SCCOE Copy Eureka! Inclusive Initial Public Hearing

The concept for Eureka began in 2013 with leaders of the SJUSD Community Advisory Committee for Special Education Local Plan Area IV Aparna Menrai Treasurer Dentist SJUSD Parent: 2 sch

Inclusive Schools Build Inclusive Societies

Eureka! Inclusive TK-Grade 6 Charter School

The concept for Eureka began in 2013 with leaders of the

SJUSD Community Advisory Committee for Special Education Local Plan Area IV

Aparna Menrai Treasurer Dentist

SJUSD Parent:

2 school aged daughters Typically Developing Cerebral Palsy and Autism

Veronica Andrade Secretary Public School Teacher

SJUSD Parent:

Son on spectrum

San Jose Unified School District Student Sub Group Performance

Source: CA State Dashboard Fall 2018

San Jose Unified School District Student Sub Group Performance

Source: CA State Dashboard Fall 2018

41 points below 79.3 points below

California Public Education Current Model

TWO SEPARATE SYSTEMS

Problem #1 COSTLY, INEFFECTIVE, TOO LATE

In California, model programs of service delivery options

that would promote student outcomes had not been

identified for students with disabilities

Problem #2 FAILURE IS REQUIRED

The lack of interventions available for struggling students often leads to the first intervention being a referral to special education

Inclusive education:

A set of systems, practices and beliefs that allow for equity in access

to education for all students, taking into account an individual’s …

Inclusive Education Delivery Model:

Program Goals and Equitable Outcomes

Supports that give teachers the resources they need to help children learn

Academically effective and aligned with grade level content and topics

Socially meaningful and aligned with age level appropriate activities

Developmentally appropriate and aligned to reflect measurable growth towards

grade level target goals.

CHIME Institute, established 1990

intentionally inclusive model of education.

SWIFT Schools

An Inclusive Multi-Tiered System of Supports

Our mission is to establish an intentionally inclusive and universally designed

TK-6th grade charter school reflective of the cultural, linguistic, and learning diversity of the students living in San Jose and surrounding neighborhoods

Eureka! Inclusive will provide a welcoming school environment for students that are currently underserved by traditional public and charter schools

Our vision is that Eureka! Inclusive will serve as an inspirational educational

model to other schools in San Jose Unified and that its success will promote the growth of intentionally inclusive, universally designed, relationship based,

schools throughout Santa Clara County

Our commitment to the academic success of all children is neither neutral or

inconsequential It is the pedagogical challenge of our time that we can and should meet if we are to educate and prepare students to be 21st century

civically engaged members of the global community Eureka! Inclusive will set a new standard of expectation and outcomes for student subgroups that have suffered too long under the myth of inability

Our promise is to provide excellent academics in a socially meaningful

environment that endeavors to nurture a sense of self-worth and intrinsic value

in each child

Inclusive Educational Delivery Model

Our budget is built to strategically implement best practices and support all students from day 1.

To do this we

1 Braid the two separate funding streams

2 Redistribute human capital

3 Integrate a Multi-Tiered System of Supports accessible to all students at all times

Projected Fund Balance

“The plan looks innovative and should become a resource to the

District UDL is important and is best addressed in a whole school,

rather than classroom context in my view,

and supported by tiered instruction (MTSS)

It requires complicated master schedules but provides “heavy hitter” kids appropriate environments for addressing their challenges without the need to segregate them.”

— Wayne Sailor, Ph.D, SWIFT Center Director

CHIME, Cal State Northridge and LAUSD

A Model Charter District Partnership Bridging the research to practice gap in LAUSD and Beyond

RESEARCH APPROACH

• Science-based solutions to pedagogical challenges emphasizes

• Integrated interdisciplinary approach helps us understand the factors that promote or derail healthy development, school performance, and life outcomes

• Rapid design and testing of new intervention strategies by integrating research from the fields of: early childhood, education, attachment, neuroscience, language and communication, kinesiology, and social justice within the context of school performance and health outcomes

CHIME and CSUN COLLABORATIVE APPROACH

• Collaborative research is an essential part of the school improvement process

• Collegial exchanges of best practices and insights offers a “different way of working” that brings together researchers, practitioners, and community members

• The rapid-cycle system of en-vivo co-creation supports

❖ The implementation of theory with fidelity and integrity.

❖ Allows school teams to observe and report short term effects

❖ Teams adapt these interventions as needed within frameworks that hold constant the healthy development of all children as the focal point

❖ Compare and contrast across various context specific attributes and demographics

Eureka! Inclusive Inspired by Research, Supported by Success, and

Built with the Community

Eureka! Inclusive TK-6 Founding Board

Founder and Board President Tiffany Maciel- Tiffany is a lifetime resident of San José Unified School District She is an

active community advocate for children in areas of mental health, juvenile justice, and equity across all sectors of society Tiffany is graduate of MIlls College, an attachment based early intervention specialist, and experienced change

management professional She is the proud mother of two neurodiverse school aged children

Founding Board Treasurer Michael Ramirez- Michael is a seasoned financial and operational professional with 20 years

experience managing school finances He is the former CFO of the Foundation for Hispanic Education and committed to equitable education for all

Founding Board Secretary Dr Emily A Nusbaum- Dr, Nusbaum has worked to support the development of inclusive

school communities throughout her entire 20+ year career s an inclusion facilitator, consultant, fieldwork supervisor, teacher educator, and a faculty member teaching graduate courses that focus on placing disability within diversity spaces

Founding Board Member Christine Fitzgerald- Christine is a community advocate for the Silicon Valley Independent

Living Center and an active advocate for people with disabilities, women’s rights, and the LGBTQ Movement She attended Chandler Tripp Elementary School and is a graduate of San Jose State

Founding Board Member Elizabeth Bynum- Betsy is a graduate of Lincoln High School After becoming a mother she left

corporate law to represent children with disabilities Betsy is an active human rights activist

Founding Board Member Leland Wallace- Leland is an engineer, father of five children on the spectrum, and an advocate

for special education and mental health causes

Founding Board Member Laurie Martinez-Blandini- Laurie is a graduate of Mt Pleasant High School She has over 20

years of experience managing echnology events for the global market Laurie is an advocate for women and children

Eureka! Inclusive TK-6 Founding Advisory Board

Vanessa Wallace- Eureka! Co Founder Vanessa is a graduate of San Jose State University, former school

teacher at a San Jose private elementary school, music teacher, and mother of 5 neurodiverse children She is

an active community volunteer and advocate for special education and mental health related issues.

Dr Jean Novak- Professor of Speech Pathology in the Communicative Disorders and Sciences Department at

San Jose State University She has worked extensively researching and supporting families of and children with disabilities As an active advocate she has worked with Autism Tree Project Foundation for over 10 years She originally began working with Tiffany Maciel when she was asked to provide a CACSE parent education

workshop on the topic of Early Signs of Language Disorders for Children Learning English in 2014.

Dr David Johnson- Dr Johnson has a PhD in Social Psychology from Stanford University He is the student

performance analyst for Sunrise Middle School located in San Jose Unified and former Director of Development and Chair of Mathematics, Science, and Computer Science for National Hispanic University As the father of a neurodiverse adult he has experienced first hand the challenges parents face accessing the support children need to be successful in school and life

Andrew Silvert-Brings over 15 years of grassroot charter school management experience to Eureka! Inclusive

Locally he provides financial management services to Sunrise Middle School Andrew worked with Tiffany to research the funding models and staffing ratios required to build a budget that supports an inclusive educational delivery model Throughout the creation of the budget Dr Studer of CHIME provided consultation.

Eureka! Inclusive TK-6 School Leadership Team

Founding Executive Director John Ramirez, Jr., is the proud father of two children and shares the Eureka! belief that

no child schouls be excluded from he opportunity to succeed in school and life

John is the former Executive Vice President at Hispanic Education Foundation and Superintendent of Alisal Union

School District John is a visionary for under-served communities and an experienced educational leader with a

demonstrated history of building inclusive school communities and improving student outcomes

Education:

San Jose State University, San Jose CA

• Clear Professional Administrative Services Credential, 2001; Clear Pupil Personnel Services, 1996

Harvard University, Cambridge MA

• MA of Education and Human Development

Santa Clara University, Santa Clara, CA

• BA Ethnic Studies, 1994

Founding Educator Sally Mandujan is an education specialist committed to the promotion of inclusive education as a

benefit to all learner types in public school systems She began her career as a tutor, scribe, and a reader for peers with disabilities at both Sacramento City College and University of California, Davis A family members personal journey with recovery from mental illness compelled Sally to serve on the board of NAMI

Education:

National University/Sacramento County Office of Education Leadership Institute

• MS Applied School Leadership and Administrative Credential, 2012

Sacramento State University, Sacramento CA

• Education Specialist Credential, 2009

University of California at Davis, Davis CA

• BA Theater and Dance, 2001

Identify the potholes on the path to

graduation

DROP OUT RATES

Ethnic Category

Adjusted Grade 7 Dropouts

Adjusted Grade 8 Dropouts

Adjusted Grade 9 Dropouts

Adjusted Grade 10 Dropouts

Adjusted Grade 11 Dropouts

Adjusted Grade 12 Dropouts

Adjusted Ungraded Secondary Dropouts

Adjusted Grade 9-12 Dropout Total

Grade 9-12 Enrollment Total

Annual Adjusted Grade 9-12 Dropout Rate

Hispanic or Latino of Any Race 13 11 820 91 106 848 8 1,873 32,328 5.8% American Indian/Alaska Native, Not

Asian, Not Hispanic 10 3 6 7 9 75 4 101 23,914 0.4% Pacific Islander, Not Hispanic 1 0 0 0 1 7 0 8 390 2.1% Filipino, Not Hispanic 1 1 0 3 3 36 1 43 4,073 1.1% African American, Not Hispanic 1 0 2 4 7 37 1 51 1,903 2.7% White, Not Hispanic 9 3 15 14 25 92 5 151 17,601 0.9% Two or More Races, Not Hispanic 0 0 7 2 3 27 1 40 2,765 1.4%

County Total 37 22 852 124 156 1,132 20 2,284 83,507 2.7%

Racial Disparities Within

Special Education

California Department of Education

Special Education Division

Reporting Cycle: December 1, 2016

Special Education Enrollment by Ethnicity and Disability

4369666 - -San Jose Unified

Eureka! Inclusive model of inclusion is anchored by four shared principles

Nurturing relationships are

essential to the healthy

development of all children

Nurturing environments are essential to healthy explorations for all children

Equal access to curriculum is essential to academic success for all children

Childhood should

be filled with wonder, joy, friends,

and play

Investing in People-Building Relationships

“If you want to support the student, support the teacher.”

adapted from Bowlby

Our Interdisciplinary teaching teams work together in collaboration to provide a 1:13 classroom ratio They include*:

• 7 full Time Teachers

• 2 Full Time Special Education Teachers

• 2 Full Time Classroom Assistants

• 1 Full time Occupational Therapist

• 1 Full Time Speech and Language Pathologist

*increases with enrollment to maintain 1:13 ratio

**additional support will be provided by graduate student externs, but is not factored in the

classroom ration calculations.

Investing in

People-Strengthening Relationships

Our classroom teams are supported by:

• Executive Director

• Director of Special Education

• Family Therapist 25 Full Time

• School Psychologist 25 Full Time Our school is supported by:

• CHIME Institute

• SWIFT Schools

Eureka! Inclusive is a relationship based school and informed by a deep

appreciation for the basic attachment needs of all humans.

Small School Relationship-Bas

ed School Model

Instructional

Lunches

Strong Family and Community Relationships

Health and Wellness Center

• In the morning I need to …

Morning Movement: The Hidden Benefits

Flat Tire

Spilled Milk

Sick Child

Common Core Aligned

Integrated Arts Curriculum

Technology Toolbox

Eureka’s design is committed to:

Assuming the competence,

contribution, and belonging of all

WHY Universal Design for Learning?

“Barriers to learning are not, in fact,

inherent in the capacities of learners,

but instead arise in learners'

interactions with inflexible

educational goals, materials,

methods, and assessments.”

Center for Applied Special Technology, 2003

Daily Designated

Learning Hour

Each student to receives daily individual enrichments and supports, in areas such as

Second Language Acquisition

Childhood should be filled with wonder, joy, friends, and play.

Principle 4

Vision of What It Means to be an Educated Person in the 21st Century

At Eureka, children do more than learn, they discover their place in the world!

∙ Pride in their individual human value and purpose;

∙ Respect for the human value and purpose of others;

∙ Demonstrable ability to think independently, work collaboratively, and communicate effectively;

∙ Demonstrate knowledge and grasp of technological resources that help them navigate in the 21st century;

∙ Show confidence in their convictions and capability to follow through with solutions;

∙ Show compassion in their actions and kindness with their words;

∙ Have an unwavering commitment to challenge the status quo to improve the human condition;

∙ An appreciation for nature’s beauty and their responsibility as stewards.

Perhaps, most importantly, retaining the wonder, joy, and optimism of childhood, powered by imagination and the ability to look at the seemingly impossible and declare,

Inclusion is not a marginal issue

Eureka! Inclusive TK-Grade 6 Charter School