruction in addition to meetingthe requirements for charter renewal

The Curriculum

Students enrolled in the California Virtual Academy use the K12® Curriculum, a curriculumprogram developed by K12, Inc of Herndon, Virginia The California Virtual Academy hasselected the K12 curriculum for both its superior quality and the fact that it both meets andexceeds the California State Standards The K12® Curriculum covers six subject areas (Math,Language Arts, Science, History, Art and Music), with more than 600 lessons per grade level.The curriculum includes both online lessons and offline materials such as textbooks,

workbooks, etc For more information about the K12® curriculum, please visit

www.k12.com

Teaching Methodology

The California Virtual Academy @ Maricopa will employ a team teaching approach with bothparents/responsible adults and certificated teachers involved in the instructional process Theresult is a teacher-student ratio of 2:1 Responsible adults will play the role of academic coacheswho guide students through the instructional program on a daily basis, conduct the lessons and

help ensure that students are learning Certificated teachers are charged with assigning lessons,managing the student portfolio, designing monthly outings, evaluating student work, answeringtechnical and curriculum questions as they arise and tracking and recording studentprogress/attendance

The K12 approach to education assumes that students learn best when information is presentedthrough a variety of modalities Thus, each lesson contains content that is presented through thefollowing modalities: visual, auditory and kinesthetic In addition, teachers are available to assistparents and students with supplementary materials or recommended approaches should thestudent have difficulty understanding the content of a lesson The presence of online lesson andunit assessments ensures that teachers are able to quickly identify and assist students who arehaving academic difficulties

Curriculum Materials

Each student enrolled in the California Virtual Academy @ Maricopa will receive a complete set

of K12 ® curriculum online and offline materials for enrolled courses, which may include butare not limited to: Math, Language Arts, History, Science, Art and Music Currently, theCalifornia Virtual Academies invests approximately $2600 per student in technology equipmentand online/offline curriculum materials Examples of offline materials include: textbooks,workbooks, science lab materials, etc

Technology Materials

Due to the virtual nature of the school, technology plays a critical role in our school community.Each family enrolled in the California Virtual Academy @ Maricopa will receive a computer,software, monitor, and a fax/scanner/printer device It is understood that the computer system isthe property of the school and thus will be returned when the student leaves the school Inaddition, each family will be reimbursed for the cost of Internet access on a semi-annual basis

 Level 2: K12 Technology Support Desk will provide technical support for K12 curriculummaterials, the Online School and more advanced technical support for desktop, ISP andsoftware issues

 Level 3: On Site Administrators and Western Region Technology and Family SupportManager will provide additional hands-on assistance and home visits to families as isnecessary to support and supplement the technology support offered in levels 1 and 2

Student Work Records

The CAVA student work record program incorporates the collection and evaluation of studentwork samples to complete the On Line School lessons and provides an additional assessment toolfor the assigned teacher During meetings with the student, parent and teacher will focus on thestudent work record for that academic period Students will provide a work sample from each of

the assigned subject areas for each meeting Students will share their work and evaluate theirown progress, and teachers can use their record of observations and the collection of studentwork to notice academic progress or highlight learning concerns Student Work Records willalso serve to contextualize formal assessments, provide a comparison for standardized test results(student performance on such tests can show day-to-day variation) and demonstrate progresstoward identified outcomes and state standards These portfolios will be kept in the student’spermanent file and will be used to identify students who are academically low achieving

CAASPP California Assessment of Student Performance and Progress

The results of each student’s achievement on state standardized tests are shared with both parentsand teachers Parent and teachers discuss results to identify areas of weakness or strength and usethis information to assign lessons and select curriculum level

Teacher Involvement

Teachers will provide parents and students with guidance as to maximize student-learningopportunities within the curriculum as well as with supplemental materials Teachers willprovide information on additional resources that are available to the parents such as speciallearning projects or useful websites Teachers are available for one-on-one support or tutoring

Parent Education

The California Virtual Academy @ Maricopa will provide a schedule of parent educationsessions to all members of the school community Each parent education session will containinformation and research designed to meet the needs of individual students Parent educationsessions will be led by both teachers and administrators throughout the counties served by thisschool Parent education sessions will take place at both a physical location as well as over thephone Examples include workshops on writing skills, Algebra I and middle school studentbehavior Teachers are available to provide training to the individual parent as needed

Curriculum Accommodations and Support

The K12 curriculum is designed to meet the individual needs of each student Thus, teachers canuse the K12 curriculum to identify the lessons that will best meet their students’ academic needs.Students can receive support through targeted interventions using a variety of the K12curriculum levels In addition, teachers have access to additional curriculum products such as

iReady that provide additional online lessons and content designed to supplement the instruction

provided in the K12 curriculum

Plan for Special Education

District Oversight

California Virtual Academy @ Maricopa in conjunction, and through oversight, of the Maricopa School District shall assure that a free appropriate public education (FAPE) is provided for all children with disabilities attending California Virtual Academy @ Maricopa in accordance with Education Code § 56000 et seq., the Individuals with Disabilities Act 20 U.S.C Chapter 33, and Kern County SELPA policies and procedures No student otherwise eligible to enroll in

California Virtual Academy @ Maricopa will be denied enrollment due to a disability, or the school’s inability to procure necessary special education services.

Charter School Responsibilities

California Virtual Academy @ Maricopa will deliver required and appropriate special education

services to students enrolled in the Charter, and outlined in the MOU developed between the Maricopa School District and California Virtual Academy @ Maricopa within 30 days after the petition has been approved by the Maricopa School Board of Education The California Virtual Academics Charter School will contact Maricopa School District to set a date and time to

develop the MOU These services shall include:

1 Child find;

2 Initial, annual and triennial evaluations (as outlined in the MOU developed between the Maricopa School District and California Virtual Academy @ Maricopa);

3 IEP development and implementation;

4 Sole responsibility for providing special education services as delineated on all enrolled students’ IEPs

5 Sole responsibility for special education transportation as indicated on IEPs;

6 Due process/compliance proceedings, and related attorney fees for California Virtual

Academies, Maricopa School District and Kern County SELPA

7 Submission of all required reporting, filings, etc to fully comply with the Kern County SELPA, California State Department of Education (CDE) and federal requirements

8 California Virtual Academy @ Maricopa will provide the Kern County SELPA contact names, phone numbers, and e-mail addresses for all required reports

Section 504 and the ADA

It is agreed that this agreement is intended to address the responsibilities of the parties with respect to the provision and financing of special education services under the IDEA and does not cover services or accommodations required under Section 504 of the Rehabilitation Act (Section 504) nor under the Americans with Disabilities Act (ADA) California Virtual Academy @ Maricopa shall be solely responsible, at its own expense, for compliance with Section 504 and the Americans with Disabilities Act (ADA) with respect to eligible students California Virtual Academy @ Maricopa will adhere to the requirements of Section 504 by having a board-adoptedprocess, California Virtual Academies or Maricopa School District’s, anidentified Section 504 coordinator, written Section 504 referral, evaluation processes, provision of services as recorded

on appropriate forms, and procedural safeguards

Provisions for, and Compliance of, Special Education Services

Referral Process

California Virtual Academy @ Maricopa shall maintain a trained Student Study Team (SST) staff This SST process, which provides a venue for parents, teachers, key school personnel, or other interested persons systematically reviews and make suggestions student performance and assist with interventions and concerns The Referrals are computerized on-line and forwarded to

a designated SST contact SST Meetings are held a minimum of one time per month unless the number of SST referrals warrants additional meetings in a given month or more often due to the severity of the case(s) In response to the state moving toward Response to Intervention (RTI), California Virtual Academy Charter School has trained staff (general and special education) as well as has updated SST forms and is implementing an RTI model

If a parent formally requests a special education assessment in writing, an Assessment Plan, outlining proposed testing in all areas of the student’s suspected disability or a letter of denial will be generated within fifteen (15) calendar days from the date the California Virtual Charter School special education representative receives said written request

Interim Placement and IEP Development

California Virtual Academy @ Maricopa adheres to the legal mandates outlined in Education Code § 56000 et seq., the Individuals with Disabilities Act 20 U.S.C Chapter 33 When a student completes an enrollment form indicating the student has or may have an active IEP from the district where the student is or has been enrolled, the parents will be instructed to request in writing an IEP meeting The parents will participate in the joint IEP meeting which will be held

by district of residence which will include the California Virtual Academies The purpose of the meeting will be to determine if FAPE can be met through a virtual independent study program When a student with an active IEP stating that FAPE can be provided by an independent study program, the California Virtual Academy @ Maricopa will provide interim special education placement services that essentially contain all the elements in the student’s previous IEP and as outlined on the Kern County SELPA Interim IEP form A new IEP will be written on the

corresponding Kern County SELPA forms within 30 days (Education Code, Section §56325) The IEP team is comprised of the parent (and/or their requested representative[s]), a general education teacher familiar with the student’s work, any special education personnel who will be working with the student, an administrative representative, and when appropriate the student Areas of need, goals and objectives and frequency/duration of services are designed to promote educational benefit for identified students Annual goals are developed for all students with special needs based upon California Grade Level Standards and Frameworks Should the IEP team determine that the student will participate in the CAPA; short-term objectives will be developed as well Progress is periodically monitored, and written documentation of progress toward meeting annual goals is provided to parents as frequently as their general education counterparts

Initial and Triennial Assessments:

Students requiring an initial evaluation to determine if they meet eligibility requirements to receive special education will be referred to the charter school’s special education contact

person The designated person will generate a referral for special education; monitor all legal timelines; develop an assessment plan (offering testing in all areas of suspected area of disability [EC §56040 through §56344]; coordinates qualified personnel to provide the required testing [EC §56320]; distribute written assessment reports to the parent prior to the IEP meeting [EC

§56327]; generate an IEP meeting notices [EC §56195.8]; develop and facilitate the IEP meeting[EC §56345]; and distribute copies of the IEP to appropriate personnel [ EC §56347] California

Virtual Academy @ Maricopa will use all required IEP forms authorized by the Kern County SELPA Kern County SELPA will be provided duplicate copies of all IEPs for purposes of monitoring compliance per the SELPA Local Plan CASEMIS data will be documented by California Virtual Academy @ Maricopa and provided to Kern County Superintendent of

Schools in a timely manner to insure Kern County SELPA deadlines for reporting information tothe California Department of Education (CDE) are met California Virtual Academies will enter into a fee for service contract with Kern County Superintendent of Schools for CASEMIS reporting

At least once every three years, a student is reassessed to determine their continued eligibility to receive special education services [EC §56301 and EC §56381] The identical process used during an initial evaluation is replicated at each triennial reevaluation

Transition Planning:

Beginning at age 16 or younger, and annually thereafter (Education Code, Sections §56362 and

§56345.1) a student’s IEP shall outline the activities needed for the him/her to move from school

to post-school activities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and/or community participation Based on the student’s needs and interests, goals related to instruction, related services, or involvement of outside agencies will be

developed in accordance with the reauthorization of the Individual with Disabilities Act-2005 legislation and documented on the required Kern County SELPA forms

The IEPs of all identified high school students include documentation they were apprised of the difference between a Certificate of Completion and a Diploma If diploma bound, students must take and pass Algebra; pass both portions (math and language arts) of the California High SchoolExit Exam (CAHSEE testing is offered multiple times each year in geographic regions

throughout the Charter School’s attendance boundaries); and complete a State approved Course

of Study adopted by the Charter Students who complete the required Course of Study and obtainthe necessary credits needed to graduate, but are unable to pass the California High School Examwill be granted a Certificate of Completion by California Virtual Academies

Each Individual Transition Plan documents whether the student is working toward a Diploma or Certificate of Completion, and their proposed date of graduation Students who do not obtain a diploma (graduate) remain eligible for special education services through California Virtual Academies until the age of twenty-one years, nine months Prior to receiving the diploma, a summary of the student’s academic achievement and functional performance and

recommendations on how to assist the student in postsecondary goals and the Charter School shall notify the parent or student (if age 18) that the Charter School are no longer responsible for providing special education services will be discussed in an informal meeting

Beginning at age eighteen, students have the sole responsibility for making their own educationaldecisions At age seventeen, students are notified of this fact and it is documented on their IEP.Parent/Guardian Concerns

Parent/Guardian concerns regarding Special Education services, related services, and rights shall

be forwarded to the California Virtual Academy @ Maricopa appointed Special Education

administration in order to ensure that all parties are aware of such concerns and a plan can be developed to ensure compliance.

Complaints

California Virtual Academy @ Maricopa shall address, respond to, and investigate all complaintsreceived concerning California Virtual Academy @ Maricopa under the board-adopted Uniform Complaint Policy and the state-adopted procedure for special education complaints and notify the Kern County SELPA

Due Process Hearings

California Virtual Academy @ Maricopa may initiate a due process hearing on behalf of a student enrolled in the California Virtual Academy @ Maricopa as determined legally necessary

to meet its responsibilities under federal and state law The California Virtual Academy @ Maricopa shall defend any due process hearing brought by a parent in behalf of a student

enrolled in the Charter School In the event that California Virtual Academy @ Maricopa determines legal counsel representation is needed, any provider, Kern County SELPA, Maricopa School District and the Charter School shall be jointly represented by legal counsel, unless there

is a conflict of interest In the case that separate counsel is deemed to be necessary by California Virtual Academy @ Maricopa, the California Virtual Academy @ Maricopa shall be responsible for the separate cost of the legal counsel for the Charter School

Staffing, Curriculum, Service Provisions, and Student Accountability

California Virtual Academy @ Maricopa’s goal is to employ “highly qualified staff” to provide special education services, as outlined in No Child Left Behind (NCLB) legislation Parents of special education students will be notified in writing if highly qualified staff is not available Special education services are designed to supplement general education and will not supplant other sources of federal, state, and local funds apportioned to California Virtual Academy @ Maricopa Identified special education students are provided accommodations to enable them access to same curriculum/programs that their general education counterparts may choose to access while attending the California Virtual Academy @ Maricopa

Due to a shortage of special education staff, if needed, California Virtual Academy @ Maricopa may contract with other LEAs, agencies, companies, or organizations to serve Charter School students California Virtual Academies agrees to use the SELPA adopted NPS/NPA master contract

All identified special education students will adhere to the standardized assessment policies and procedures of the California Virtual Academies school’s and expected to participate in STAR Testing (CAT-6 and California Standards Assessments), or the California High School Exit Exam (CAHSEE) Students unable to participate in the STAR assessments due to severe

cognitive disabilities will be administered the California Alternative Proficiency Assessment (CAPA) test

All services, supplementary materials, or assistive devices required to access core curriculum areprovided at no cost to the identified special education student No facilities utilized for purposes

of special education present any physical barrier that would limit an eligible student’s full participation in the educational or extracurricular program Differentiated or weighted grading policies or practices are not in place for identified special education students

Disenrollment

Attendance for special education services are monitored monthly to insure identified students’ access all services outlined on their IEP’s If a special education student misses 50% of special education and/or related services within a calendar month, California Virtual Academies

Charter’s special education department contacts the family If any additional services are missedduring that calendar month, an IEP meeting is called to insure the charter school’s independent study model remains an appropriate placement for the student, and to discuss steps the IEP team will take to carefully monitor progress that promotes educational benefit for the student Should

an additional IEP be held to discuss appropriate placement, the district of residence will be invited to attend

Maintenance of Special Education Records

The records for all identified student’s special education files shall be maintained in the Simi Valley Office The Kern County SELPA will be notified of said record location, provided the name of a contact person and their e-mail address California Virtual Academies Charter agrees

to use approved Kern County SELPA forms/software, and file all necessary reports to maintain legal compliance

California Virtual Academy @ Maricopa may access the Kern County SELPA funds for low incidence equipment and materials as appropriate and as specified on a student’s IEP, following the existing guidelines, policies, procedures and administrative regulations outlined in the Kern County SELPA’s Local Plan California Virtual Academy @ Maricopa shall be responsible for inventory, maintenance, and training on the use of the equipment The equipment shall remain the property of the Kern County SELPA

MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA

Annual Goals, Actions and Outcomes for the Eight State Priorities

Kindergarten – 8 th Grade:

Description

of Goal

Applicable Pupil Subgroups (Identify applicable subgroups (as defined

in EC 52052)

or indicate

“all” for all

Year 1 Objectives:

2015-2016

Local Priorities

Increase the percent

of English Language Learners (EL) who are reclassified each year by an additional 3%

Reclassified Fluent English Proficient (RFEP) will increase ELA proficiency by 5% each year

Professional Development Use assessments &

benchmarks to monitor progress

Create Individualized Learning Plans for each student

Provide ELD instruction Increase instructional time with teacher Provide small group intervention

Provide supplemental educational services Utilize social/emotional learning curriculum to increase student engagement

each year

Professional Development Data conferences that focus on student writing samples and teacher

1, 2, 4, 5,

instruction planning Use standardized rubric

to evaluate student writing

Create Individualized Learning Plans for each student

Increase instructional time with teacher Utilize Response to Intervention model to determine level of support

Teachers provide tutoring

Design training to be used to provide parent sessions

Create attendance tracking system to quantify attendance Workshops designed for parents of NSLP and EL students

by 5% each year thereafter

Professional Development Offer sessions that are CCSS aligned

Design efficient attendance tracking system

Assign sessions based

on ILP Facilitate peer learning and observation sessions

Engage students through various modalities including SEL curriculum

2, 3, 4, 5, 7, 8