Petition for the Establishment of

The Lake County International Charter School

 

We the undersigned believe that the attached charter merits consideration and hereby petition the Governing Board of the Middleton Unified School District to grant approval of the charter pursuant to Education Code Section 47605 to enable the creation of the Lake County International Charter School. The Lake County International Charter School agrees to operate the school pursuant to the terms of The Charter Schools Act and the provisions of the school’s charter.

 

To be considered by the governing Board, a charter school petition must be signed by one of the following: (Education Code 47605)

 
 
 


   X      A number of parents/guardians equivalent to at least 50 percent of the number of students that the charter school estimates will enroll in the charter school for its first year of operation.

 


            A number of teachers equivalent to at least 50 percent of the number of teachers that the charter school estimates will be employed at the school during its first year of operations.

 


            At least 50 percent of the permanent status teachers currently employed at the public school to be converted if the charter petition calls for an existing public school to be converted to a charter school.  (cf. 4116 – Permanent/Probationary Status)

 

The petitioners listed below certify that they have read the attached Lake County International Charter School Charter Petition and are a parent or guardian that is meaningfully interested in having his or her child, or ward, attend the charter school.

Lead Petitioner:

 

 

Lisa Kaplan                                                                                              11/19/04

__________________________ _____________________________ _________

 

Name (please print)                             Signature                                             Date

 

The petitioners listed below certify that they have read the attached Lake County International Charter School Charter Petition and are a parent or guardian that is meaningfully interested in having his or her child, or ward, attend the charter school.

 

The petitioners listed below authorize the Lead Petitioner, Lisa Kaplan, to negotiate any amendments to the attached charter necessary to secure approval by the Middletown Unified School District governing board and, if deemed necessary by the District will sign the petition again following such amendments as required.

 

TABLE OF CONTENTS

I.          Founding Group

1.      Founders’ Statement                                                                                 2

2.      Founders’ Biographies                                                                              3

II.        Educational Philosophy and Program       

1. Mission                                                                                                         8

2. An Educated Person in the 21st Century                                                    8

3. Educational Philosophies                                                                            9

4. Curriculum and Instructional Design                                                          11

5. Students to Be Served                                                                                13

6. Plans for Various Learners                                                                          13

a. Plan for Students Who Are Academically High-achieving

b. Plan for Students Who Are Academically Low-achieving

c. Plan for English Learners

d. Plan for Special Education                        

 III.      Measurable Student Outcomes and Other Uses of Data

1. Measurable Student Outcomes                                                                   15

2. Academic Performance Index                                                                    17

3. Methods of Assessment                                                                              18

4. Use and Reporting of Data                                                                         19

IV.       Governance Structure                                                                                              20

V.        Human Resources                                                                

1. Qualifications of School Employees                                                           24       

2. Compensation and Benefits                                                                        28

3. Employee Representation                                                                           28

4. Rights of School District Employees                                                          28

5. Health and Safety                                                                                       28

6. Dispute Resolution                                                                                     30

VI.       Student Admissions, Attendance and Suspension/Expulsion Policies

1. Student Admission Policies and Procedures                                              31

2. Non-Discrimination                                                                                    32

3. Public School Attendance Alternatives                                                      33

4. Suspension/Expulsion Procedures                                                              33

VII.     Financial Planning Reporting and Accountability

1. Budgets                                                                                                       33

2. Financial Reporting                                                                                     33

3. Insurance                                                                                                     34

4. Administrative Services                                                                              35

5. Facilities                                                                                                      35

6. Transportation                                                                                             36

7. Audits                                                                                                         36

8. Closure Protocol                                                                                         36

VIII.    Impact on the Charter Authorizer                                                                          36

IX.       Assurances                                                                                                                 38

 

I.  FOUNDERS GROUP

1.   Founding Statement:

The Lake County International Charter School (LCICS) is a community-based education project initiated by parents, local teachers, and community members. Our overriding goal is to provide an additional choice and educational opportunity for Lake County families. The educational program is designed so that children of various learning styles and abilities will thrive in a child centered, experiential, and active learning environment, that embraces the whole child.

The founding group has identified a need for the school to focus on academic excellence, the arts, and technology while promoting responsible citizenship with regards to local, national, and global (international) awareness and the environment. The founding group has thus chosen to work within the framework of the International Baccalaureate Primary Years Program (IB, PYP).

There are currently no site-based charter schools in Lake County, although across-districts, families have expressed a need and desire for one. Creating such an opportunity locally has generated great interest amongst a wide range of families and their children including those who are currently home-schooling or enrolled in Independent Study programs; those attending private sectarian schools; those enrolled in schools outside of the boundaries of Lake County; and those children currently in our public school system who are in need of or seeking an alternative learning environment. Community interest has in turn provided the forward momentum to the founding group to pursue development of the Lake County International Charter School.

Lake County, in particular the Middletown area, is experiencing rapid growth. LCICS will provide a desirable and needed educational alternative, through the IB PYP, to a growing demographic, that will complement MUSD’s other fine schools. As such, LCICS can assist the community in accommodating anticipated growth within the context of a 501(c)3. Additionally the school will create new jobs for local residents. LCICS has also formed an important partnership with the PACK Center (Parents and Community for Kids Inc.) to assist PACK in continuing its vital community programs.

LCICS is scheduled to open in September 2005. The school will provide a high quality and broad-based secular educational opportunity to children in grades K-8 and will be located within the Middletown School District attendance area. Our plan is to open the school with 100 students K-8 and grow to approximately 140 within 3 years (adding 20 students per year). Enrollment is estimated at 17-23 students per multi-aged class. Each class will span 2-3 grade levels. In accord with Class Size Reduction requirements, no more than 20.44 students will be enrolled in any K-3 multi-aged classroom.

The Founding group includes parents and community members having a variety of professional experience, skills and talents which will contribute to the success of the School.

 

2. Founders’ Biographies:

Curriculum, Instruction, and Assessment

Anne Evans is a British trained, certificated teacher and Teacher Trainer for the International Baccalaureate (IB) Primary Years Program as well as a Coordinator for the Middle Years Program. In this capacity, she conducts teacher workshops in Asia, the Middle East, the U.S. and Canada and participates in and heads accreditation visits for the IB.  Ms. Evans contribution to the founding group is invaluable as she is able to advise and train in all aspects of curriculum, instruction, and assessment.  Ms Evans has over 30-years experience as a teacher and administrator in public and private schools both in California and worldwide. She administered the Santa Rosa Charter School (SRCS), which is the first International Baccalaureate (IB) Primary Years Program (PYP) charter school in Northern California. Most recently Ms. Evans is working as a School Management Advisor (with the Center for British Teachers (CfBT)) for the Supreme Education Council of Qatar in their ambitious school reform program, writing charters and implementing the start up procedures of their new charter schools. During Ms. Evans tenure as Director of the Santa Rosa Charter School, the school won several notable awards including two for curriculum and instruction. Ms. Evans also works as a Teacher Trainer for Read, Write and Type software, writing training materials and training teachers.

Anne Evans is the proposed Director of LCICS. She has collaborated in curriculum development, and the writing of the charter petition. She will be a key decision maker in the hiring process, and provide teacher training and in-service workshops particularly in implementation of the PYP program, choosing educational materials, and the development of units of inquiry. In addition her background includes financial and administrative experience in the successful operation of a California public charter school in compliance with all applicable laws.

 

Lisa Kaplan is the Lead Developer and Project Manager of the development team. Ms. Kaplan is a candidate for a Single Subject Credential in Art and currently holds an MFA in Electronic Arts and a BFA in Fine Arts (painting, drawing, sculpture). Her 20 years experience as an art instructor includes teaching at the college level for 5 years.  Lisa has taught fine arts, video and new media to various age groups and abilities. Her work with elementary and secondary aged children has focused on “at risk” youth. In addition to teaching, Lisa has worked as a free-lance producer, video editor and designer for over 12 years. Her artwork in traditional and electronic media has been exhibited internationally.

Lisa currently serves as president of the LCICS Development team board (a California Public Benefit Corporation, 501(c)3). She has played a key role in the development of the school including research, writing the charter petition and other relevant documents, curriculum development, fiscal planning, public relations, and liaison for the school with governmental, legal and local entities. She is the proposed Assistant Director to the school Director, and will teach art and technology.

 

Bonnie Howard is a Development Team board member, has worked extensively on writing the charter and developing curriculum and is a proposed teacher for the upper grades.  She holds a California  and a Wisconsin Teaching Credential.  She taught Social Studies and Economics classes in a Wisconsin public high school for 10 years.  She served as a consultant to the Wisconsin Department of Education in formulating and editing questions for Wisconsin’s State Standards Tests. 

Following her move to Lake County, she led a small home school co-op on Cobb Mountain for several students enrolled in Pathways Charter School (a Sonoma County charter school for home school students). She currently works in landscaping and construction.

 

Lisa Rosen holds a Multiple Subject Credential with a Supplemental Credential to teach Science.  She currently teaches Life and Physical Science at the Oak Hill Middle School in Clear Lake. Prior to that she was employed by Sutter Lakeside Community Services as Family Advocate, for families with children who were victims of abuse. Ms Rosen has worked in the Middletown and Cotati-Rohnert Park school districts since 1997. She has worked as a Reading Specialist in the public schools and as a private tutor for students with special needs. Lisa has also served on the site councils and PTO's of Middletown schools, and volunteered in the Multi-Age Program at Minnie Canon Elementary.  Lisa assisted in writing the LCICS Charter.

 

Professor Duncan MacInnes recently retired, was formerly Chair of the Sonoma State Single Subject Credential Program. He brings 35 years of teaching and administrative experience at both the K-12 and University level to the organization and curriculum of LCICS. Professor MacInnes has a particular research interest in the academic, personal and physical development of boys in the existing school system. In November of 2000 and 2001 he organized two conferences on ‘The Wonder of Boys’ held at Sonoma State University and sponsored by The Department of Education, Santa Rosa Junior College and the Sonoma County Office of Education. Keynote speakers were Michael Gurian author of the Wonder of Boys and a recognized national and international authority on the boys in our culture and Larry Diller MD Running on Ritalin A Physician Reflects on Children Society and Performance in a Pill. Presenters came from across the Country and both conferences were well received by the academic and public community. As a result of these conferences, Professor MacInnes was invited by Dr.Wade Horn, undersecretary of Education under President Bush, to attend and  present a report on the conferences at the  national referendum on the ‘Fatherhood Initiative’ in Washington DC. Professor MacInnes is a conservative thinking educator who believes in the right of parents to have choices within the public school framework about the education of their children (community member).

William Erpenbach is a former State Education Agency administrator (WI) with extensive experience working in the public elementary and secondary education sector. Presently engaged in independent consulting with national and regional education associations, national organizations, and state education agencies, regarding academic standards, large-scale assessment systems, educational accountability systems, and implementation of the No Child Left Behind Act of 2001.  LCICS has been consulting with Mr. Erpenbach regarding compliance with NCLB.

 

Lynette Funez is the Director of ICWA (Indian Child Welfare Act), and as such is responsible for the ensuring that tribal children are provided and guaranteed native development in their childhood upbringing. In the achievement of the goals of this program, tribal children, through the intervention of their Tribe, are able to preserve their inherent traits and develop their cultural identity, which in turn preserves the longevity of the Tribe as a people. Lynette serves as Development Team Liaison with Tribal Community and is an interested parent.

 

Finance, Facilities, Business management:

The founding group has consulted with Krista Eisbrenner, Business Manager at MUSD, as well as Marti Hinton and Carolyn Bishoff, both of whom are charter school and public school business managers in Piner Olivet School District and Santa Rosa School District respectively. In addition, LCICS is currently consulting with Larry Tamayo of EXED (development and business management services for charter schools) as well as Alice Miller of the California Charter Schools Association.

LCICS will hire an Assistant Director to keep all reports and prepare documents for the MUSD Business Manager.  LCICS will pay MUSD a fee for fiscal services as outlined in the budget and yearly MOU.

Larry Tamayo of ExEd oversees the development of new charter schools, which includes the writing of charter petitions and grants, researching educational issues, and performing budget analysis. He previously worked as a program coordinator at the Atlantic Community Economic Development Corporation. Mr. Tamayo earned an M.A. in public policy at the University of California, Los Angeles and a B.A. in criminology, law, and society at the University of California, Irvine.

Pat & Jon Meyer of Patricia Meyer & Associates, specialize in financial services. Pat has been in the business for over 21 years and has assisted LCICS in researching health and retirement benefit options. Jon has been a tax accountant for over 27 years earning both his Masters degree in Accounting and the Enrolled Agents designation. In addition he has been a teacher for the Past 17 years and was an assistant Professor of Accounting at Golden Gate University in San Francisco. Since moving to Lake County he has become a teacher at Yuba College.

Pat and Jon are involved in and volunteer with several South Lake County community organizations including the Middletown Merchants Association, the Lake County Fire Sirens, the Stone House Historical Group, and the Middletown Luncheon Club. Pat is also a member of the Middletown Lioness Club and founder and CEO of the Acme[1] Foundation (a 501c3), while Jon is the CFO. Jon presently serves as a Community Member on the LCICS Development Team Board. Jon is the CFO of both LLED and LCICS.

Lynn S. Green serves as president of LLED and has been involved in fundraising efforts and public relations for LCICS throughout the development phase. She is raising funds for start-up costs from private individuals and organizations locally and out of area.  She is also involved with fundraising at Coyote Valley Elementary School.  Ms. Green serves as Executive Producer of her company Fine Arts Enterprises which acquires the production rights to carefully selected original properties for theater. She is responsible for optioning these properties to investors and other producers and is involved in many aspects of production. The world premiere of her play Final Angel received critical acclaim and three prestigious awards for 2003 in Chicago. Ms. Green is currently optioning plays for production in New York, the San Francisco Bay area and London.  Lynn Green is the parent of a child who will attend LCICS.

 

Laura Stalker is an LCICS Development Team Board Member and Secretary of Lake County International Educational Development (LLED) the fundraising arm of LCICS. Laura has home schooled her children and is interested in a site-based project-based educational option for them. Laura is an LCICS Development Team Board Member assisting with outreach and fundraising efforts.

 

Vickie Grubbs is a Development Team Board Member and parent focusing on fundraising and outreach. She is owner and president of www.punkeymonkey.com and Punkey Monkey Decorative Design For Children. Vickie is also a Board member of the Hidden Valley Mom and Kids Club and Co-creator of Summerfest, a fundraiser for children's playgroups and summer programs consisting of crafters and artisans.  She is also currently involved in the fundraiser for the Makenna Enger Medical Fund.

 

Paula Price has written awarded grants for After School and Head Start programs. Ms. Price also served as Assistant Director at the McDonald Ranch After School program in Sonoma County. Paula works in marketing and has helped the founding group with PR and fund raising.

 

Joan Wadhams served as fundraiser for St. Joseph’s non-profit hospital in Orange County. Ms Wadhams recently moved to Lake County to be closer to her grandchildren and is contributing her skills and knowledge to LCICS fundraising efforts.

 

Fred W. Farrelly has 20 years of senior management has represented and been involved with numerous companies ranging from start-ups to large corporations. As a Management Consultant and Executive Coach, Fred currently works with companies within the high technology and telecommunications industries. His areas of specialization are Organizational Development and Business Coaching. In this capacity Fred serves as a strategic partner to CEO's and their executive staffs, facilitating sensitive negotiations and strategic decision-making processes.  Fred was recently involved in the restoration of the Taylor Observatory in Kelseyville and is serving as Business and Community Liaison for the Observatory. Mr. Farrelly is donating consultant time to LCICS.

 

Facilities:

Matt Grubbs is a Project Engineer with12 years experience in project management and construction. He has worked on public and private projects including: Berkeley Public Library Renovation; Hercules Middle / High School; Department of Health Services Richmond Lab Phase I & II; San Francisco International Airport Expansion; B.A.R.T expansion - stations from Colma to SFO. Matt will be assisting with the school site development including planning and construction phases.

 

Peter Spinali is a local Building Designer who has lived in Hidden Valley since 1991. He is involved with various Lake County construction projects including the new Kelseyville Fire Station and numerous new private homes and home additions. Projects he has been involved with through Napa and Sonoma County based architectural firms include: UC Davis Bodega Marine Lab Expansion, the Santa Rosa Plaza and Food Court remodel, and Santa Cruz Consolidated Emergency Communication Center. Pete currently works as Senior CAD Specialist and Consultant for the US Coastguard in Two Rock, Petaluma and as an independent Designer and Cad Specialist. Pete is assisting LCICS in developing and drafting site plans.

 

Todd Jersey of Todd Jersey Architecture is dedicated to designing buildings that create good function and inspiring beauty while demonstrating fiscal accountability and good earth stewardship. Mr. Jersey works with contractors on integrating cost planning into project design. LCICS is consulting with Todd Jersey with regards to architectural plans.

 

Guy Foux is a certified electrical contractor who also specializes in solar energy panel installation. Recently, he has been working in other areas of construction. Guy is involved with site development.

 

Organization, Governance, and Administration:

Aside from Educational Program and curricular development, Anne Evans and Lisa Kaplan are involved in all legal, financial and administrative aspects of the LCICS, and are supported by a variety of qualified and experienced individuals in these areas.

 

Linda Findley serves as Board Member and Secretary on the LCICS Development Team Board. She is a skilled mediator and meeting facilitator, having trained with the Institute for Authentic Leadership in Nova Scotia. Linda holds a B.A. in International Management and worked as a paralegal for 9 years in L.A. Linda has been Owner, Operator, and Manager of a variety of businesses in the restaurant and catering industry.  In addition she is former Owner and Operator of Community Care Family Daycare in Middletown.

 

Kris M. Krause is an educational consultant, and  advisor on special education compliance. Kris was Interim Director of Petaluma Charter School, Director of Student Instruction, Piner-Olivet Union School District (Program Director, Special Education,Title I, GATE, and Transportation, POUSD; Principal; Teacher; Sonoma County Administrator of the Year 1996-1997. Kris has provided guidance to developers of several successful charter schools and has written or co-written two funded charter school implementation grants. LCICS is consulting with Mr. Krause regarding compliance with specific educational requirements in the Charter Petition.

 

Phil Murray is our legal council for matters pertaining to non-profit law and partnerships. His practice area has focused upon education law; he has advised school districts and charter schools on legal issues unique to the operation of educational programs as well as the formation of nonprofit organizations and the law of tax-exempt organizations. Mr. Murray has worked for the law firms of Girard & Vinson in Walnut Creek, California and Spector, Middleton, Young & Minney in Sacramento, California. Mr. Murray has since formed his own practice in which he focuses upon nonprofit organizations, the law of tax-exempt organizations, and general business law.

 

Lisa Corr of Spector Middleton Young and Minney  has represented charter schools for over six years in all phases of development and operation. As a firm, Spector, Middleton, Young & Minney represents approximately one-half of the charter schools in the state.  She specializes in the charter petition process, negotiation of legal and fiscal agreements, as well as representation in front of granting agency boards. She further represents charter schools in matters of policy development, special education, facilities, pupil discipline, dispute resolution, contract negotiation and all areas of legal compliance. Lisa Corr is legal Council for the School in all matters related to the Charter Petition, MOU, and Charter law.

II. EDUCATIONAL PHILOSOPHY AND PROGRAM

1. Mission:  The mission of Lake County International Charter School is to educate students in grades K-8 to be literate, knowledgeable, principled, local, national, and global citizens. Students will participate in an enriched and nurturing learning environment that honors the whole child – intellectually, emotionally, creatively, physically, socially and culturally. LCICS students will become competent and self-motivated individuals with a commitment to life-long learning that enables them to reach their full potentials.

Vision: LCICS emphasizes academic excellence and artistic expression; respect and appreciation of diversity; personal, social, and environmental responsibility; and an understanding of the interconnectedness of all living things and our global environment. Students of diverse backgrounds and abilities advance academically, artistically, socially and personally through the highly successful and proven teaching methods of the International Baccalaureate Primary Years Program[2]. The transdisciplinary (across disciplines) program of inquiry is a multi-cultural curriculum, which engages critical thinking, research, exploration, creative expression, and technology, and the acquisition of a second language. Thematic and project-based units of inquiry, differentiated materials, hands-on activities, and community action projects engage multiple intelligences and the whole child while providing meaningful context for all aspects of the curriculum. Thus, various kinds of learners, learning styles, abilities, and readiness are addressed in a child-centered and active learning environment inspired and created through the cooperation and collaboration of parents, teachers, staff, students, and community.

2. An educated person in the 21st century: At the heart of 21st century education is instilling children with a love of learning for a lifetime.  Individuals should develop a strong sense of self, and the resourcefulness and skills necessary to meet the challenges of life, and participate meaningfully in local and global communities.

LCICS will provide a 21st century education within a framework that meets children’s cognitive, social, physical, emotional and cultural needs. Students acquire basic skills and real world applications of knowledge, to enable them to understand the connection between their studies and the world. As students explore and ask questions, experiment and create, their abilities for critical thinking increase. They analyze new ideas and complex information, collaborate with others, problem solve and apply knowledge to new situations. Such skills broaden  students as they become literate, knowledgeable, principled, and responsible global citizens of the 21st century.

An educated person in the 21st century will:

EC 8700-8707).

3. Educational Philosophy/How Learning Best Occurs:

LCICS will implement a student centered structured program of inquiry that utilizes Constructivist and differentiated instructional methods and materials. We will provide whole-child education in an educational environment that respects each student’s individual readiness, abilities, learning styles and background. The educational program at LCICS will be an open and welcoming environment to students of all cultural, socio-economic, and educational backgrounds. We believe that education framed in this manner facilitates the greatest growth of all students’ potentials, character, self-esteem, and self-confidence, empowering them to become independent, resourceful, thoughtful, and respectful individuals.  A key objective of LCICS is to enable students to develop these qualities and become self-motivated, competent, and lifelong learners.

LCICS upholds the philosophy that all learning styles, abilities, intelligences, degrees of readiness, personal and cultural backgrounds, talents, and interests can be nurtured in a school where the educational program focuses on the inquisitive, creative, reflective, and collaborative aspects of learning as well as children’s natural cognitive development. Children of a wide range of talents and abilities, including English Language Learners, students identified as ‘low-achieving’, students identified as having ‘special needs’, and students identified as gifted and talented and needing to be challenged, will learn comfortably, gain self esteem and confidence, and excel in a setting designed to honor the fact that individual children learn in different ways.

We believe that:

In order to bring to life our philosophical beliefs, we have decided to implement the International Baccalaureate Primary Years Program (PYP), applying for candidacy as soon as possible. At the top of the International Baccalaureate Mission Statement is the assertion: “The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.”(www.ibo.org). For this reason, along with the IBO’s international record for providing high-quality education, we have chosen to align our curriculum to that of the IBO. The IBO provides teacher training and seminars as well as access to instructional materials.

The PYP includes a strong character education component which teaches the meanings of a set of attitudes very explicitly, and forms the basis of our approach to behavior. LCICS embraces the student profile defined by the IBO. The profile describes the development of character, attitudes, knowledge and skills, which will serve students in becoming life long learners and contributing local, national, and global citizens. The profile also helps teachers and students establish goals, plan units of inquiry, assess performance and promote 21st century education:

·     Inquirers: Students with natural curiosity who have the skills to conduct constructive, purposeful research and who actively enjoy learning.