PUBLIC NOTICE OF THE MEETING OF LOS ANGELES … · a. For items not listed on the agenda Public...

PUBLIC NOTICE OF THE MEETING OF

LOS ANGELES INTERNATIONAL CHARTER HIGH SCHOOL

BOARD OF DIRECTORS

Notice is hereby given to members of the Los Angeles International Charter High School

(LAICHS) community and to the general public that LAICHS Board of Directors will hold a

meeting open to the public on May 24, 2016 at 6:00 p.m. in the Room 1 (Computer Lab)

located at 625 Coleman Avenue, Los Angeles, CA 90042.

Public Comment is open during the Call to the Public and must be in compliance with the

guidelines below.

Regular Meeting: Agenda for May 24, 2016

1. Call to Order: 6:00 p.m.

Attendance

Fredi Buhler—Treasurer

Angelica Duarte

Belen Fierros

Darlene Ifeorah

Jose Montoya—Secretary

Erica Razo—President

Marco Soto

Christopher Vidal

Antonio Villegas

2. Approval of Agenda—Action

3. Public comment (Government Code 54954.3)

Those wishing to address the board may do so at the designated time. Speakers shall sign up at

the beginning of the meeting. Public speakers shall have no more than three (3) minutes each to

address the Board. Action taken as a result of public comment will be limited to directing staff

to study the matter or rescheduling the matter for further consideration and decision at a later

date.

a. For items not listed on the agenda

Public Comment on Agenda Items will be taken after the report on each item

and before Board discussion.

4. Approval of May 17, 2016 Meeting Minutes—Action

5. Progress Report on Consulting Services (Edward Vandenberg)—Information

6. Executive Director Report—Information

[Enrollment and Attendance; Briefing on Options for Youth Charter School; APEX licenses;

Career Day 2016-17; FY14-15 Audit Update; Update on Management Plan]

7. Director of Planning and Recruitment Report--Information

[Assessment of Student Recruitment Marketing Methods]

Call to Public (Government Code 54954.3)

Those wishing to address the board may do so at the designated time. Speakers shall sign up at the beginning of the

meeting. Public speakers shall have no more than three (3) minutes each to address the Board. Action taken as a

result of public comment will be limited to directing staff to study the matter or rescheduling the matter for further

consideration and decision at a later date.

8. Update on Principal’s Search—Information

9. Information on 403b Plans—Information

10. Approval of April 2016 Financial Statements—Action

11. Draft Budget for 2016-17—Information

Closed Session

12. CONFERENCE WITH LEGAL COUNSEL—ANTICIPATED LITIGATION

(Gov. Code section 54956.9(d)(2).): [Two matters]

13. CONFERENCE WITH LEGAL COUNSEL—EXISTING LITIGATION

(Gov. Code section 54956.9(d)(1).)

[Los Angeles International Charter High School vs. Bethesda University]

14. Adjournment—Action

Minutes of the May 17, 2016

Meeting of the Board of Directors of

Los Angeles International Charter High School

A California Nonprofit Public Benefit Corporation

A special meeting of the Board of Directors of Los Angeles International Charter High School, a

California nonprofit public benefit corporation (“LAICHS”) was held on May 17, 2016, at 6:00

p.m. at 625 Coleman Avenue, Los Angeles, CA 90042.

Board of Directors members present: Fredi Buhler, Angelica Duarte, Belen Fierros, Darlene

Ifeorah, Jose Montoya (arrived 6:14 p.m.), Erica Razo, Marco Soto, Antonio Villegas

Board of Directors members absent: Christopher Vidal

Staff present: Sabrina Bow

Guests present: None

1. Welcome, Call to Order

The meeting was called to order at 6:09 p.m. by Ms. Razo. A quorum was held.

2. Approval of Agenda

Ms. Duarte moved to approve the agenda. Mr. Soto seconded the motion. The motion carried

unanimously.

The Board requested that New Business be added to future agenda. The Board also discussed

that future meetings allow for public comment on agenda items before the respective staff report.

Jose Montoya arrived at 6:14 p.m.

3. Public Comment

The following individuals gave comment as follows:

Rebecca Hernandez (student): fire and emergency drills, new classroom chairs, updated textbooks.

Richard Ledesma (community member): local neighbor; wants to build rapport with the school

Sandra Mora (parent): principal’s position, requirements of charter, recognition for

senior athletes, reimbursement of fees paid for baseball uniform, timing of athletic tryouts

Jennifer Lopez (parent): parent input is useful for school decisions; requested that full board meeting packet is posted on website.

4. Approval of April 26, 2016 Meeting Minutes

Board members identified the following corrections to be made:

List Marco Soto as present

Correct Item #9 Contract for Consulting Services vote to reflect 4 "yes" votes instead of

three. The motion passed 4-1-0. (Yes = Buhler, Duarte, Montoya, Razo; No = Soto;

Abstain = None)

BOD Packet pg 1

LAICHS Board of Directors May 17, 2016 Meeting Minutes

Page 2 of 2

Ms. Duarte moved to approve the minutes as corrected; Mr. Villegas seconded the motion.

5. Removal of Board Member Christopher Vidal—Action

Ms. Duarte moved to postpone the item indefinitely. Mr. Soto seconded the motion.

The motion passed 6-1-0.

(Yes = Duarte, Fierros, Ifeorah, Montoya, Razo; No = Soto; Abstain = None)

6. Proposed Staffing Plan for 2016-17—Action

Mr. Soto moved to approve Staffing Plan Option 1:

Ms. Duarte seconded the motion. The motion passed 6-2-0.

(Yes = Duarte, Fierros, Ifeorah, Montoya, Soto, Villegas; No = Buhler, Razo)

7. Adjournment—Action

Mr. Soto moved to adjourn the meeting. Ms. Duarte seconded the motion. The motion carried

unanimously. The meeting was adjourned at 8:44 p.m.

The next meeting of the LAICHS Board of Directors is scheduled for Tuesday May 24, 2016.

Respectfully submitted by:

__________________________ ________________________

Jose Montoya, Board Secretary Date

Board of Directors

Executive Director

Principal

Dean of Students

Teachers

(General Ed + Special Ed)

English Learner Coordinator (0.50 FTE)

Academic Advisor/s

Athletic Director

Operations Coordinator

Receptionist

IT Coordinator Director of

Development & Recruitment

BOD Packet pg 2

LAICHS Board ReportMay 24, 2016

Deliverables

Completed by 5/6 Completed by 6/30 Drafted by 6/30 Teacher, Resource, Academic

Advisor and EL CoordinatorJob Descriptions (Documents)

Teacher Hiring Process(Document)

Teacher Hiring Process(Training of Staff)

Teacher hiringimplementation (Contractorrole TBD)

Common Instructional Practices(Document)

School Year 2016-17 PD Scope &Sequence (Document)

School Year 2016-17 Bell Schedule(Document)

Master Schedule Development Proces& Timeline (Document)

Green Highlight = Completed Yellow Highlight = In Progress

Deliverables & Actions Completed1. Job Description documents:

a. Teacherb. Academic Advisorc. Resourced. EL Coordinator Job Descriptions

2. LAICHS Teacher Hiring Manual & Supporting Documentsa. Teacher Hiring Manualb. LAICHS Hiring Summary for Hiring Teamc. LAICHS Candidate Tracking Templated. LAICHS Hiring Summary for Candidatee. LAICHS Demo Lesson Template

3. Collaborative Working Team Agendas, PPTs, Research, and Supporting Documents (PD 5/20 &5/27)

a. Common Instructional Practices Agendab. Common Instructional Practices PPTc. Bell Scheduled. Hiring Team Training

4. Staff Surveys Completeda. Bell Scheduleb. Hiring Processc. Ideal Teacher Characteristicsd. Working team Sign-Up

5. May 4th Staff Meetinga. Staff Meeting Agendab. Staff Meeting PPT

6. Teacher Observations Completed & Email Feedback7. Individual Teacher & Staff Meetings (Personal Notes Only – Not for sharing)

Progress on Consulting Services1BOD Packet pg 3

LAICHS Board ReportMay 24, 2016

8. Development Summariesa. Bell Scheduleb. Job Descriptionc. Common Instructional Practicesd. Hiring Manual

Note: All items in red are documents that are shared in Board Meeting packet


Los Angeles International Charter High SchoolTeacher

Job Description

May 13, 2016 1

The Los Angeles International Charter High School (LAICHS) is a non-profit charter school designed toclose the achievement gap and to provide all students with the opportunity for a world-class, college-preparatory education and to graduate leaders who are prepared to succeed in the nation’s topuniversities and be productive citizens.

Job PurposeThe ideal Teacher believes in and is passionate about the mission and vision of LAICHS and exhibits thisthrough his or her on-going development, support of school culture, implementation of research-basedteaching and learning, proven results of student success, and continual reflection.

Essential Duties and Responsibilities listed but not limited below:A. Environment

1. Foster a safe and nurturing learning environment2. Uphold the School’s expectations for student conduct

B. Instruction & Assessment1. Develop and maintain Common Core State Standard- aligned course scope and

sequence, unit plans, and weekly lesson plans2. Facilitate learning experiences using a variety of methods3. Organize classroom systems/procedures and manage student behavior to ensure

all students are fully engaged in learning4. Administer standardized State assessments and the School’s benchmark assessments5. Continually assess student progress, identify students’ areas of growth and work with

the students, families, and resources to achieve improvement6. Track and provide updates on student achievement to students, families, faculty peers,

and administrators

C. Communication & Collaboration1. Build strong relationships with students, parents, staff, and administrators through

regular, clear, and open communication2. Meet with students and parents before, during, or after school as needed3. Collaborate with the Resource Specialist to meet the needs of all students4. Work with administrative team and faculty to ensure student achievement

D. Professionalism1. Demonstrate support of school's goals and mission2. Actively participate in school-based meetings and events3. Maintain regular attendance, dependability and punctuality in conformance with

expectations4. Complete assigned tasks in provided time frame

E. Professional Growth1. Continuously build professional knowledge and participate in professional development

training


Los Angeles International Charter High SchoolTeacher

Job Description

May 13, 2016 2

This job description in no way states or implies that these are the only duties to be performed by theemployee incumbent in this position. Employee will be required to follow other job-related instructionsand to perform other job-related duties requested by school administrators authorized to giveinstructions or assignments.

Experience, Education & Skills Requirements Bachelor's degree from an accredited college or university, in job specific content area preferred Master’s degree in subject matter field or Education is strongly preferred Possess a current, valid California teaching credential or be enrolled in

a credentialing/internship program at a college/university Demonstrated knowledge of subject matter, including standards and subject-specific

frameworks and assessments Ability to analyze qualitative and quantitative student data Experience working with families from diverse cultural and economic backgrounds preferred Ability to communicate effectively (verbal and written) Computer literate (MS Office)

The physical demands described here are representative of those that must be met by an employee tosuccessfully perform the essential functions of this job. Occasionally required to kneel, climb and reachwith hands and arms above shoulder level, lift up to 30 pounds. To bend, sit, stand, squat, stoop, walk,push, pull, and reach with hands and arms at shoulder level or below. Always required to wear theappropriate safety equipment for the task, which may include gloves, goggles, aprons, belts, etc.

Salary & Benefits Salary Scale for pay (TBD) Life Insurance paid by school Full-time employees are eligible to participate in medical, dental, and vision insurance programs Voluntary benefits are offered to all employees (TBD)

DISCLAIMER: This job description indicates in general the nature and levels of work, knowledge, skills,abilities and other essential functions (as covered under the Americans with Disabilities Act) expected ofan incumbent. It is not designed to cover or contain a comprehensive listing of activities, duties orresponsibilities required of an employee. An employee may be asked to perform other duties asrequired. Management reserves the rights to add, modify, change or rescind the work assignments ofdifferent positions and to make reasonable accommodations so that qualified employees can performthe essential functions of the job. Nothing in this position description changes the at-will employmentrelationship existing between the Institution and its employees.


Los Angeles International Charter High SchoolAcademic Advisor

Job Description

May 13, 2016 1

The Los Angeles International Charter High School (LAICHS) is a non-profit charter school designed to toclose the achievement gap and to provide all students with the opportunity for a world-class, college-preparatory education and to graduate leaders who are prepared to succeed in the nation’s topuniversities and be productive citizens.

Job PurposeThe ideal Academic Advisor wholeheartedly believes in and is passionate about the mission and vision ofLAICHS and exhibits this through his or her on-going development, support of school culture, support ofresearch-based teaching and learning, proven results of student success, and continual reflection. Theprimary function of the Academic Advisor is to review student academic achievement, attendance, andbehavioral data, ensure students meet the School’s graduation requirements, and support students inall aspects of college preparation, and search and admissions process.

Essential Duties and responsibilities, listed but not limited, below:

A. Environment1. Foster a safe and nurturing learning environment2. Uphold the School’s expectations for student conduct

B. College Counseling1. Educate students and families about colleges, the college admissions process, trends,

procedures, and testing; advising and supporting students and families as they gothrough the college readiness process; and helping students and families aspirerealistically and choose wisely.

2. Conduct transcript review with all students in August and January3. Assist students with credit recovery plans as needed4. Administer the early college program5. Provide students with guidance regarding college applications, college selection,

financial aid, housing, and on-campus resources6. Write an official school recommendation for each senior

C. Operations1. Collaborate with the Principal to develop the Master Schedule2. Enter student schedules in the student information system (currently PowerSchool)3. Review transcripts for credits and course placement of new enrollees such as 9th graders

and transfers.4. Generate all transcript order requests from current and former students5. Complete all School Report and mid-year report forms requested by colleges, including

evaluations of students.6. Complete PowerSchool data entry including; student transfer credits, AP, SAT, PSAT,

CAASPP, and CELDT. Reclassify student’s language code based on English LearnerCoordinator recommendation.

Comment [SLB1]: I don’t understand whatthis means? From who are we requesting atranscript? Is this the request for cumulativefile from their last school of attendance?Edward Vandenberg 5/13Transcript requests from students bothcurrent and former who may need for collegeentrance

Deleted: Enter student academic datasuch as



Job Description

May 13, 2016 2

7. Track and provide updates on student progress towards high school graduation and UCrequirements, to students, families, staff and administrators

8. Keep track of college admission decisions, statistics, and prepare periodic reports for theSchool’s Board of Directors

D. Curriculum Support1. Support teacher(s) in the implementation of the College Prep curriculum2. Bring in guest speakers and college representatives3. Organize college field trips4. Organize assessments for PSAT, SAT, and AP5. Lead student college-going events including, Visions of Success and FAFSA Workshops

E. Communication & Collaboration1. Build strong relationships with students, parents, staff, and administrators through

regular, clear, and open communication2. Meet with students and parents before, during, or after school as needed3. Collaborate with Teachers and Resource Specialist to meet the needs of all students4. Serve as liaison to outside resources for students in need (e.g.mental health, homeless,

independent, vision)5. Work with administrative team and faculty to ensure students are on track for

graduation and college admittance

F. Leadership1. Annually update School Profile2. Lead workshops related to higher education for staff3. Lead parent workshops including financial Aid, loans, budgeting, etc.4. Serve as the liaison between the after school program and the School, ensuring after

school program aligns with student and school needs

G. Professionalism1. Demonstrate support of school's goals and mission2. Actively participate in school-based meetings and events3. Maintain regular attendance, dependability and punctuality in conformance with


H. Professional Growth1. Continuously build professional knowledge and participate in professional development

training2. Attend external trainings (e.g. LACOE, CDE) to maintain current knowledge of

compliance requirements and trends

Comment [SLB2]: Do we mean metrics otherthan grades? If grades, what overlap betweenwhat classroom teachers do, and what theschool does in sending out progressreports/report cards?Edward Vandenberg 5/13This is progress towards high schoolgraduation & UC requirement

Comment [SLB3]: To what does this refer?Edward Vandenberg 5/13Students who have claimed theirindependence – “those who are consideredby the federal government to be financiallyindependent of their parents”Probably not necessary to have here, we candelete



Job Description

May 13, 2016 3

This job description in no way states or implies that these are the only duties to be performed by theemployee incumbent in this position. Employee will be required to follow other job-related instructionsand to perform other job-related duties requested by school administrators authorized to giveinstructions or assignments.

Experience, Education & Skills Requirements Bachelor's degree from an accredited college or university Master’s degree in School Counseling, License or PPS credential is strongly preferred Experience in college admissions and/or high school counseling is strongly preferred Ability to analyze qualitative and quantitative student data Experience working with families from diverse cultural and economic backgrounds preferred Ability to communicate effectively (verbal and written) Bilingual and Bi-literate in English and Spanish strongly preferred Computer literate (MS Office)


Salary & Benefits Salary Scale for pay (TBD) Life Insurance paid by school Full-time employees are eligible to participate in medical, dental, and vision insurance programs Voluntary benefits are offered to all employees (TBD)

DISCLAIMER: This job description indicates in general the nature and levels of work, knowledge, skills,abilities and other essential functions (as covered under the Americans with Disabilities Act) expected ofan incumbent. It is not designed to cover or contain a comprehensive listing of activities, duties orresponsibilities required of an employee. An employee may be asked to perform other duties asrequired. Management reserves the rights to add, modify, change or rescind the work assignments ofdifferent positions and to make reasonable accommodations so that qualified employees can performthe essential functions of the job. Nothing in this position description changes the at-will employmentrelationship existing between the Institution and its employees.


Los Angeles International Charter High SchoolResource Specialist

Job Description

1

The Los Angeles International Charter High School (LAICHS) is a non-profit charter school designed to toclose the achievement gap and to provide all students with the opportunity for a world-class, college-preparatory education and to graduate leaders who are prepared to succeed in the nation’s topuniversities and be productive citizens.

Job PurposeThe ideal Resource Specialist wholeheartedly believes in and is passionate about the mission and visionof LAICHS and exhibits this through their on-going development, support of school culture,implementation of teaching and learning, proven results of student success, and continual reflection.The Resource Specialists primary function is to provide support and services to special educationstudents, parents and general education teachers to assist in meeting IEP goals.

Essential Duties and responsibilities, listed but not limited, below:

A. Environment1. Foster a safe and nurturing learning environment where students are excited about

learning2. Uphold the School’s expectations for student conduct

B. Instruction & Assessment1. Provide instruction and services in all content areas for pupils whose needs have been

identified in an Individualized Education Program (IEP) developed by the IEP team2. Conduct Co-Planning/ Co-Teaching/Direct Service Model (work directly with a student

on particular IEP objectives)3. Administer standardized State assessments and the School’s benchmark assessments

for students with an IEP4. Continually assess student progress, identify students’ areas of growth and work with

the students, families, and resources to achieve improvement5. Track and provide updates on student achievement to students, families, faculty peers,

and administrators

C. Individual Educational Plans1. Carry a caseload of no more than 28 students with and IEP2. Evaluate students for the purpose of identifying student needs 3. Develop Individual Educational Plans (IEPs) for the purpose of meeting the individual

needs of students4. Complete quarterly reports on achievement of IEP goals

D. Student Supports1. Provide information and assistance to students with disabilities and their parents2. Consultation, resource information, and material regarding students with disabilities to

parents and to general education staff members3. Supports shall include (but not limited to): behavior support, basic academic skills,

organization and study skills, social skills, and use of cognitive strategies



Job Description

2

E. Operations1. Ensure student assessment timelines are met2. Calendar and conduct IEP Meetings3. Coordination of special education services with the regular school program for each

student with disabilities enrolled in the resource program.4. Manage student data in SEIS5. Track and provide updates on student progress to students, families, peers and

administrators6. Complete assigned tasks in provided time frames

F. Communication & Collaboration1. Build strong relationships with students, parents, staff, and administrators through

regular, clear, and open communication2. Meet with students and parents before, during, or after school as needed3. Collaborate with the General Education Teachers and Academic Advisors to meet the

needs of all students4. Work with administrative team and faculty to ensure student achievement

G. Leadership1. Attend SWSELPA Meetings2. Provide training for General Education Teachers and Academic Advisors

H. Professionalism1. Demonstrate support of school's goals and mission2. Actively participate in school-based meetings and events3. Maintain regular attendance, dependability and punctuality in conformance with


I. Professional Growth1. Continuously build professional knowledge and participate in professional development

training throughout and beyond the school year2. Attend external trainings (e.g. Southwest SELPA, LACOE, CDE) to maintain current

knowledge of compliance requirements and trends

This job description in no way states or implies that these are the only duties to be performed by theemployee(s) incumbent in this position. Employees will be required to follow other job-relatedinstructions and to perform other job-related duties requested by any person authorized to giveinstructions or assignments.

Experience, Education & Skills Requirements Bachelor's degree from an accredited college or university A valid California Education Specialist Instruction Credential – Mild/Moderate Disabilities or

Moderate/Severe Disabilities, or valid intern credential Experience with SEIS preferred



Job Description

3

Bi-lingual (Spanish/English) preferred Ability to analyze qualitative and quantitative student data Experience working with families from diverse cultural and economic backgrounds preferred Ability to communicate effectively (verbal and written) Computer literate (MS Office)


Salary & Benefits Salary Scale for pay (TBD) Life Insurance paid by school $600 monthly paid by school towards medical, dental, and vision benefits Voluntary benefits are offered to all employees (TBD)

DISCLAIMER: This job description indicates in general the nature and levels of work, knowledge, skills,abilities and other essential functions (as covered under the Americans with Disabilities Act) expected ofan incumbent. It is not designed to cover or contain a comprehensive listing of activities, duties orresponsibilities required of an incumbent. An incumbent may be asked to perform other duties asrequired. Management reserves the rights to add, modify, change or rescind the work assignments ofdifferent positions and to make reasonable accommodations so that qualified employees can performthe essential functions of the job. Nothing in this position description changes the at-will employmentrelationship existing between the Institution and its employees.


Edward Vandenberg 2016

(Insert school logo)

Teacher Hiring

Manual

2016 - 17


Edward Vandenberg 2016 1

Introduction:

Los Angeles International Charter High School seeks to hire the best available teachers. Vacant positionsare filled competitively. There will be neither favoritism nor discrimination shown to any candidate onthe basis of experience, previous salary or any reason prohibited by State and Federal Laws.

School administrators, teachers, and students are key partners in the teacher hiring process.Administrators carry the responsibility for deciding if the candidate will receive an offer. As a team,administrator, teachers, and students can work together to determine if the candidate is a fit for theopen position and the school. Once a teacher is hired, the administrator is responsible for thesupervision of new employees, but as a team, administrators and teachers can work together to supportthe success of a new team member and the success of the school program.

The teacher hiring process is also an opportunity to “Sell the school”. As we know, “everything speaks”and the process as well as the way people are treated tells the candidates a lot about the school, boththe culture and how it operates.

The Recruitment and Hiring stage is the first step in developing a high-performing teaching team.

TNTP Reimagining teaching March 2012 http://www.doe.in.gov/sites/default/files/turnaround-principles/recruitmentandhiring03.12final3.pdfSOP Purpose:The SOP provides everything necessary for the school to initiate, implement, and improve its teacherhiring process. It includes the various roles of participants, a description of the stages and a timeline.The “Appendix” includes forms recommended for use.



Objectives: Hire effective teachers Lower the rate of turnover All steps of the process are documented and reviewed annually. Distribute leadership through staff member participation in a Hiring Team

LAICHS “Ideal Teacher” Characteristics: In order to effectively hire a teacher who is the right fit for theposition and school it is first important to define the characteristics that we know defines a, “Ideal”LAICHS teacher.

Beliefs Attitudes Competencies Behaviors1. My kids are awesome2. My kids can succeed

3. I want to improve4. I am humble

5 I love and know mysubject

6 I can teach7 I am organized8 I can manage a

classroom9 I work well with others10 I am resilient

11. I have a greatrelationship with mystudents

12. I put in the hard work13. I communicate14. I am professional15. I support the mission of

the school

Beliefs: A feeling of being sure that someone or something exists or that something is true. A feelingthat something is good, right, or valuable. A feeling of trust in the worth or ability of someone. FromMerriam-Webster

1. My kids are awesome: This is a belief that is very much overlooked but it is important as anycharacteristic or quality of an effective teacher. Most teachers love teaching and even love thesubjects they teach, but often teachers do not mention how much they love their students. Nomatter the difficult behaviors that are sometimes displayed by students as they mature, the idealteacher recognizes the innate worth in all students and cares for them like they were their own.

2. My kids can succeed: A great teacher has high expectations of their students and encourageseveryone to always work at their best level. Extensive research shows that expectations exertpowerful influences upon both student and teacher behavior whether the expectations comefrom an external source or are held internally as self-expectations. Schilling and Schilling (1999)capture well the broad idea that expectations are vital to education... “the literature onmotivation and school performance in younger school children suggests that expectations shapethe learning experience very powerfully. For example, classic studies in the psychology literaturehave found that merely stating an expectation results in enhanced performance, that higherexpectations result in higher performance, and that persons with high expectations perform at ahigher level than those with low expectations, even though their measured abilities are equal.”

Attitudes: The way you think and feel about someone or something. A feeling of way of thinking thataffects a person’s behavior. From Merriam-Webster

3. I want to Improve: Even with many years of teaching, teachers should always remember thatthere is room for improvement. Some teachers have confessed that all their teaching career lifehas been a constant lesson for them as they learn of better ways to serve their students each dayand better ways of teaching and interacting. A good teacher is open to challenges and finds



amicable ways of overcoming them. Like any other profession, teaching undergoes constantchange. Great teachers remain intellectually alive and open to responsible change grounded intheory, research, and practice. The much-used phrase “lifelong learner” really does apply.

4. I am humble: There are times when the teacher can forget that what they do is not about thembut about their students. Ego can make teaching the worst career since the teacher is likely toturn teaching into a competition between the teacher and students. It is important to rememberthat teaching is more of a group activity and it is possible to learn something new from yourstudents. A teacher does not always have to have the final say or all the answers.

Competencies: An ability or skill. From Merriam-Webster

5. I know and love my subject: It is important for teachers to love the subjects they teach. By lovingthe subject, they will model passion, increase engagement, and take the time to come up withthe best ways to facilitate learning. Everyone agrees that great teachers possess a solidcommand of content, whether their expertise lies in knowledge of reading in the earlyelementary grades or a serious command of biology or mathematics at the high school level.

6. I can teach: The great teacher ensures student learning through subject mastery, skillful lessondesign, differentiated instruction, actions that demonstrate caring, and an honesty that revealstheir individual personality. The best teachers select from the methods that are well researchedand widely practiced at their grade level or within their subject area, and become expert inseveral that fit their style and the needs of their students at that time.

7. I can manage a classroom: There is a culture of respect that flows in every direction: teacher tostudents, students to teacher, students to students, and everyone to guests. There are clear,shared understanding of acceptable and appropriate behavior. When issues arise there areimmediate—or at least timely—teacher actions that usually work.

8. I am organized: Organized teachers will have an organized way of teaching and this rubs off onthe students. It is, therefore, important for teachers to have a structure for organization. Thismakes their work and that of the students much easier. It is easy to learn in their classes becausethey are ready for the day. They don’t waste instructional time, start class on time, and teach(facilitate, mentor, etc.) for the entire class period.

9. I work well with others: Teachers spend a lot of time with other adults in a school—teachers,staff, administrators, and parents. Great teachers work well with each of these groups. Theydepend on and learn from their colleagues (teachers, administrators and staff) and are aconstant source of information, enrichment, and sometimes solace. They are a productive andconstructive part of the school team. For example, they may point out areas that need attentionand coordinate or offer to serve on a team to explore solutions to a problem.

10. I am resilient: There are times when a teacher can go through a tough season, enough to makethe faint hearted want to quit. These days can leave a teacher’s ego bruised and disappointed.The best teachers remember that these tough times do not last and that there are better daysahead. A good teacher will get up and live to teach another day, even after a rough patch.

Behaviors: The way a person acts or behaves. The way something (such as a machine or substance)moves, functions, or reacts. From Merriam-Webster

11. I have a great relationship with my students: A great teacher indicates to students that she or hesincerely cares about them and their their learning. They have multiple ways of displaying theircare…with warmth and compassion, showing kindness, politeness and friendliness; with focus,



intent and direction, showing a sense of urgency; with interest, openness and reflection, withenergy, enthusiasm and good humor. A great teacher is a mentor / advisor but not a friend.

12. I put in the hard work: Teaching, like every other serious profession, requires time. Greatteachers don't hesitate to go beyond their contract voluntarily and often—for example, bymeeting with a student study group during the teacher's preparation period or after school—inorder to meet the needs of their students. Because of the close connection between preparationtime and content, the best teachers often spend as much time preparing for a class as they doteaching it.

13. I communicate: Great teachers practice honest, two-way communication with the schoolcommunity; students, teachers, staff, admin, and parents. They place a priority on keepingparents informed about their children's progress, and they sensitively help parents understandtheir children's problems. These teachers understand that the lack of a strong partnershipbetween teachers and families may undo many of their best efforts.

14. I am professional: Greatness in teaching requires consistently outstanding performance over theyears. That does not mean that the teacher never has a bad day, or even a bad week. In fact,most great teachers have had a difficult year or two. The best teachers get divorced, become ill,have problems with their own children, need to attend to aging parents, and have other personalissues in the same proportion as other professionals. They also have both mild and seriousprofessional disagreements about new curricula, teaching methods, assessment techniques, andmaterials. But great teachers have the good judgment required to balance these problems in away that minimizes fluctuations in their performance within and outside of the classroom.

15. I support the mission of the school: The best teachers are part of a school community that isresponsible to equip their students with skills not only to pass their exams. Teachers are part of alarger school community which goes beyond their classroom. For this reason, a good teacherworks towards making the school a better place for everyone.

Hiring Stages Overview

Stage Task Responsible Timeline1 Prepare Team & Documents Operations / HR Coordinator December2 Assess site needs Principal & Operations / HR Coordinator February / March3 Advertise Operations / HR Coordinator January4 Application Operations / HR Coordinator December5 Screening Operations / HR Coordinator or Designee February / March6 Interviews Admin or designee & Hiring Team March - May7 Demo Lessons Admin or designee & Hiring Team March - May8 Check References Operations / HR Coordinator March - May9 Employment Verification Operations / HR Coordinator March - May10 Selection Admin & Operations/HR Coordinator March - May11 Required Documentation Operations / HR Coordinator March - May12 Orientation Operations / HR Coordinator June - July13 Training Operations / HR Coordinator Mid-August14 Reflect Operations / HR Coordinator & Hiring Team Mid-August

Hiring Stages Description



I. Prepare Hiring Team and DocumentsPurpose: The Operations / HR Coordinator is responsible to ensure the Hiring team is trained and alltemplates are updated and aligned with charter petition, Ed Code, and legal hiring practices.

A. Operations/HR Coordinator organize and train Hiring Team for conducting interviews and demolessons

1) Roles & Responsibilities2) “Ideal Teacher” Characteristics3) Interviewing Do’s & Don’ts4) Demo Lesson5) Timeline & Communication

B. Operations/HR Coordinator reviews and updates documents1) Application2) Summary of Hiring Procedures for Candidates



II. Assess NeedsPurpose: The Operations / HR Coordinator, in collaboration with the Principal and Academic Advisors, isresponsible for assessing teacher needs for the following school year. The collaboration with theAcademic Advisors will focus on course offerings for the following year. The collaboration with thePrincipal will focus on new jobs, change of job status, and vacancies.

A. Academic Advisors & Principal draft courses offered for following yearB. Operations/HR Coordinator collects teacher intent to returnC. Principal informs teachers not returningD. Principal & Development Director assess number of students

III. AdvertisePurpose: The Operations / HR Coordinator is responsible for advertising general teacher positions inJanuary to begin collecting resumes early and then prepare for specific hiring needs in February andMarch. Important to get the word out early, effectively sharing information about the school, and beginto gather resumes.

A. Operations/HR Coordinator advertise general Teacher Job Description and job specific positionsin EdJoin and at education colleges

B. Participate in job fairs (CCSA, Local colleges & universities)

IV. ApplicationPurpose: The Operations / HR Coordinator or designee is responsible for collecting applications toensure consistency of practice and proper paperwork needed to begin the hiring stages for a candidate.

A. All candidates must complete an application and provide a resumeB. All complete applications are added to the Candidate Tracking Log

V. ScreeningPurpose: The Operations / HR Coordinator, with the support of designated team member(s), isresponsible for screening applicants. During this stage of the hiring process, candidates are screened forbasic requirements and qualities prior to moving forward with an in person interview. It is important forthis step to be in place to help ensure effective use of the administrator’s time and that candidatesforwarded to the administrator meet basic requirements and qualities.

The Phone Screen stage provides the opportunity to screen for the following characteristics:Beliefs (My kids are awesome, My kids can succeed), Attitudes (I am humble), Behaviors (I amprofessional). A Rating Scale of 1-5 (1-Very Poor, 2-Poor, 3-Fair, 4-Good, 5-Excellent) is used to rate eachITC.

A. Operations/HR Coordinator collects resumes and screens for requirements using CandidateTracking Template (Section 1 – Screen)

B. Operations/HR Coordinator or designee completes phone screens with candidates based on siteneeds

C. Operations/HR Coordinator or designee completes Candidate Tracking Template (Section 2 –Phone Screen)

D. Operations/HR Coordinator passes on candidate files to Principal for interview selectionE. Principal chooses candidates to move to interview stageF. Operations/HR Coordinator or designee send Letter Template: Applicants Not Selected for

Interview



VI. Panel InterviewsThe Principal and Hiring Team is responsible for interviewing candidates. Panel interviews are conductedin order to save time, interview as many candidates as possible, and observe candidates in acollaborative task. It is highly recommended that candidates for the same position are not pairedtogether in a panel. If only one position is open, it is recommended to conduct short (30 minute) one onone interviews.

The interview stage provides the opportunity to screen for the following characteristics:Beliefs (My kids are awesome, My kids can succeed), Attitudes (I am humble), Competencies (I work wellwith others), Behaviors (I have great relationships with my students, I communicate, I am professional)A Rating Scale of 1-5 (1-Very Poor, 2-Poor, 3-Fair, 4-Good, 5-Excellent) is used to rate each ITC.

The hiring team provides feedback to the Principal but it is the final decision of the Principal torecommend the candidate for a demo lesson.

Note: If panel interviews are occurring during time when school is not in session, then the ExecutiveDirector, the Principal, and the Operations/HR Coordinator will make up the Hiring Team.

A. Operations / HR Coordinator or designee set up candidates for panel interview and providesSummary of Hiring Procedures for Candidates

B. Operations/HR Coordinator provides reminders to Hiring Team for conducting panel interviewsC. Complete panel interviewsD. Students give tour of campusE. Candidate completed Employee Verification Release FormF. Hiring Team completes Candidate Tracking Template (Section 3 – Panel Interview)G. Administrator or designee recommends candidates for demo lesson OR Operations/HR

Coordinator sends Letter Template: Candidate Not Selected for Demo Lesson

VII. Demo LessonsThe Principal and Hiring Team is responsible for conducting demo lessons. Demonstration (Demo)lessons are conducted in order to observe teacher practice, student relationship and engagement, andteacher preparation. It is highly recommended that candidates prepare a one-hour lesson. It is theresponsibility of the hiring team to prepare the candidate for success by providing the standards anddemo lesson template. An important part of the demo lesson is the debrief where the candidate reflectswith the hiring team and the hiring team provides specific constructive feedback. This is also the timefor students to get involved by providing feedback to the hiring team and two students can participatein the debrief.

The demo lesson stage provides the opportunity to screen for the following characteristics:Attitudes (I want to improve), Competencies (I love and know my subject, I can teach, I am organized, Ican manage a classroom, I am resilient), Behaviors (I have a great relationship with my students, I put inthe hard work, I communicate, I am professional). A Rating Scale of 1-5 (1-Very Poor, 2-Poor, 3-Fair, 4-Good, 5-Excellent) is used to rate each ITC.

The hiring team provides feedback to the Principal but it is the final decision of the Principal torecommend the candidate to be hired.



Note: If demo lessons are occurring during time when school is not in session, then the ExecutiveDirector, the Principal, and the Operations/HR Coordinator will make up the Hiring Team. In addition,students may be called in to form a class and receive community service hours for participating.

A. Operations / HR Coordinator prepares candidates for demo lesson1) Demo Lesson Template2) Provide contact at school for candidate to email for lesson plan feedback, information

about students, etc.B. Operations/HR Coordinator or designee calendars demo lessons and communicates with Hiring

Team, staff, and teachersC. Operations/HR Coordinator provides reminders to Hiring Team for conducting demo lessonsD. Candidate conducts demo lessons in classrooms with studentsE. Hiring Team provides Student Demo Lesson Feedback Template to students and collectsF. Hiring Team conducts demo lesson debriefs with candidates (include two students in process if

applicable. Students may ask candidate a few questions)G. Hiring Team completes Candidate Tracking Template (Section 4 – Demo Lesson)H. Hiring Team provides candidates opportunity to conduct a 2nd demo lesson (as needed)I. Administrator or designee recommends candidate for hire OR Operations/HR Coordinator sends

Letter Template: Candidate Not Selected

VIII. ReferencesThe Operations / HR Coordinator is responsible for checking candidate’s references. It is required tocollect a minimum of two references. If those references are not able to answer a majority of thequestions, then the Operations / HR Coordinator will need to ask for additional references from thecandidate.

A. Operations/HR Coordinator checks references and completed Candidate Tracking Template(Section 5 – Reference Check)

B. Operations/HR Coordinator communicates with Principal regarding reference check outcome

IX. Employment VerificationThe Operations / HR Coordinator is responsible to obtain employment verification from the candidate’sprevious employer. In order to do so, the candidate must first complete the Employment VerificationForm. The following questions may be asked:

A. TitleB. SalaryC. Dates of EmploymentD. Is the candidate “Rehireable”?

X. SelectionThe Operations / HR Coordinator is responsible for discussing offer with candidate and receivingapproval from the Principal.

A. With help of Salary Scale and all necessary info, Operations/HR Coordinator discuss initial offerwith Principal

B. Operations/HR Coordinator shares Salary Scale and provides initial offer to candidateC. Operations/HR Coordinator provides Offer Letter to candidateD. Operations/HR Coordinator completes Candidate Tracking Template (Section 6 – Offer)

XI. Required Documentation



The Operations / HR Coordinator is responsible to ensure the candidate completes requireddocumentation.

A. ResumeB. Employment Verification Release FormC. Employee AgreementD. W - 4E. Proof of TB ClearanceF. I - 9G. Live ScanH. CPR / First Aid Certification

XII. OrientationThe Operations / HR Coordinator is responsible for initial orientation of the candidate.

A. Hire PaperworkB. Review BenefitsC. Provide Staff HandbookD. Provide CharterE. Provide KeysF. Provide Passwords & LoginG. Provide TechnologyH. Provide Textbooks

XIII. TrainingThe Operations / HR Coordinator is responsible for confirming and tracking employee completesmandated training within required time limits.

A. Safe School Training CertificationB. Mandated Reporting Training Certification

XIV. Reflect on hiring season; stages, processes and documentsThe Operations / HR Coordinator is responsible for initial orientation of the candidate.



Hiring Process Flow Chart

I. Begin Hiring Process

II. Advertise

III. Assess Needs

IV. Collect Applications

V. Screen

VI. Interview

VII. Demo Lesson

VIII. Reference Check

IX. EmploymentVerification

X. Selection

XI. Required Documentation

XII. Orientation

XIII. Reflection

Pass

Pass & Send Letter ifPhone Screended

Pass & Send Letter

Pass & Send Letter

Pass & Send Letter

Pass & Send Letter

Pass & Send Letter



AppendixA. Candidate Tracking Log (Candidate name, content, date applied, date resume screened &

outcome, date phone screened & outcome, date file sent to principal & outcome, dateinterviewed & outcome, date demo lesson & outcome, date offered & outcome, date hired)

B. Candidate Tracking Template (Stages 5 – 11 of Hiring process tracked)C. Teacher Job DescriptionsD. “Ideal Teacher” CharacteristicsE. ApplicationF. Summary of Hiring Procedures for CandidatesG. Summary of Hiring Procedures for Hiring TeamH. Interviewing Do’s & Don’tsI. Demo Lesson TemplateJ. Student Demo Lesson Feedback TemplateK. Letter Template: Candidate Not Selected for InterviewL. Letter Template: Candidate Not Selected for Demo LessonM. Letter Template: Candidate Not Selected for HireN. Salary ScaleO. Offer LetterP. Employment Verification Release FormQ. Employee AgreementR. Orientation Document Package (Charter, ?)

Measurement/Accountability Collect Data: # screened, # interviewed, # demoed, # of positions, # hired List # of open positions & #candidates interviewed for each position by school year. Store resumes List current teachers, when and how hired

Training


LAICHS Summary of Hiring ProceduresHiring Team

Edward Vandenberg May 12, 2016 1

Purpose: This document details the procedures as well as the roles and responsibilities for the LAICHSHiring Team. Although there are 12 stages in hiring process, the Hiring Team is responsible for stages 6& 7. This document is to be used by the tem to guide effective completion of these important stages inthe hiring process.

Introduction:

Los Angeles International Charter High School seeks to hire the best available teachers. Vacant positionsare filled competitively. There will be neither favoritism nor discrimination shown to any candidate onthe basis of experience, previous salary or any reason prohibited by State and Federal Laws.

School administrators, teachers, and students are key partners in the teacher hiring process.Administrators carry the responsibility for deciding if the candidate will receive an offer. As a team,administrator, teachers, and students can work together to determine if the candidate is a fit for theopen position and the school. Once a teacher is hired, the administrator is responsible for thesupervision of new employees, but as a team, administrators and teachers can work together to supportthe success of a new team member and the success of the school program.

The teacher hiring process is also an opportunity to “Sell the school”. As we know, “everything speaks”and the process as well as the way people are treated tells the candidates a lot about the school, boththe culture and how it operates.

The Recruitment and Hiring stage is the first step in developing a high-performing teaching team.

TNTP Reimagining teaching March 2012 http://www.doe.in.gov/sites/default/files/turnaround-principles/recruitmentandhiring03.12final3.pdf




Objectives: Hire effective teachers Lower the rate of turnover All steps of the process are documented and reviewed annually. Distribute leadership through staff member participation in a Hiring Team

LAICHS “Ideal Teacher” Characteristics: In order to effectively hire a teacher who is the right fit for theposition and school it is first important to define the characteristics that we know defines a, “Ideal”LAICHS teacher.

Beliefs Attitudes Competencies Behaviors1. My kids are awesome2. My kids can succeed

3. I want to improve4. I am humble

5 I love and know mysubject

6 I can teach7 I am organized8 I can manage a

classroom9 I work well with others10 I am resilient

11. I have a greatrelationship with mystudents

12. I put in the hard work13. I communicate14. I am professional15. I support the mission of

the school

Beliefs: A feeling of being sure that someone or something exists or that something is true. A feelingthat something is good, right, or valuable. A feeling of trust in the worth or ability of someone. FromMerriam-Webster

1. My kids are awesome: This is a belief that is very much overlooked but it is important as anycharacteristic or quality of an effective teacher. Most teachers love teaching and even love thesubjects they teach, but often teachers do not mention how much they love their students. Nomatter the difficult behaviors that are sometimes displayed by students as they mature, the idealteacher recognizes the innate worth in all students and cares for them like they were their own.

2. My kids can succeed: A great teacher has high expectations of their students and encourageseveryone to always work at their best level. Extensive research shows that expectations exertpowerful influences upon both student and teacher behavior whether the expectations comefrom an external source or are held internally as self-expectations. Schilling and Schilling (1999)capture well the broad idea that expectations are vital to education... “the literature onmotivation and school performance in younger school children suggests that expectations shapethe learning experience very powerfully. For example, classic studies in the psychology literaturehave found that merely stating an expectation results in enhanced performance, that higherexpectations result in higher performance, and that persons with high expectations perform at ahigher level than those with low expectations, even though their measured abilities are equal.”

Attitudes: The way you think and feel about someone or something. A feeling of way of thinking thataffects a person’s behavior. From Merriam-Webster

3. I want to Improve: Even with many years of teaching, teachers should always remember thatthere is room for improvement. Some teachers have confessed that all their teaching career lifehas been a constant lesson for them as they learn of better ways to serve their students each dayand better ways of teaching and interacting. A good teacher is open to challenges and findsamicable ways of overcoming them. Like any other profession, teaching undergoes constant




change. Great teachers remain intellectually alive and open to responsible change grounded intheory, research, and practice. The much-used phrase “lifelong learner” really does apply.

4. I am humble: There are times when the teacher can forget that what they do is not about thembut about their students. Ego can make teaching the worst career since the teacher is likely toturn teaching into a competition between the teacher and students. It is important to rememberthat teaching is more of a group activity and it is possible to learn something new from yourstudents. A teacher does not always have to have the final say or all the answers.

Competencies: An ability or skill. From Merriam-Webster

5. I know and love my subject: It is important for teachers to love the subjects they teach. By lovingthe subject, they will model passion, increase engagement, and take the time to come up withthe best ways to facilitate learning. Everyone agrees that great teachers possess a solidcommand of content, whether their expertise lies in knowledge of reading in the earlyelementary grades or a serious command of biology or mathematics at the high school level.

6. I can teach: The great teacher ensures student learning through subject mastery, skillful lessondesign, differentiated instruction, actions that demonstrate caring, and an honesty that revealstheir individual personality. The best teachers select from the methods that are well researchedand widely practiced at their grade level or within their subject area, and become expert inseveral that fit their style and the needs of their students at that time.

7. I can manage a classroom: There is a culture of respect that flows in every direction: teacher tostudents, students to teacher, students to students, and everyone to guests. There are clear,shared understanding of acceptable and appropriate behavior. When issues arise there areimmediate—or at least timely—teacher actions that usually work.

8. I am organized: Organized teachers will have an organized way of teaching and this rubs off onthe students. It is, therefore, important for teachers to have a structure for organization. Thismakes their work and that of the students much easier. It is easy to learn in their classes becausethey are ready for the day. They don’t waste instructional time, start class on time, and teach(facilitate, mentor, etc.) for the entire class period.

9. I work well with others: Teachers spend a lot of time with other adults in a school—teachers,staff, administrators, and parents. Great teachers work well with each of these groups. Theydepend on and learn from their colleagues (teachers, administrators and staff) and are aconstant source of information, enrichment, and sometimes solace. They are a productive andconstructive part of the school team. For example, they may point out areas that need attentionand coordinate or offer to serve on a team to explore solutions to a problem.

10. I am resilient: There are times when a teacher can go through a tough season, enough to makethe faint hearted want to quit. These days can leave a teacher’s ego bruised and disappointed.The best teachers remember that these tough times do not last and that there are better daysahead. A good teacher will get up and live to teach another day, even after a rough patch.

Behaviors: The way a person acts or behaves. The way something (such as a machine or substance)moves, functions, or reacts. From Merriam-Webster

11. I have a great relationship with my students: A great teacher indicates to students that she or hesincerely cares about them and their their learning. They have multiple ways of displaying theircare…with warmth and compassion, showing kindness, politeness and friendliness; with focus,




intent and direction, showing a sense of urgency; with interest, openness and reflection, withenergy, enthusiasm and good humor. A great teacher is a mentor / advisor but not a friend.

12. I put in the hard work: Teaching, like every other serious profession, requires time. Greatteachers don't hesitate to go beyond their contract voluntarily and often—for example, bymeeting with a student study group during the teacher's preparation period or after school—inorder to meet the needs of their students. Because of the close connection between preparationtime and content, the best teachers often spend as much time preparing for a class as they doteaching it.

13. I communicate: Great teachers practice honest, two-way communication with the schoolcommunity; students, teachers, staff, admin, and parents. They place a priority on keepingparents informed about their children's progress, and they sensitively help parents understandtheir children's problems. These teachers understand that the lack of a strong partnershipbetween teachers and families may undo many of their best efforts.

14. I am professional: Greatness in teaching requires consistently outstanding performance over theyears. That does not mean that the teacher never has a bad day, or even a bad week. In fact,most great teachers have had a difficult year or two. The best teachers get divorced, become ill,have problems with their own children, need to attend to aging parents, and have other personalissues in the same proportion as other professionals. They also have both mild and seriousprofessional disagreements about new curricula, teaching methods, assessment techniques, andmaterials. But great teachers have the good judgment required to balance these problems in away that minimizes fluctuations in their performance within and outside of the classroom.

15. I support the mission of the school: The best teachers are part of a school community that isresponsible to equip their students with skills not only to pass their exams. Teachers are part of alarger school community which goes beyond their classroom. For this reason, a good teacherworks towards making the school a better place for everyone.

Hiring Stages Overview

Stage Task Responsible Timeline1 Prepare Team & Documents Operations / HR Coordinator December2 Advertise Operations / HR Coordinator January3 Assess site needs Principal & Operations / HR Coordinator February / March4 Application Operations / HR Coordinator December5 Screening Operations / HR Coordinator or Designee February / March6 Interviews Admin or designee & Hiring Team March - May7 Demo Lessons Admin or designee & Hiring Team March - May8 Check References Operations / HR Coordinator March - May9 Selection Admin & Operations/HR Coordinator March - May10 Required Documentation Operations / HR Coordinator March - May11 Orientation Operations / HR Coordinator June12 Training Operations / HR Coordinator & Hiring team Mid-August13 Reflect Operations / HR Coordinator Mid-August




VI. Panel InterviewsThe Principal and Hiring Team is responsible for interviewing candidates. Panel interviews are conductedin order to save time, interview as many candidates as possible, and observe candidates in acollaborative task. It is highly recommended that candidates for the same position are not pairedtogether in a panel. If only one position is open, it is recommended to conduct short (30 minute) one onone interviews.

The interview stage provides the opportunity to screen for the following characteristics:Beliefs (My kids are awesome, My kids can succeed), Attitudes (I am humble), Competencies (I work wellwith others), Behaviors (I have great relationships with my students, I communicate, I am professional)A Rating Scale of 1-5 (1-Very Poor, 2-Poor, 3-Fair, 4-Good, 5-Excellent) is used to rate each ITC.

The hiring team provides feedback to the Principal but it is the final decision of the Principal torecommend the candidate for a demo lesson.

Note: If panel interviews are occurring during time when school is not in session, then the ExecutiveDirector, the Principal, and the Operations/HR Coordinator will make up the Hiring Team.

A. Operations / HR Coordinator or designee set up candidates for panel interview and providesSummary of Hiring Procedures for Candidates

B. Operations/HR Coordinator provides reminders to Hiring Team for conducting panel interviewsC. Complete panel interviewsD. Students give tour of campusE. Hiring Team completes Candidate Tracking Template (Section 3 – Panel Interview)F. Administrator or designee recommends candidates for demo lesson OR Operations/HR

Coordinator sends Letter Template: Candidate Not Selected for Demo Lesson

Procedure for Panel Interview1. Set up space prior for hiring team and candidates to face each other at a comfortable distance.

2. Welcome everyone and thank everyone for their time

3. Review agenda

4. Introduce LAICHS Hiring Team members (provide name tags)

5. Candidate Introductions: Name and content (provide name tags for candidates)

6. Hiring Team asks general questions. Facilitator informs Hiring Team who will ask questions,Hiring Team asks questions and let’s candidates know which order to answer. All candidatesanswer all general questions and will have the opportunity to answer first. Hiring Team may askprobing or second level questions to an individual or individual’s.

7. Hiring Team member introduces task

8. Candidates participate in task

9. Hiring Team member leads candidates out of room to office for student led tour of school

10. Hiring Team member leads panel through debrief and completes Candidate Tracking Templatefor each candidate and give to Operations / HR Coordinator.




Procedure for TaskHiring Team member presents Dilemma Protocol and answers any questions about the protocol as wellas the clarifying and probing questions.

Protocol Share dilemma and information that you have (1 min) Candidates ask clarifying questions (3 min) Candidates ask probing questions (3 min) Candidates collaborate to provide possible solutions (10 min)

(use chart paper or white board) Candidates present action steps (3 min) Whole Group: Reflection on the process (2 min)

Dilemma:Hiring Team member acts as facilitator and presents dilemma:We are 1 week into the new unit, at the end of the week I gave a short answer assessment to determinestudent knowledge of the material taught. 18/30 (60%) of my students scored proficient (80% orhigher), 8/30 scored at the basic level (70-79%), 0/4 students with an IEP scored proficient or basic level.What should I do?

Notes (from Candidate Tracking Template)

VII. Demo LessonsThe Principal and Hiring Team is responsible for conducting demo lessons. Demonstration (Demo)lessons are conducted in order to observe teacher practice, student relationship and engagement, andteacher preparation. It is highly recommended that candidates prepare a one-hour lesson. It is theresponsibility of the hiring team to prepare the candidate for success by providing the standards anddemo lesson template. An important part of the demo lesson is the debrief where the candidate reflectswith the hiring team and the hiring team provides specific constructive feedback. This is also the timefor students to get involved by providing feedback to the hiring team and two students can participatein the debrief.

The demo lesson stage provides the opportunity to screen for the following characteristics:Attitudes (I want to improve), Competencies (I love and know my subject, I can teach, I am organized, Ican manage a classroom, I am resilient), Behaviors (I have a great relationship with my students, I put inthe hard work, I communicate, I am professional). A Rating Scale of 1-5 (1-Very Poor, 2-Poor, 3-Fair, 4-Good, 5-Excellent) is used to rate each ITC.

The hiring team provides feedback to the Principal but it is the final decision of the Principal torecommend the candidate to be hired.

Note: If demo lessons are occurring during time when school is not in session, then the ExecutiveDirector, the Principal, and the Operations/HR Coordinator will make up the Hiring Team. In addition,students may be called in to form a class and receive community service hours for participating.

A. Operations / HR Coordinator prepares candidates for demo lesson




B. Operations/HR Coordinator or designee calendars demo lessons and communicates with HiringTeam, staff, and teachers

C. Operations/HR Coordinator provides reminders to Hiring Team for conducting demo lessonsD. Candidate conducts demo lessons in classrooms with studentsE. Hiring Team provides Student Demo Lesson Feedback Template to students and collectsF. Hiring Team conducts demo lesson debriefs with candidates (include two students in process if

applicable. Students may ask candidate a few questions)G. Hiring Team completes Candidate Tracking Template (Section 4 – Demo Lesson)H. Hiring Team provides candidates opportunity to conduct a 2nd demo lesson (as needed)I. Administrator or designee recommends candidate for hire OR Operations/HR Coordinator sends

Letter Template: Candidate Not Selected

Procedure for Demo Lesson1. Pre-Demo

a. Hiring team member checks in with teacher whose class will be used

b. Hiring team member prepares students by discussing their role, how to complete theStudent Demo Lesson Feedback Template and introduce teacher – set the stage forsuccess.

2. Candidate teaches lesson

a. Candidate provides lesson plan for Hiring Team

b. Hiring Team members take notes on demo (see Candidate Tracking Template)

c. Students give feedback using Student Demo Lesson Feedback Template; Hiring Teammember collects

3. Conduct debrief with applicant

a. Hiring Team member chooses two students to participate in debrief

b. Hiring Team member asks candidate for what went well, challenges, and changes

c. Hiring Team members provide highlights & challenges to candidate

d. Hiring Team asks questions

e. Student representative asks questions

f. Hiring Team member ends debrief with standard statement of thanks

4. Hiring Team member leads candidate out

5. Hiring Team member leads Hiring Team through debrief and completes Candidate TrackingTemplate for each candidate and gives to Operations / HR Coordinator.

Notes (from Candidate Tracking Template)


1

Los Angeles International Charter High School

CANDIDATE TRACKING TEMPLATE

Candidate information

Name Date Application Received

Email Phone

Content Applying For Grade Level

Tracking start date [Start date] Tracking end date [End date]

Final Status Hired / Not hired Final Status Date [End date]

V. Resume Screen

Screened Items Notes Name Date Time

Bachelor’s Degree Y/N Comment

Master’s Degree in subject matter field or Education(Preferred)

Y/N Comment

Current Teacher Credential (aligned to content) Y/N Comment

Number of years teaching? Comment

Need to relocate? Y/N Comment

Resume is legible, has a clean layout, relevant workhistory and skills

Y/N Comment

Correct spelling, grammar, and formatting Y/N Comment

Relevant work history (teaching, worked with similarpopulation, worked with youth)

Y/N Comment

Gaps in job status Y/N Comment

Accomplishments listed Y/N Comment

Specific data cited Y/N Comment

Screener Feedback

Plus

Concerns

Questions


Page | 2

Comments

Status (Go to Phone Screen or Pass) Date

V. Phone Screen

Questions Notes Name Date Time

Briefly tell me about yourself.

Share a short story that speaks to your beliefs about kids.

What’s your greatest accomplishment?

What are your strengths in relationship to this position? Canyou give me a specific example?

What are your areas of growth?

If you would get a job offer and called your manager; howwould they describe you? Now give me 3 adjectives thatdescribe you.

Why do you want to work at LAICHS?

Asking salary? Willing to negotiate $ Y/N Comment

When are you available for an in person interview? (DO NOT askthis question if candidate will not move forward in process)

Rating Scale 1 – 5 (1 – Very poor, 2 – Poor, 3 – Fair, 4 – Good, 5 – Excellent)

Candidate shows positive feelings towards kids (ITC-1) Rating & Comment

Candidate showed humility (ITC-4) Rating & Comment

Candidate is professional (Verbal skills, answer questiondirectly, succinct, holds my interest) (ITC-14)

Rating & Comment

Screener Feedback

Plus

Concerns

Questions

Comments

Status Admin: Y / N Recommended for interview Date

Communication Status Y / N Letter Sent Name Date


Page | 3

VI. Interview & Collaborative Task

Questions Notes Name Date Time

Briefly describe why you chose to become a teacher.

Give us your top 3 classroom expectations.

Briefly tell a short story about a student you taught.

Give us 1 strategy you use or would use to support college-prepin your classroom.

Briefly tell us a short story about a student who struggled inyour class and what you did to help. (no need to ask if previousstory tells of struggling student)

Give us 1 successful strategy you have used for communicatingwith parents.

Do you prefer designing your own unit and lesson plans or usinga set curriculum and why?

Give a brief description of your best lesson.

Briefly describe a time you disagreed with a colleague orsupervisor; what did you do? (Use if one on one interview)

Define what collaboration means to you and give example of atime you effective collaborated.

Task: 60% of your students score proficient on your latestassessment. What do you do?


Candidate loves kids & believes all can succeed (ITC-1 & 2) Rating & Comment

Candidate showed humility (ITC-4) Rating & Comment

Candidate works well with others (listens, open to others ideas,steps forward – steps back as needed) (ITC-9)

Rating & Comment

Candidate is professional (Verbal skills, answer questiondirectly, succinct, holds my interest) (ITC-14)

Rating & Comment

Candidate communicates effectively (ITC-13) Rating & Comment

Candidate supports mission of school (ITC-15) Rating & Comment

Candidate is passionate Rating & Comment

Hiring Team Member Feedback

Plus

Concerns

Questions


Page | 4

Comments

Status Y / N Recommended for demo lesson Date

Note: Admin or designee from hiring team may reach out to candidate to ask further questions prior to final decision to move to demo lesson.

VII. Demo Lesson

Observation Notes Name Date Time

Objectives

Warm Up

Instructions / Procedures

Criteria for Success

Learning Experience

Questioning

Collaboration

Student Practice / Application

Reflection / Closing

Debrief

Candidate reflects (went well, challenges, change)

Hiring Team Feedback (Plus / Challenges)

Student questions / responses from Candidate

Hiring Team questions / responses from Candidate


Candidate knows their subject (ITC-5) Rating & Comment

Candidate can teach (ITC-6) Rating & Comment

Candidate is organized (ITC-7) Rating & Comment

Candidate can manage a classroom (ITC-8) Rating & Comment

Candidate overcomes challenges in lesson (ITC-10) Rating & Comment

Candidate shows positive relationship with students (ITC-11) Rating & Comment

Candidate is prepared (ITC-12) Rating & Comment

Candidate is professional (ITC-14) Rating & Comment

Candidate is passionate (ITC-5) Rating & Comment


Page | 5

Candidate wants to improve (ITC-3) Rating & Comment

Hiring Team Member Feedback

Plus

Concerns

Questions

Comments

Status Hiring Team Y / N Recommend to move forward Date

Note: Admin or designee from hiring team may reach out to candidate to ask further questions prior to final decision to move to demo lesson.


Page | 6

VIII. Reference Check

Name Organization

Position Email / Phone

Questions Notes

What was the nature and length of your relationship withthe candidate?

Y/N Comment

Why did he/she leave the position? (if relevant) Y/N Comment

Would you hire or want to work with this individual again?____ Yes ____ No (If No, Then Why?)

Y/N Comment

What would you consider to be the candidates strengths &areas of growth?

Comment

Does the candidate always conduct his/her dealings withothers in a professional manner? Explain.

Y/N Comment

Anything else you want to share about the candidate? Comment

Reference Check Completed by Date

Name Organization


Questions Notes

What was the nature and length of your relationship withthe candidate?

Y/N Comment

Why did he/she leave the position? (if relevant) Y/N Comment

Would you hire or want to work with this individual again?____ Yes ____ No (If No, Then Why?)

Y/N Comment

What would you consider to be the candidates strengths &areas of growth?

Comment

Does the candidate always conduct his/her dealings withothers in a professional manner? Explain.

Y/N Comment

Anything else you want to share about the candidate? Comment

Reference Check Completed by Date

Reference Check Feedback

Plus

Concerns

Questions

Comments

Status Y / N Move forward Date


Page | 7

IX. Employment Verification *(Required to have signed Employee Verification Release Form on hand prior to contacting former employer)

Name Organization


Questions Notes

Employees title?* (Required)

Employees salary?

Dates of employment?* (Required)

Would you rehire the employee?

Verification Completed by Date

Feedback

Comments

Status Y / N Offer Letter Sent Date

X. Selection

Discussion Notes

Salary Scale

Offer made (contingent upon….) Y / N Comment

Candidate Response

Candidate Questions / Concerns

Discussion Completed by Date

Feedback

Comments

Status Y / N Offer Letter Sent Date


Page | 8

XI. Required Documentation *(All the following documents must be completed prior to employee start date)

Item Notes Date Time

Resume Received By Received Date

Employment Verification Release Form Received By Received Date

Employment Agreement Signed Received By Received Date

W – 4 Received By Received Date

Proof of TB Clearance Received By Received Date

I – 9 Received By Received Date

Live Scan Received By Received Date

CPR / First Aid Certification Received By Received Date

Feedback

Comments

Status Y / N All Collected Date


Page | 9

XII. Orientation


Hire Paperwork Provided by Date

Review Benefits Provided by Date

Provide Staff Handbook Provided by Date

Provide Charter Provided by Date

Provide Keys Provided by Date

Provide Password & Login Provided by Date

Provide Technology Provided by Date

Provide Textbooks Provided by Date

Orientation Completed by Date

Feedback

Comments

Status Date

XIII. Training


Safe School Training Certification Received by Date

Mandated Reporting Training Certification Provided by Date

Orientation Completed by Date

Feedback

Comments

Status Date


Common Instructional Practices Development TeamAgenda

Edward Vandenberg 5/20/16 1

Purpose: Collaboratively develop a draft list of Common Instructional Practices (CIP’s) for 2016-17 thatwill best support achievement of the school’s mission.

Process:A. Framing the Work

1. What Success Looks Likea. Get it Started! Might not be perfect, but provide a list of Common Instructional

Practices for teachers and administrators to learn, implement, and reflect uponduring 2016-17 school year.

b. An organized list of Common Instructional Practices with the the “why?” providedfor each CIP (Due prior to 6/10)

c. Summary created for school administration and staff to understand the thinking andreasoning of development team. (Due prior to 6/10)

2. Build Knowledgea. What is a CIP? For the purposes of this development work we will call the classroom

non-negotiables, what we will see in every LAICHS classroom, the CommonInstructional Practices or CIP’s. To create effective CIP’s, we need to label asspecifically as possible while maintaining teacher flexibility.

Which of the following would serve as the model CIP (is specific enough but allowsfor some teacher flexibility)? Explain your thinking

i. Teachers use Socratic Questioning Techniqueii. Teacher delivers high-quality, student-centered instruction

iii. Teachers use essential questions and higher order thinking questionsiv. A variety of questioning strategies are used to encourage students’

development of critical thinking, problem solving, and performance skills

b. Research:i. High Quality Teaching and Learning”, A Review of Literature Prepared for

The Center for Educational Effectiveness, Inc., by Robert McGregor Feb2007

ii. Common Instructional Framework, North Carolina New Schoolsiii. Ten Effective Research-Based Instructional Strategies, Robert Marzanoiv. BERC Group STAR Framework

c. Charter Petition

d. Recent Practice: LAICHS Classroom Observation Form, Unit Plan Evaluation, UnitPlan Template (What CIP’s can be pulled from these documents?)

3. Tools for Successa. Research documentsb. LAICHS documents




B. Get to Work1. Questions to Answer

a. Do we feel it is important to develop CIP’s and if so why?b. What are the possible impacts of effectively implemented CIP’s on students and

teachers?c. What are the non-negotiables you expect to see in a LAICHS classroom?d. What does the LAICHS data say that could inform our development of CIP’s? (what

data provided if any?)

2. Break into teams

3. Designa. Use list created, charter, data, and research to develop a list of “Non-Negotiables”

and describe the “why?” behind each CIPb. Ask during design…

i. What does the charter petition say?ii. What have we done before?

iii. What does the data say?iv. What does the research say?v. What are the possible impacts?

vi. Is the list doable to achieve in all classrooms in one year?vii. How much change can we handle?

4. Sharea. Teams come together and share outb. Decide to develop 1 CIP list together or continue working separately

5. Reflecta. How do we communicate the CIP’s to others (teachers, students, staff, parents,

admin)?b. What would success look like by first 90 days and by the end of first semester?c. With the list of CIP’s in mind, what are your recommendations for Professional

Development this coming summer and school year?C. Close

1. What excited about?2. What concerns do we have?3. What unanswered questions do we have?4. Next Steps?

D. Report OutProvide notes to share with Ed Vandenberg

a. Accomplished?b. Concerns?c. Unanswered questions?d. Next steps?




A.2.c Charter Petition: The charter petition provided information for the development of CommonInstructional Practices (CIP’s)Charter Petition, Dated June 13, 2014Element 5 Employee Qualifications and Other Personnel MattersPages 11 - 16

How Learning Best OccursThe curricular and instructional design of LAICHS is based on a wide variety of learning theories andteaching pedagogies that will be blended to produce ideal classrooms that meet the needs of all learners.To ensure student success LA ICHS has implemented the following procedures and steps in the classroom:

1) Clearly specified learning objectives. Daily agendas are posted on the board. Students must writedown the class agenda and complete the initial drill or focus writing prompt to ensure studentengagement in the initial 10 minutes of each class.

2) Short, highly valid assessment procedures. Reading quizzes determine mastery of specific,related skills, and in this way determine and isolate students’ needs.

3) Provision of specific feedback about learning progress to students. In Language Arts, teachersgive detailed, specific feedback on essays and allow students to make corrections and resubmitthe piece.

4) A sequence of learning units each composed of an integral set of facts, concepts, principles, andskills. Units build on each other: In Language Arts, the essay structure used in the secondsemester is an elaboration on the essay structure used in the first semester.

5) Knowledge networks are centered on powerful ideas, accentuated by the use of teachercollaboration, cross-curricular connections, synchronized units, and content area integration; forexample in Language Arts, students read a book about the nationalist movement in Vietnam andwrite about it. Meanwhile, they are studying nationalist movements in World History.

LAICHS teachers establish high expectations for all students, provide opportunities for student self-assessment, reflection and independent learning, foster the development of meta-cognitive skills, anduse resources that support and focus adolescent learning including symbolic tools and diagrams andgraphic organizers.

Differentiated InstructionResearch shows that curriculum should differentiate instruction. No one instructional method is optimalfor all purposes and situations. In every classroom, there is a time for group learning, a time for lectures,and a time for a myriad of other learning experiences. As long as teachers ensure that all learningexperiences are goals-driven – aligned with Common Core state-standards and the goals of theclassroom and the school – classes will maintain coherence. The work of Judith Langer (2001), LindaDarling-Hammond (2002), Thomas Good (2000), Zemira Mevarech (1997), and other leaders in the fieldof education all stress this concept: teachers need to establish specific learning goals, but multiplestrategies should be used to attain those goals.

The faculty at LAICHS supports effective differentiated instruction by using proven teaching strategiesthat are designed to reach all students. Differentiated instruction is based on the following beliefs:

Students differ in their learning profiles Classrooms in which students are active learners, decision makers and problem solvers are

more natural and effective than those in which students are served a “one-size-fits-all”curriculum and treated as passive recipients of knowledge.

“Covering information” takes a backseat to making meaning out of important ideas.




Differentiated instruction is a teaching concept in which the teacher plans for the diverse needs ofstudents (Tomlinson, 2002). The teacher must consider such differences as the students’

Learning styles, skill levels, and rates Language proficiency Background experience and knowledge Interests Motivation Ability to attend or focus Social and emotional development Various intelligences (audio, verbal, special, kinesthetic, etc.) Levels of abstraction Physical needs

Differentiated instruction does not mean lowering expectations for struggling students. It meanspreparing, in advance, for the diverse needs of students, and planning lessons and units so that theyreach and challenge students’ multiple intelligences. In other words, at LA ICHS, classes expose studentsto important concepts using a variety of strategies. For example, while learning about balancingequations in algebra, students will:

1) Listen to the teacher explain numeric equations2) Watch the teacher balance equations on the board, step by step 3) Watch the teacher balance an old fashioned weight/mass scale 4) Watch the teacher balance equations made of shapes and colors5) Balance their own equations made of shapes and colors6) Make a special representation of an equation on the playground (5 students + X students = 10

students) 7) Collaborate with a partner to balance equations in a workbook 8) Engage in individual guided practice in a workbook with teacher assistance9) Collaborate with other students on a culmination activity which demonstrates, on a poster

board, how equations can be used to solve problems in day-to-day life

The goal is to reach all students through modeling, assistance, repetition, and multiple and diverseinstructional strategies and activities. Differentiated instruction at LAICHS draws from a variety ofdeveloped learning theories including Constructivism, Direct Instruction and “Beating The Odds.” As youread about these theories, it will become clear how they might be utilized in differentiated classrooms.

Constructivism In his book titled Foundations of Education: Theory and Practice, Robert Slavin identified especiallyeffective curriculum and teaching techniques that incorporated his own ideas as well as the educationalideologies of John Dewey. Since Slavin and Dewey, constructivism has been associated with a number ofdifferent educational practices, but generally, constructivism refers either to relative constructivism orsocial constructivism. LAICHS educational design is influenced by the principles of social constructivism.Below, we outline six widely accepted principles of social constructivism and explain how teaching andlearning at LAICHS reflect these principles.

Knowledge and understanding are actively acquired: In Math 1, students work in groups to develop theirown procedures to arrive at the same correct answer. In U.S. History, students write a letter or a poem to




a general from the Civil War from the viewpoint of a Native American.

Knowledge and understanding are socially constructed in dialogue with others. Multi- task andcooperative learning formats encourage students to appreciate and capitalize on strengths in themselvesand others: (Oakes 1990; Marshall and Weinstein 1984; Cohen 1994). In Biology class, groups of studentsare given materials to design an experiment that must include a hypothesis, procedures, conclusion anda discussion. Upon completion of this task, the groups of students will be asked to manipulate variablesto test and prove the hypothesis.

Constructivist notions of learning enable educators to understand that learning is individual and uniquefor every student. Students construct and reconstruct their own knowledge in their own way: (Piaget1962; Dewey 1916, 1926, 1933). In World History, one student draws on his family’s history to explainthe challenges of immigration. Another student uses her move from one school to another (or one gradelevel to the next) to explain the same challenges. Both explanations are supported and validated by theteacher.

Knowledge networks are structured around powerful ideas. All teachers collaborate, accentuate keyconcepts, make cross-curricular connections in their classes, synchronize units, and integrate contentareas: The same writing rubrics will be used school-wide and all teachers will use some of the samevocabulary and the same expectations when teaching and grading writing. In addition, relateddisciplines, (Language Arts and Social Studies) will align units or collaborate on school-wide projectswhen possible. For example, in Language Arts, students read a book about the nationalist movement inVietnam while they are studying nationalist movements in World History. This reinforcement ofknowledge from class to class aids the students in retaining the information.

Knowledge construction is facilitated by natural settings and authentic tasks (this component of theeducational design is especially important because it promotes interest, motivation, leadership,retention, dedication, and social skills). In World History, students interview a speaker that the teacherbrings to class. For homework they interview their grandparents or other relatives who lived throughsignificant events.

Learning as a community is central to the curricular design of the LAICHS. When ideas are shared andtasks are completed together, students will expand and improve their thinking. Multi-task andcooperative learning formats encourage students to appreciate their own strengths in themselves andeach other and work both independently and collaboratively (Oakes 1990; Marshall and Weinstein 1984;Cohen 1994).

Students should feel comfortable taking intellectual risks because they know that they will not beembarrassed or criticized if they make a mistake. Engagement and a sense of success for students occurwhen they feel that their work is valued; and when students perceive that the teacher is responsive totheir needs, they are more likely to take intellectual risks and rise to meet challenges. LA ICHS teachersdisplay students work, validates students answers, and engages students in positive support, high-expectations, and a system of regular accountability.

LAICHS’s school culture is one of connectedness, shared learning, and high expectations. This culture isfurther enriched by the involvement of parents and staff. For example, student-led conferences bringparents into classrooms to observe and discuss student work. Teachers are encouraged to maintain openlines of communication with LAICHS parents regarding their children’s progress.




Direct InstructionIn 1968, the federal Office of Education commissioned a multi-year $500 million study to comparecompeting approaches to teaching basic skills in the early grades. The Follow Through study, as it iscalled, involved nine approaches to instruction. The results of the study, published in 1977, sited direct

instruction as the only method that significantly raised scores (of 3rd graders). While research has sincevalidated more progressive approaches to teaching, especially in the middle and upper grades, researchthat supports direct instruction remains strong. Direct instruction involves breaking skills down into theirsmallest cognitive units and teaching those units repetitively. It may refer to any explicit and clearteacher-directed instruction on skills, steps, procedures, content, and concepts.

LAICHS believes that direct instruction is important in every content area and that it can be blendedappropriately with other teaching approaches. The state-standard are broken down into their smallestcognitive units and taught by LA ICHS teachers actively and explicitly. In every content area studentsregularly review that information and practice those skills, as is consistent with the direct instructionmodel.

“Beating the Odds” ClassroomsThe work of Judith Langer (2001), points to teaching strategies that are present in schools that are“beating the odds” when it comes to performance on standards-based state assessments. Langeridentified educational practices that enabled students, mostly from schools in culturally diverse andpoorer communities, to perform significantly better than students in comparable schools. Langer foundthat meaningful and successful learning in “beating the odds” classrooms and schools arose from (or areassociated with) teachers whose instructional practice is based upon the following six key principles:

The overt teaching using strategies that enable students to carry out reading, writing, and thinking tasks.“Beating the odds” teachers taught their students strategic procedures -- such as the use of graphicorganizers, reciprocal teaching, or a process approach to writing -- that they could use to addresslearning tasks and that resulted in enhanced performance. LAICHS believes very strongly in Langer’sprinciple #1. One of the primary goals of LA ICHS is to teach our students how to be exemplary students.The LAICHS faculty will further support effective instruction by using proven teaching strategies tostrongly support student’s individual learning styles. These teaching strategies include backward design,Reciprocal Teaching, SDA IE, and age-old teacher aides such as jigsaws, think-pair-share, and co-oplearning. These tools are especially useful in heterogeneous classrooms and classrooms with a largenumber of students identified as Special Education participants and English Language learners.

The systematic use of separated, simulated, and integrated skill instruction. “Beating the odds” teachersdid not allow their teaching of skills to be dominated by any one approach. Instead, they used somemixture of separated, simulated, and integrated skill instruction. LAICHS believes strongly indifferentiated instruction. We want to reach students who possess different learning styles and ensurethat all students understand the purpose and value of the concepts taught in the LA ICHS classrooms.

The creation of overt connections between new knowledge across lessons, classes, grades, and evencommunities. “Beating the odds” teachers make webs of interconnections among multiple forms ofstudent learning: within lessons, classes, grades; and between in and out-of school knowledge. LAICHSteachers collaborate to ensure that connections are made between classes and grades. LA ICHS provideteachers with regular opportunities to collaborate across content areas and across grades; and LAICHS




intends to support collaborative efforts in a number of other ways. For example, one of the primary jobsof the administrative staff is to support teachers, especially in their efforts to collaborate and improveinstruction.

The belief that achieving a learning goal is not an end point but an opportunity to extend and deepenunderstanding. In “beating the odds” classrooms, teachers encourage their students to think and useknowledge – not acquire and bury facts. LAICHS teachers relate academic subjects to the students andtheir communities; facilitate participation in community service and the workplace; and engage studentsin active learning and hands- on projects. All of these pieces of the educational design promote long-termretention, general intelligence, and self-regulated learning.

The notion that students collaborate in classrooms to gain depth and complexity of understanding. In“beating the odds” classrooms, students collaborate in a community of interactive learners to developdeep levels of understanding. Students bring the voices of multiple literacy into the classroom andenvelop content knowledge in them. LAICHS believes strongly in the value of student collaboration.Students learn from each other, and they also learn from themselves through speaking and teachingopportunities.

Integrating test preparation into current learning goals, regular lessons, and units. “Beating the odds”teachers do not teach to the test or deliver stand-alone test preparation. Instruction related to thetesting program is infused and integrated into the curriculum. At LAICHS, learning experiences arealigned with state-standards and feature regular assessment that also aligns with state-standards. Inthis way, we will always be preparing students for standardized tests.

School CultureThe creation and maintenance of a school culture that supports the academic goals of the school isessential. Student achievement grows when the school culture and structural design are consistent withand supportive of curriculum and instruction (Understanding by Design Wiggins, Mctighe 2002). Theentire LA ICHS community nurtures identification with the school and motivation to learn by setting highexpectations and cultivating a caring community.Each student learns differently, comes from a different educational background, and is supporteddifferently at home. To respect this, high school teachers use various teaching styles and strategies toreach every student. In addition, LAICHS teachers and staff respects and build on students’ variedlearning styles outside the classroom.At LAICHS, the school culture is being further enriched by the involvement of parents in the actual workof the school.


5/21/2016

1

Los Angeles International CharterHigh School

Common Instructional PracticesWorking TeamEdward Vandenberg

May 20, 2016

Agenda

Purpose: Collaboratively develop a draftlist of Common Instructional Practices(CIP’s) for 2016-17 that will best supportachievement of the school’s mission.Process

A. Framing the WorkB. Get to WorkC. CloseD. Report Out

A.1Framing the Work -What SuccessLooks Like

Get it Started! Might not be perfect, butprovide a list of Common InstructionalPractices for teachers and administrators tolearn, implement, and reflect upon during2016-17 school year.

An organized list of Common InstructionalPractices with the the “why?” provided for eachCIP (Due prior to 6/10)

Summary created for school administrationand staff to understand the thinking andreasoning of development team. (Due prior to6/10)


5/21/2016

2

A.2.aBuild Knowledge –What is a CIP?

What is a CIP? For the purposes of this development work we willcall the classroom non-negotiables, what we will see in everyLAICHS classroom, the Common Instructional Practices or CIP’s.To create effective CIP’s, we need to label as specifically aspossible while maintaining teacher flexibility.

Which of the following would serve as the model CIP (is specificenough but allows for some teacher flexibility)? Explain your thinking

Teachers use Socratic Questioning Technique

Teacher delivers high-quality, student-centered instruction

Teachers use essential questions and higher order thinkingquestions

A variety of questioning strategies are used to encouragestudents’ development of critical thinking, problem solving,and performance skills

A.2.bBuild KnowledgeResearch

Read “Essential Practices of High QualityTeaching & Learning” and highlightimportant takeaways to supportdevelopment of LAICHS CIP’s

Chart important takeaways to remindteam

A.2.cBuild Knowledge –Charter Petition

Read section from Charter Petition (p. 3 - 7)pertaining to Instruction

Anything to add to important takeaways?Chart


5/21/2016

3

A.2.dBuild Knowledge –Recent Practice

Review LACHIS instructional documents

Anything to add to important takeaways?Chart

B.1Get to Work –Questions toAnswer

1. Individually reflect then discuss with partner2. Share whole group (Have scribe take notes in

Google Docs)

Do we feel it is important to develop CIP’s and if sowhy?What are the possible impacts (on students and

teachers) of effectively implemented CIP’s across allclasses?What are the non-negotiables you expect to see in a

LAICHS classroom?What does the LAICHS data say that could inform

our development of CIP’s?

B.2Get to Work –Teams

Break into teams of 3


5/21/2016

4

B.3Get to Work –Design

Use list created, charter, data, and researchto develop a list of “Non-Negotiables” anddescribe the “why?” behind each CIPAsk during design…What does the charter petition say?What have we done before?What does the data say?What does the research say?What are the possible impacts? Is the list doable to achieve in all

classrooms in one year?How much change can we handle?

B.4Get to Work –Share

Teams come together and share out

Decide to develop 1 CIP list together orcontinue working separately

B.5Get to Work –Reflect

How do we communicate the CIP’s to others(teachers, students, staff, parents, admin)?What would success look like by first 90 days

and by the end of first semester?With the list of CIP’s in mind, what are your

recommendations for ProfessionalDevelopment this coming summer andschool year?


5/21/2016

5

C.Close

What excited about?What concerns do we have?What unanswered questions do we have?Next Steps?

D.Report Out

Provide summary notes for Ed VandenbergWhat was accomplished? Groups “Important Takeaways” Group answer to questions: Do we feel it is important to develop CIP’s and if so

why?What are the possible impacts of effectively

implemented CIP’s on students and teachers?What are the non-negotiables you expect to see in a

LAICHS classroom?What does the LAICHS data say that could inform our

development of CIP’s? (what data provided if any?) Next steps? Concerns? Unanswered questions?


LAICHS Bell Schedule Staff SurveyMay 18, 2016

Question Responses (10)1. Which do you prefer; block or traditional bell

schedule?7 – Block2 - Block Modified1 – Traditional

2. If we continue with block scheduling; what day of theweek should we have all periods?

3 - Monday0 - Tuesday1 - Wednesday0 - Thursday6 – Friday

3. If we continue with block periods; what is yourpreference for length of the block periods 90 or 120minutes?

10 – 90 mins.0 – 120 mins.

4. If we move to a traditional schedule; what length ofperiod do you prefer? 45, 50, 55, or 60 minuteperiods?

0 – 45 mins.1 - 50 mins.2 - 55 mins.6 - 60 mins.1 – 69 mins.

5. In your opinion, which day of the week would be bestto have a weekly staff meeting?


6. If given the option, would you rather start the daywith a meeting or end the day with a meeting?

6 - Start3 – End

7. How are you currently using your time from 3:15 –4:00 pm?

meeting with parents, students, and staffgrading, answering e-mail, collaborating, meeting withstudents, after-school activity monitoring/participating(band)Working, but can our day end earlier 330Talk to students, grade, catch upTutoring and on the next days agendaMentoring, tutoring, and planning.Cleaning, packing my stuff up, collaborating with otherteachersI actually teach a 7th period class, AnatomyGradesPlanning lessons which can be done at home

8. How are you currently using your time from 7:30 -8:00 am?

4 – Preparinggetting things situated for the daysetting up tech, follow up with colleagues, answeringe-mails, last minute photocopies as neededPrinting papers , grabbing coffeeStrategising with colleagues.Prepping for labs or class on full days, and on days Ihave no first, I help with parent drop off, like requestedfrom parents for teacher help


LAICHS Bell Schedule Staff SurveyMay 18, 2016

Takes 5 minutes to set up for class. Rest of time isspent talking to students in hallway

9. During what time of the day should studentacademic intervention (tutoring) take place?

5 - After schoolend of the dayin a designated time during the everyday bell scheduleMorninganytime teacher and student is availableBetween classes: teacher discretion on who stays fortutoring, and who gets an extra break.

10. Would you be interested in getting hired by YPI forafterschool tutoring or enrichment?

5 - Yes3 – No1 – Already hired for Anatomy

11. If given the opportunity to lead a club during or afterschool; what would you be interested in leading/co-leading?

yesyesTestband, film, creative writing, guitar lessons, chess,biking, etcGrade levelMayberunning clubGamer's Club.I already doLeading anything science or STEM focusedLead


LAICHS Staff Meeting AgendaMay 4, 2016

1

Purpose: Engage staff as thought partners in the development of Job Descriptions and Teacher Hiring Process. First step in developing thehiring process is to define the characteristics of the ideal LAICHS teacher.

Objectives1. Review Job Descriptions and provide feedback2. Draft “Ideal Teacher” characteristics

How will we know objectives met?1. Job Descriptions: marked up JD’s from teams2. Ideal Teacher: list of characteristics from teams

Break Into Teams Job Descriptions

Academic Advisors: Alvarado & L. Gonzalez Teachers: (Berry, Murphy), (J. Ramirez, Torrez), (Elliot, Yang) - (3 teams of 2) El Coordinator: Enriquez & M. Gonzalez

Ideal Teacher (Arangoa, Liu, Pakdel), (Modarres, Reyes, Mckee) (2 teams of 3)

Process1. Job Descriptions: (30 minutes)

In teams of 2 - Read draft (Resources provided: Drafts, Charter Petition, Evaluation framework) Discuss & “red line” Green Highlight = OK Yellow Highlight = Not sure (please add comment describing your thoughts) Strike through = remove Provide 1 marked up document (for each team of 2) with team’s thoughts to facilitator Discuss as group: Positive(s), Question(s), Concern(s) – prepare to share out whole group

2. Ideal Teacher (30 minutes) Individually: Think about the best teacher you had, what about them made them so good? List individually on pieces of

paper In groups of 3, sort your thoughts and create category headings or “characteristics” and post Review research and add anything you think is missing Gallery walk and look for commonalities, items of interest, and ah ha’s – prepare to share out whole group



2

3. Close: Each large group gets to share out for 5 minutes Next Steps for EV – Compile completed work and share out with Admin and teachers Complete Exit Ticket

Feedback from Exit Ticket• Staff Meeting 5/4 - Purpose: Engage staff as thought partners in the development of Job Descriptions and Teacher Hiring Process. First step in

developing the hiring process is to define the characteristics of the ideal LAICHS teacher• Feedback collected via short exit ticket (My takeaways and teacher feedback below)My Takeaways:

Plus:o Team members appreciate being involvedo Time was well spento Progress madeo Objectives clear and achieved

Delta:1. More advanced notice about topics and process2. Provide more info about the process and team members role in outcomes3. Other issues getting in the way of productive meetings (wondering if they are coming back, things that should have been done

before school year started)


5/21/2016

1

Los Angeles InternationalCharter High School

Staff MeetingEdward Vandenberg

May 4, 2016

Agenda

Purpose: engage staff as thought partners in thedevelopment of Job Descriptions and Teacher HiringProcess. First step in developing the hiring process is todefine the characteristics of the ideal LAICHS teacher

Objectives: Review Job Descriptions and provide feedback Draft “Ideal Teacher” characteristics

How will we know objectives met? Job Descriptions: marked up JD’s from teams Ideal Teacher: list of characteristics from teams

Process Break into teams Job Descriptions (30 minutes) Ideal Teacher (30 minutes)

Close (15 Minutes)


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2

Break IntoTeams

Job DescriptionsAcademic Advisors: Alvarado & L.

GonzalezTeachers: Berry, Murphy, Elliot, J.

Ramirez, Torrez, Yang (3 teams of 2)El Coordinator: Enriquez & M.

Gonzalez

Ideal TeacherArangoa, Liu, Modarres, Pakdel,

Reyes, Lau (2 teams of 3)

Process

Job Descriptions(30 minutes)

In teams of 2 - Read draft (Resources provided:Drafts, Charter Petition, Evaluation framework)

Discuss & “red line”Green Highlight = OKYellow Highlight = Not sure (please add

comment describing your thoughts)Strike through = removeBlue text = recommendations to add

Provide 1 marked up document (for each team of2) with team’s thoughts to facilitator

Discuss as group: Positive(s), Question(s),Concern(s) – prepare to share out whole group


5/21/2016

3

Process

Ideal Teacher(30 minutes)

Individually: Think about the best teacheryou had, what about them made them sogood? List individually on pieces of paper In groups of 3, sort your thoughts and

create category headings or“characteristics” and postReview research and add anything you

think is missingGallery walk and look for commonalities,

items of interest, and ah ha’s – prepare toshare out whole group

Close

Each large group gets to share outfor 5 minutes

Next Steps for EV – Compilecompleted work and share out withAdmin and teachers

Complete Exit Ticket



3Progress on Consulting Services58BOD Packet pg 60

LAICHS Teacher ObservationsMay 2016Edward Vandenberg

1

The following emails were sent to teachers (Ms. M. Gonzalez copied) within 24 hours ofobserving their class. Due to the nature of the observations and my role, only positive feedbackwas given unless requested (Arangoa). All teachers except two were provided feedback, twoothers were provided verbal feedback.

From: Edward Vandenberg <[email protected]>

Subject: Follow Up - McKee

Date: May 10, 2016 at 4:35:06 PM PDT

To: [email protected]

Cc: Monique Gonzalez <[email protected]>

Ms. McKee,

Thank you for allowing me to sit in on your class today. There are several practices Iobserved today that I appreciate:• Your efforts in providing students access to current events through the CNN Student

News video.• Pushing students to take a stand and site evidence directly from the novel.• Your specific positive feedback for students, “I want to say you are doing a great job

of listening to each other” (this also reinforces your expectations).• You stopping yourself from doing the thinking for your students - “Student, "Miss, you

started to give us the answer”... Teacher, “I know I want to give you the chanceto figure it out”.

• Use of Google docs / technology to create presentations.

Sorry I was only in for slightly over 30 minutes.

Best,Mr. VFrom: Edward Vandenberg <[email protected]>

Subject: Follow Up

Date: April 28, 2016 at 3:40:41 PM PDT


Ms. Arangoa,

thank you for having me in your class today.I realize you are jumping in to take over for Mr. Canterbury and have some catching upto do!



2

My goal in visiting classrooms is to observe promising practices to inform thedevelopment of “Common Instructional Practices” for LAICHS.Some things I saw today that I appreciate:• Objectives posted and verbally shared• Use of video - great way to lecture, support student understanding• Relationships are clearly positive between you and the students• Reminding students to use evidence in their writing• Meeting one on one with studentsI will reach out shortly to see if we can meet for 30 - 60 minutes next week so I get toknow you, hear your general thoughts about the school, your role, hiring, instructionalpractices, the Bell Schedule and Master Scheduling.

Best,Ed


Subject: Observation Feedback

Date: May 9, 2016 at 8:32:08 AM PDT

To: Christian Arangoa <[email protected]>


Ms. Arangoa,

Thanks for your time on Wednesday. Below are my thoughts in response to yourrequest for constructive feedback from my observation earlier in the week. I was only inyour class for under an hour; my feedback is about providing directions, checking forunderstanding of the task, and assessing readiness to complete the assignment.

• Clear Directions & Checking for Understanding of the TaskGave verbal directionsVerbally reminded students of some expectations “remember to answer my

questions in complete sentence, embed questions in your answers"Asked “who does not understand what you are supposed to do” paused

“Answer your questions, I will give you a few minute.A short while into assignment, CA needed to clarify directions “Let’s clarify

(wrote on board) - Step 1 Answer questions on own, Step 2 - puteveryone’s work together, Step 3… “does that make sense?” (noresponse observed)

(If system not yet in place) Clarify directions by providing verbally andwritten (amount of time, expectations of what it looks like / soundslike during individual working time, provide specifics includingwriting in complete sentences / using question in answer, usingevidence, etc.)



3

Use questioning strategies to have students explain what they aresupposed to do

Ask several students to tell you what they are to do or what they heardfrom a peer

When you ask a question, provide time for students to respond and heckin across the room so you can assess that all are on the same page

• Students not prepared to answer questions about book because they did not read.Seemed to uncover later in the period; what could you do to check forunderstanding before getting into assignment?

◦ Answer one question as a group - this will allow you to gather info and modelexpectations

Hope this helps, happy to discuss further.

Best,Ed


Subject: Follow Up

Date: April 28, 2016 at 3:42:28 PM PDT


Mr. Modarres,

Thank you for having me in your class today.

My goal in visiting classrooms is to observe promising practices to inform thedevelopment of “Common Instructional Practices” for LAICHS.Some things I saw today that I appreciate:• Teacher using "think aloud", not knowing answers in advance, working through

together• Relationships are clearly positive between you and the studentsI will reach out shortly to see if we can meet for 30 - 60 minutes next week so I get toknow you, hear your general thoughts about the school, your role, hiring, instructionalpractices, the Bell Schedule and Master Scheduling.

Best,Ed


Subject: Follow Up - Elliot



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Date: May 9, 2016 at 6:26:14 PM PDT



Ms. Elliot,Thank you for allowing me to sit in on your class today.As an art teacher, I was very interested in a lot of what I observed.I particularly appreciate your student made accordion sketchbook and how you gavethem assignments for each page.Also appreciated the pointillist project I observed, a good project for both value, color,and technique.

Sorry I had to leave after only 30 minutes.

Best,Ed


Subject: Follow Up - Reyes

Date: May 2, 2016 at 3:13:28 PM PDT



Ms. Reyes,

Thank you for allowing me to sit in on a Spanish I class today.Although my Spanish is not good, I could tell there were a lot of positive thingshappening in the classroom.

My goal in visiting classrooms is to observe promising practices to inform thedevelopment of “Common Instructional Practices” for LAICHS.Some things I saw today that I appreciate:

• Objectives posted• Important dates posted• Student artwork displayed and I noticed the scaled rooms they made• Positive interactions between teacher and students as well as between students• clear expectations for in-class assignment including a model• verbal reminders of expectations• flexibility (class time outside, movie for last 15 minutes as reward)

Thank you also for the conversation we had this afternoon. Your honesty and openness



5

is apparent and appreciated.

I look forward to working with you.

Best,Ed


Subject: Follow Up - Yang

Date: May 9, 2016 at 11:57:59 AM PDT

To: Sun Yang <[email protected]>


Ms. Yang,

Thank you for allowing me to sit in on your class today and stopping by to share moreinformation about you and the class.It is clear from my observation and our discussion that you care very much for thestudents and want them to succeed not only in Math but in life.As a student I struggled in Math, it would have been helpful if I had a teacher do whatyou did, conduct “get to know you” warm-ups or something similar so I could get toknow my teachers as people! in addition, I appreciate your use of technology to workout the problems visually for the class and your use of the web as a resource (showingexamples of blueprints). I am a visual learner, and the use of different colors, highlights,and images was helpful to me…and sure it is helpful to many of your students.

Best,Mr. V


Los Angeles International Charter High SchoolBell Schedule Development – SummaryMay 2016

1

A. Deliverable: Draft Bell Schedule 2016-17

B. Purpose: Collaboratively develop a bell schedule draft for 2016-17 that will best supportachievement of the school’s mission. NOTE: There have been concerns shared previously byteachers about the 2-hour block period, a LCAP Working Group focused on the Bell Schedule andMaster Schedule, and requests by students and teachers to have additional electives. It isrecommended at this time that LAICHS continue with the current graduation plan and 6 periodschedule. A decision to add a 7th period and other electives has not been made at this time andthe impacts are too great to make a change at this late date. It is recommended that theExecutive Director, Principal and Staff, Students, and Parents conduct further conversations 1st

semester 2016-17 and make a decision by the beginning of 2nd semester on the following; 9 – 12Course requirements, adding a 7th period, and elective options. Once decided the Bell Schedulemay need to be updated again.

Charter Petition: The charter petition provided limited information for the development of thebell schedule.Charter Petition, Dated June 13, 2014ELEMENT 1: DESCRIPTION OF EDUCATIONAL PROGRAM

Attendance Requirements – School Day and Year (P.22)LAICHS will adhere to the state requirements for minimum instructional days and minutes ofattendance. The current requirements are 170 instructional days and 62,949 instructionalminutes. These days and minutes are subject to change based on California law/regulation. Theschool year is divided into two semesters.

Collaboration and Integration (P.27)LA ICHS also uses professional development time to assist teachers accentuate key conceptsschool-wide, make cross-curricular connections, synchronize units, and integrate content areas.LA ICHS ensures that teachers of related subjects (i.e. science and math) meet for commonplanning time during the week. This time has been built into teachers’ schedules as part of theschool day. This time has been used to plan strategically and build units around “big ideas” orknowledge networks. This time has also been used to refine school-wide writing rubrics or otherinstructional tools. During their weekly, collaborative, cross-curricular planning times, teachersbuild on the school- wide projects and concepts that have been introduced.

Bell Schedule (P. 28)The bell schedule is written for each school year. It is subject to change; a revised copy will beprovided to LACOE in the event of any changes. School attendance may be modified based on thestate’s attendance requirements. (See Attachment F)Monday-Thursday’s schedule is designed in 2- hour and 7 minutes blocks. The daily schedulebegins at 8:00am and ends at 3:15pm. On Mondays and Wednesdays, students are enrolled inperiods 1, 3, and 5 and Tuesdays and Thursdays, periods 2, 4, and 6. On Fridays, the dailyschedule is from 8:00am to 2:40pm, students see all periods 1-6 for one hour.



2

C. Current:

D. Research: What, Why, History, Pros & Cons, Current Research, and Notes

a. What: In contrast with the traditional daily, six-, seven-, or eight-period schedule, ablock schedule consists of three or four daily longer periods. Widely used forms of blockscheduling are the alternate-day schedule, the 4/4 semester plan, and the trimesterplan.The three most common forms of block scheduling are:

o alternate day schedule (A/B Plan) - where students and teachers meet everyother day for extended time periods rather than meeting every day forshorter periods

o "4x4" semester plan - where students meet for 4 90-minute blocks every dayover 4 quarters

o trimester plan - where students take two or three courses every 60 days toearn six to nine credits per year.

b. Why: In an article titled "All Around the Block: The Benefits and Challenges of a Non-Traditional School Schedule," Michael D. Rettig and Robert Lynn Canady maintain that ahandful of factors are motivating middle and high schools across the United States toadopt block scheduling:

o When students attend as many as eight relatively short classes in differentsubjects every day, instruction can become fragmented; longer class periodsgive students more time to think and engage in active learning.



3

o A schedule with one relatively short period after another can create a hectic,assembly-line environment;

o A schedule that releases hundreds or thousands of adolescents into hallwayssix, seven, or eight times each school day for four or ve minutes of noise andchaotic movement can exacerbate discipline problems.

o Teachers benefit from more useable instructional time each day because lesstime is lost with beginning and ending classes.

A 1995 study by Carl Glickman, a University of Georgia professor, of 820 high schoolsand 11,000 students reported that schools in which active learning methods werepredominant had significantly higher achievement as measured by the NationalAssessment of Educational Progress. Teachers at schools with block scheduling may uselonger instructional periods to engage students in experiments, writing, and other formsof active learning, as opposed to merely lecturing students.In addition, the alternate-day schedule reduces the time teachers spend in recordkeeping because records need be kept only every other day instead of every day.

c. History: Conversion to block scheduling became a relatively widespread trend in the1990s for middle schools and high schools in the US. Prior to that, many schoolsscheduled classes such that a student saw every one of their teachers each day. Classeswere approximately 40–60 minutes long, but under block scheduling, they becameapproximately 90 minutes long. Rettig and Canady estimate that "more than 50 percentof high schools in the United States are either using or considering a form of blockscheduling."

d. Pros and Cons (http://www.nea.org/tools/16816.htmPROS

o Teachers see fewer students during the day, giving them more time forindividualized instruction.

o With the increased span of teaching time, longer cooperative learningactivities can be completed in one class period.

o Students have more time for reflection and less information to process overthe course of a school day.

o Teachers have extended time for planning.

CONSo Teachers see students only three to four days a week which fosters a lack of

continuity from day to day.o If a student misses a day under the modular schedule, that student is actually

missing two, or sometimes even more days.o In a 4x4, all of the information normally taught in a semester course has to be

covered in one quarter.o It is difficult to cover the necessary material for Advanced Placement courses

in the time allotted.Modular [Block] Schedules (About.com)

e. Current Research on Block Scheduling



4

o Block Scheduling Web Site - The Center for Applied Research and EducationalImprovement (CAREI) is a collaborative organization that brings the resourcesof the College of Education and Human Development and the University ofMinnesota to bear on educational issues in Minnesota and across the nation.(University of Minnesota)

o Block Scheduling Revisited- J. Allen Queen (PDK, 2000) provides guidelines forimproving scheduling formats so that they might offer better potential forstudent success.

o Block Scheduling (ERIC Digest, No. 104) - Karen Irmsher (1996) explores thequestion What's wrong with the traditional six- or seven-period day?

a. Notes:o If a school has adopted a Block Schedule, then a PD plan must be in place to

support teachers in using time wisely and planning for block schedule periodsincluding use of the following:

1. Cooperative Learning2. Socratic Seminars3. Technology4. Models of Teaching (i.e.“3 Part Lesson Design” – Explanation

/Application / Synthesis)

E. References:1. CA Dept. Of Education (HS Instructional Minutes)

i. Total Minutes: http://www.cde.ca.gov/fg/aa/pa/instructionaltimetable.aspii. School Day: http://www.leginfo.ca.gov/cgi-

bin/displaycode?section=edc&group=46001-47000&file=46140-461472. ERIC Digest, Number 104: Block Scheduling; Karen Irmsher (Block Schedule - Excellent

Overview, Brief)3. Education World: Block Scheduling – A Solution or Problem? (Block Schedule - General &

Brief)4. Education World: Around the Block – The Benefits and Challenges of Block Scheduling

(Block Schedule - Successes, Types, Research & Brief)5. Block Scheduling Revisited; J. Allen Queen (Block Schedule - Historical Perspective,

Research & Recommendations)6. NEA: Research Spotlight on Block Scheduling (Block Schedule - Overview, References,

and Brief)7. Blocking the School Schedule: Potential for Instructional Change (Block Schedule -

Research Study)8. Samples:

i. Environmental Charter High School Bell Scheduleii. PUC Schools Bell Schedule

9. Changing Times: Findings from the First Longitudinal Study of Later High School StartTimes (Later School Start Time - Research Findings)

10. Inst. Minutes Tracking Tool (Excel/Google Sheets)



5

F. Feedback from Staff 5/18/16Question Responses (10)1. Which do you prefer; block or traditional bell

schedule?7 – Block2 - Block Modified1 – Traditional

2. If we continue with block scheduling; what day of theweek should we have all periods?


3. If we continue with block periods; what is yourpreference for length of the block periods 90 or 120minutes?

10 – 90 mins.0 – 120 mins.

4. If we move to a traditional schedule; what length ofperiod do you prefer? 45, 50, 55, or 60 minuteperiods?

0 – 45 mins.1 - 50 mins.2 - 55 mins.6 - 60 mins.1 – 69 mins.

5. In your opinion, which day of the week would be bestto have a weekly staff meeting?


6. If given the option, would you rather start the daywith a meeting or end the day with a meeting?

6 - Start3 – End

7. How are you currently using your time from 3:15 –4:00 pm?

meeting with parents, students, and staffgrading, answering e-mail, collaborating, meeting withstudents, after-school activity monitoring/participating(band)Working, but can our day end earlier 330Talk to students, grade, catch upTutoring and on the next days agendaMentoring, tutoring, and planning.Cleaning, packing my stuff up, collaborating with otherteachersI actually teach a 7th period class, AnatomyGradesPlanning lessons which can be done at home

8. How are you currently using your time from 7:30 -8:00 am?

4 – Preparinggetting things situated for the daysetting up tech, follow up with colleagues, answeringe-mails, last minute photocopies as neededPrinting papers , grabbing coffeeStrategising with colleagues.Prepping for labs or class on full days, and on days I



6

have no first, I help with parent drop off, like requestedfrom parents for teacher helpTakes 5 minutes to set up for class. Rest of time isspent talking to students in hallway

9. During what time of the day should studentacademic intervention (tutoring) take place?

5 - After schoolend of the dayin a designated time during the everyday bell scheduleMorninganytime teacher and student is availableBetween classes: teacher discretion on who stays fortutoring, and who gets an extra break.

10. Would you be interested in getting hired by YPI forafterschool tutoring or enrichment?

5 - Yes3 – No1 – Already hired for Anatomy

11. If given the opportunity to lead a club during or afterschool; what would you be interested in leading/co-leading?

yesyesTestband, film, creative writing, guitar lessons, chess,biking, etcGrade levelMayberunning clubGamer's Club.I already doLeading anything science or STEM focusedLead

G. Parametersa. Charter Petition

b. School Year Calendar

c. High School Instructional Minutes: 64,800 with a minimum of 175 Days

d. School Day Minutes: 240 minutes minimum (EDUCATION CODESECTION 46140-46147), 450 minutes maximum (Recommended)

e. Instructional minutes for specific subject: As per CDE, “A year of study is two semestersof study in the same or related subject area. In general, the course is about 50 minutesper day, five days a week, for two semesters. However, local school districts determinethe actual organization of instructional time depending on their master schedule.Variances apply depending on holidays, professional development days, and blockscheduling.” http://www.cde.ca.gov/ci/gs/hs/hsgrfaq.asp

f. Start Time 8:00 (Based on impacts and possible bell schedule change for 2017-18 it isrecommended to continue with current start time. It is recommended that the teammeets to address during 1st semester 2016)



7

g. 6 Periods (Based on impacts such as hiring, budget, and current credit requirements wewill continue with the current paradigm. It is recommended that the team meets toaddress 7 period option for 2017-18 during 1st semester 2016)

h. 30 minute lunch period at minimum (Current including passing time 40 minutes M – Tand 30 minutes on Friday)

i. Time at beginning of day to take attendance

j. Weekly Meeting (Whole Staff / Content Team / Etc.) to be 1 – hour at minimum

k. Credits will be earned by semester but all courses are year long and cannot be satisfiedin one semester.

H. To Considera. Staff Meeting day & time

b. All periods day of the week

c. Length of periods

d. Passing time

e. When does intervention / enrichment take place

f. Add Advisory – if so what is purpose?

g. Start time of college classes at LATT (6:00 PM) and LACC (6:50 PM)

h. Time of CIF games (2:30 PM)

I. Processa. Gather research & samples

b. Conduct Staff Survey

c. Create “Parameters” & “Things to Consider” for design team

d. Bring together interested team members on a Bell Schedule Working Team

e. Bell Schedule Working Team planning time at 5/20 & 5/27 PD

f. Consultant checks in with team representative between 5/20 – 5/27

g. Teams creates draft(s) 5/27

h. Draft(s) provided to Consultant & ED

i. Consultant & ED Review and provide feedback to Bell Schedule Working Team

j. Consultant checks in with team representative between 5/27- 6/10

k. Team provides final draft(s) to Consultant

l. Consultant provides final recommendation to ED

J. Feedback from Process



8

K. Additional Information:a. What are the impacts of the master schedule on the bell schedule?b. What is in the charter and use permit? Any changes need material revision or change to

use permit?


Los Angeles International Charter High SchoolJob Description Development – SummaryMay 2016

1

A. Deliverable: Teacher, Resource, Academic Advisor and EL Coordinator Job Descriptions(Documents)

B. Purpose: For every staff position there should be a corresponding job description thataccurately and fully describes the job. The document provides an understanding of theposition’s major responsibilities, details how the responsibilities are accomplished, andidentifies the knowledge, skills and abilities necessary to perform the job. A copy is onfile with Human Resources, publically posted via website, and shared with employees atthe time of hire.

A well written job description not only describes the position’s responsibilities; itsupports effective human resources management in a variety of ways. It sets thefoundation for recruiting, developing and retaining talent and also sets the stage foroptimum work performance by clarifying responsibilities, expected results, andevaluation of performance. It is also an important component to maintaining anequitable compensation system and ensuring legal compliance. The document shouldbe revisited and updated in line with the yearly performance evaluation cycle.

A job description should contain sufficient information to describe major responsibilitiesand essential functions; however, the document should not include every detail of howand what work is performed so that it remains useful even when minor changes occur.

C. Charter Petition: The charter petition provided limited information for the developmentof the job descriptions. There was general information regarding “Faculty” and a list ofspecific responsibilities for the Academic Advisor.Charter Petition, Dated June 13, 2014Element 5 Employee Qualifications and Other Personnel MattersPages 52 - 64

D. Recent Practice: No job descriptions currently on file at the school

E. Research:1. https://www.brown.edu/about/administration/human-resources/employee-

resources/employment-information/job-descriptions2. http://people.rice.edu/uploadedFiles/People/Compensation/Content/Guides/Jo

b%20Description%20Writing%20-%20A%20Step%20By%20Step%20Guide(1).pdf3. http://www.ncl.ac.uk/hr/assets/documents/job-description-guidelines_reb.pdf

F. References:1. CA Dept. Of Education2. Summit Public Schools3. PUC Schools



2

4. Alliance Public Schools5. Granada Hills Charter School6. Santa Maria Joint Unified HS District7. NACAC College Counselor Job Description Sample

G. Process1. Gather research2. Gather existing notes from current administration3. Observe and interview teachers4. Create Draft 1 – Admin provides feedback5. Teams of teacher’s review draft 1 and provide feedback6. Create Draft 2 – admin provides feedback7. Send Draft 2 to team members for final feedback8. Create Draft 3 – Admin reviews and seeks board approval9. Board approval

H. Feedback from Process1. Draft 1 feedback from teachers (not incorporated into updates)

i. Opening section – teachers requested small changes, the wording comesfrom charter petition and should not be adjusted

ii. Environment:1. “Maintain and reinforce LAICHS discipline process” – Teachers

commented that this process needs to be developed / revisediii. Planning & Instruction

1. Comment: PD Days not full with training but also for teacher setup

iv. Organization1. Question - Should new teachers be responsible to provide weekly

lesson plans?v. Collaboration

1. Recommendation - Work with grade level teachers to unsurestudents are achieving cohesively

2. Recommendation - Work with subject specific teachers to ensurestudents are achieving linearly

vi. Professionalism1. Demonstrate support of school's goals and mission – teacher asked to

be part of creating goals and missionvii. Salary & Benefits

1. Questions about salary scale including impact on those alreadysalaried

2. Questions about what the voluntary benefits will be2. Draft 2 feedback from teachers (not incorporated into final)



3

I. Additional Information: Consider adding greater specificity regarding jobresponsibilities to the staff handbook. The following are not specific recommendationsbut some come directly from previous practice / communicated at LAICHS.

1. Work hours2. Student Support (from Summer 2015 PPT from LAICHS - M. Gonzalez)

a. Lunch Supervision: All Staff are required to provide lunch supervisionb. Tutoring: All teachers will be hosting office hours (tutoring) 2 days

minimum from 3:15pm – 4:00pm3. School Culture: Teachers must ensure that all policies are being followed in their

classroom on a daily basis including:a. Student Dress Code Policyb. Electronic Policyc. Attendance and Tardy Policy

4. Grading (from Summer 2015 PPT from LAICHS - M. Gonzalez)a. All grades must be inputted on a weekly basisb. Grades must be updated by Monday for the previous weekc. Teachers should input grades for all work completed including warm up,

class work, homework, test, projects, etcd. Grades are due printed and signed for each reporting period in my inbox

by the specified due datee. Teachers must notify parents when a student is Failing or in Danger of

Failing5. Formal Observation Expectations6. Other responsibilities: (from research)

a. Completion of planning documents: Weekly due every Mondayb. Staff Meeting (Wednesdays 2:00 – 4:00)c. Homeroom Teacher (Everyday 8:10 – 8:35)d. Attend 2 “Back to School” Nightse. Attend 2 “Student Led Conference” Nightsf. Attend SST & IEP meetings (when necessary)g. Attend Professional Development prior to and during school year



MEMORANDUM

DATE: May 24, 2016

TO: Board of Directors

FROM: Sabrina Bow, Interim Executive Director

SUBJECT: Monthly Report

It is my pleasure to submit this report to you to keep you informed of key functional areas of the school.

Attendance and Enrollment

As of May 20, 2016 227 students were enrolled. The attendance rate for the period

April 25 – May 20 (Month 10) was 95.9% with school wide average daily attendance (ADA) of 218

students. These data are currently being confirmed as part of the school’s data review process before the

monthly attendance report is transmitted to LACOE.

Briefing on Options for Youth Charter School (Source: https://ofy.org/)

Grades served: 7-12

A-G Courses: Offered to all students; requires a C or better on class assignments

WASC accredited: Yes

Program options: Independent study; small group instruction for math, English and science; online course with onsite math and English tutorial

Summer school: Yes

College Preparation: On-site Student Advisors; college tours

Briefing on APEX Learning (Source: https://www.apexlearning.com/)

“Apex Learning is the leading provider of blended and virtual learning solutions to the

nation's schools. Our digital curriculum provides an active learning experience that

engages all students in rigorous coursework to prepare them for college and work. The

standards-based digital curriculum — in math, science, English, social studies, world

languages, electives, and Advanced Placement® — is widely used for original credit,

credit recovery, remediation, intervention, acceleration, and exam preparation.”

LAICHS has access to 20 APEX licenses through Youth Policy Institute (YPI). At present,

students are offered the opportunity to engage in the APEX classes for credit recovery.

However, APEX courses could be used to also provide summer school courses (advancement

and remediation) and individualized elective coursework and Advanced Placement courses.

AP Course offerings include: US History, Government and Politics, Spanish,

Microeconomics, Macroeconomics

BOD Packet pg 77

https://ofy.org/

https://www.apexlearning.com/

Elective course offerings include: Art Appreciation, Music Appreciation, Psychology, Sociology,

Media Literacy, Financial Literacy; Physical Education, and College and Career Preparation I

and II.

Career Day 2016-17

Planning for this important event will commence in August 2016 when administrators, staff and

teachers convene for professional development approximately one week before the first day of

school (August 15).

FY14-15 Audit Update

The board-approved accounting firm, Vicente, Lloyd, & Stutzman (VLS) will be on-site on

Wednesday May 25 for the interim audit visit. Additional inspection of records will take place at

the CSMC offices after the unaudited actual financial statements are prepared, typically by the

end of July.

The final audited financial statements for the year July 1, 2015 – June 30, 2016 is due to

LACOE, the State Controller’s Office, and the California Department of Education (CDE) no

later than December 15, 2016.

BOD Packet pg 78

Management Priorities

My management priorities for the next 30 days, ending June 2016 are as follows. Updated information since the April report is highlighted in yellow.

Area Status

Teaching and Learning

1. Ensure development of scope and sequence

for all content areas

2. Ensure appropriate instructional materials for

all students (e. g. textbooks and or online

resources/subscriptions)

3. Collaborate with administrative team and

faculty to create and maintain classroom

spaces conducive to teaching and learning

4. Collaborate with administrative team and

faculty to create a schoolwide professional

development plan.

Scope and Sequence: This will be under the purview of the Principal.

Instructional Materials: As part of the budget development process, the Executive

Director is consulting with teachers and administrators regarding instructional needs,

including but not limited to textbooks, online resources, and supplies, to support a

college preparatory curriculum. LCAP committees met on April 8 and May 20 to

identify needs and develop draft goals. Goals, actions, and expenditures will be

finalized on May 27 and incorporated into the final budget.

Classroom Spaces: The School will conduct an inventory to include technology and

furnishings by June 30. Broken or unusable furnishings will be replaced by the start

of school in August.

Professional Development: Professional development (PD) needs are currently being

assessed, and a PD plan will be completed by June 30.

Instructional Technology

5. Convene a technology committee

6. Develop a technology plan

7. Allocate expenditures to support technology

plan

Technology Committee: The technology committee will convene in August during

staff development. Comprised of 6 members (IT Coordinator, four teachers, one non-

instructional staff member).

Technology Plan: The technology committee will use the results of the June 2016

technology inventory to inform a preliminary technology plan.

Expenditures: Anticipated technology expenses will be included in the 2016-17 final

budget.

Accreditation

8. Maintain WASC accreditation

9. Review A-G course approval list

WASC: The School has requested the WASC visit to take place February 13-15, 2017

(Mon-Wed). WASC has confirmed this schedule.

A-G Course Offerings: The School administrative team will review the A-G course

offerings this summer.

BOD Packet pg 79

Community, Communications & Culture

10. Create a School Site Council

11. Establish an Employee Forum

12. Develop and implement a comprehensive

communications plan for internal and

external stakeholders

13. Work with faculty, staff, and students to

develop a student government body

School Site Council (SSC): In process. Information about the structure and

responsibilities of a school site council was shared during the April 14 parent meeting.

As a secondary school, our SSC must be comprised of 50 percent students/parents and 50

percent employees. SSC bylaws will be drafted in July; employee members will be

elected during August 2016 staff development; parent and student members will be

elected by September 30 and first SSC meeting will be held by September 30, 2016.

Employee Forum: The structure and purpose of the Employee Forum will be discussed

during the professional development days scheduled for May 27.

Communications Plan: In process. The School’s communication’s plan will include

annual goals, strategies, and tactics for effective information sharing among staff, and

with students, parents, Board members, donors/funders, and community stakeholders.

Student Government: This will be postponed to the beginning of the 2016-17 school

year.

Budget and Finance

14. Ensure annual operating budget supports

academic achievement and includes an

operating reserve

15. Establish annual fundraising goals by

stakeholder group (i.e. Board, parents, staff,

community)

Budget: LACOE must receive a board-approved budget for 2016-17 no later than June

15, 2016. A draft budget will be presented to the LAICHS Board at the May 24 meeting.

Target date for final board approval is June 7 or 14.

Fundraising: Fundraising goals will be embedded in the final budget.

Operations

16. Establish standard operating procedures

(SOPs) in areas including but not limited to,

employment, payroll, facilities, and

communications

17. Ensure compliance with the terms of the

MOU with LACOE

Standard Operating Procedures: Several operating procedures are approaching

standardization and will be memorialized in an Operations Manual; draft Manual will be

presented at the June 21 board meeting.

LACOE MOU: The MOU items are being added to the School’s operations calendar.

This calendar will be reviewed at least monthly by the School’s administrative team.

BOD Packet pg 80

Human Resources

18. Assess organizational structure

19. Review and revise job descriptions

20. Revise work agreement template and

employee handbook to include

comprehensive information regarding

employment and school policies and to

ensure compliance with applicable laws.

21. Ensure all employees develop a professional

growth plan

22. Ensure annual employee performance

evaluations

Organizational Structure and Job Descriptions: Assessment of the School’s

organizational structure is concurrent with the review and revision of job descriptions,

including but not limited to those for the Executive Director, Principal, Dean of Students,

Academic Advisor, EL Coordinator, Resource teacher, and general education Teacher. It

is anticipated that these job descriptions are finalized by the end of May and will be

included with offer letters for the 2016-17 school year.

Work Agreement and Employee Handbook: A work agreement template has been

reviewed by legal counsel. This template will be adapted for both classified and

certificated positions. The Employee Handbook has been submitted to legal counsel for

review. The Handbook will be submitted for Board approval no later than the June 2016

Board meeting.

Professional Growth and Performance Evaluations: Professional growth plans for all

non-instructional staff will be developed by June 30. Performance evaluations will be

aligned to the revised job description for every position. Performance evaluations may

or may not take place before June 30; however a schedule of evaluations will be

developed for the 2016-17 year. All performance evaluations will include a self-

evaluation component.

Board Relations

1. Collaborate with Board members to revise

bylaws (e.g. student members, terms, family

members)

2. Develop Board job description and

onboarding process

Bylaws: Revised bylaws were presented at the April 26 board meeting. The board was

informed that a change to the bylaws would precipitate a material revision of the charter;

a 60 process of review and approval by LACOE staff and board of education.

Board Job Description and Onboarding Process: In process. Draft job descriptions and

onboarding process will be presented to the Board at its May 2016 meeting. Pending

further direction from the Board.

BOD Packet pg 81


MEMORANDUM

DATE: May 24, 2016


FROM: Tony Torres, Planning and Recruitment Director

SUBJECT: Board Report – LAICHS Recruitment Strategies 2015

1. Direct Mail: Send direct mail to database that was purchased in December 2015 and

contains 61,000 mail records within a 2 mile radius. Target the direct mail 2 weeks prior

to each open house. Open House events are held in November, December, January,

February and March of year.

2. Continue to hand distribute flyers at Burbank MS, El Sereno MS, St. Ignatius, Our Lady

of Guadalupe and other local schools (see list below)

3. Meet with friendly schools on a regular basis. These schools include Celerity Troika,

Excel Charter, Gabriela Charter, and Odyssey Charter. Identify other friendly charter

schools to meet with and to distribute information. The charter schools listed here do not

have a direct charter high school, and thus are welcoming to our pitch to recruit students.

4. Billboards: Place billboards on Huntington Drive in El Sereno and Figueroa Street in

Highland Park for a period of 2 months. The billboard placement should be in high

traffic areas on the streets mentioned herein. Monitor the effectiveness of the billboard

campaign by specifically and directly asking if the family is enrolling a student at

LAICHS due to sighting of the billboard.

5. Facebook Ads: Purchase Facebook ads for approximately $60 each ad. The ads can be

tailored toward females ages 30 to 55 and within a 5 mile radius, thus reaching an

audience that may have high school age children. Facebook provides reports as to the

number of people the advertisement reached. For $60, the reach of the advertisement is

usually 12000 to 14000 people within the target universe.

6. Direct Phone calls: make at least 50 cold calls per day. The phone numbers are available

through the mail data we purchased.

7. Referrals: Work on obtaining referrals through our existing student body and their

parents. Also, call all families that have signed and intent to enroll application for 2015-

16 school year and ask for referrals.

BOD Packet pg 82

of 2

8. Emails: Continue to send a limited amount of emails using GMAIL. We can send

approximately 500 emails per day without violating the anti-spam laws that govern email

abuse.

9. Table top distribution of flyers: Place flyers are all available table tops in Highland Park

and El Sereno. Such locations will include Laundromats, stores, restaurants, art galleries,

coffee shops, clothing stores, medical offices, and other such places.

10. Events: Attend community events and have informational booth. In the past, these

events have not produced many leads and even less enrollment, but it is a useful tool to

promote the school.

11. Community Partnerships: Work with local organizations to promote enrollment at

LAICHS, including Arroyo Seco Health Services, Barrio Youth Action, East Los

Angeles Community Corporation and others

Neighboring Schools and Communities that receive recruitment announcements:

Franklin High School

Wilson High School

Lincoln High School

Eagle Rock High School

Burbank Middle School

El Sereno Middle School

Nightingale Middle School

South Pasadena High School

Blair High School (Pasadena)

John Muir High School (Pasadena)

Glendale High School (Glendale)

Jefferson High School (Los Angeles)

Carver Middle School (Los Angeles)

LAICHS anticipates enrolling 250 students in grades 9-12 for school year 2016-17.

BOD Packet pg 83


MEMORANDUM

May 24, 2016: To date, 10 candidates have submitted applications for the Principal position.

One candidate has been screened out. A summary of the remaining nine candidates’ experience

and qualifications is listed below:

Candidate Degrees Held Credential/s Held Experience Spanish

Level

1 Bachelor’s in liberal studies

Master’s degree in STEM

Education concentration K-

8 Mathematics

Multiple Subject

Credential CLAD

SB 2042

1 year as charter principal

4 years as charter math teacher

Fluent

2 Bachelor’s in literature

Master’s in Administration

Multiple subject

credential;

Administrative

credential

1 year charter principal; 4 years Teaching

and Learning Coordinator for a large

district; 3 years new teacher trainer for

charter organization; 4 years ethnic studies

teacher

Some

3 Master’s in Educational

Leadership

Bachelor’s in Political

Science and Journalism

Multiple subject

credential

(Arizona);

Administrative

credential

(Arizona)

6 years principal in district high school; 5

years high school social studies teacher; 1

year special education teacher

No

4 Bachelor’s in Physical

Education & Social Science

Master’s in Educational

Leadership

Single subject

credential in

Social Studies

Administrative

credential

1 year charter school Director; 1 year

director of student support services for a

county office of education; 2 years assistant

principal at a district high school

No

5 Master’s in Education

Bachelor’s in English

Single subject

credential in

English

Administrator for for-profit educational

company

No

6 Bachelor’s in Music

Master’s in School

Management and

Administration

Ph.D. in Education

Single subject

credential in

music; Multiple

subject credential;

Administrative

credential

7 years principal for district elementary and

middle school; 2 years Director of

Curriculum & Instruction for charter

middle school

Fluent

7 Bachelor’s in English


Leadership

Multiple subject

credential

2 years district middle school principal; 4

years district middle school assistant

principal; 4 years middle school dean of

discipline

Some

8 Bachelor’s in Kinesiology


Administration

Multiple subject

credential;

Administrative

credential

3 years charter school principal; 10 years

dean of students/assistant principal at

charter school

Some

9 Bachelor’s in Liberal

Studies;


Administration; Doctorate

in Education

Multiple subject

credential;

Administrative

credential

3 years assistant director at charter middle

school; 3 years principal at county school; 3

years assistant principal at county school

Some

BOD Packet pg 84

of 2

BOD Packet pg 85

LOS ANGELES INTERNATIONAL CHARTER HIGH SCHOOLMEMORANDUM

DATE: May 24, 2016


FROM: Sabrina Bow, Interim Executive Director

SUBJECT: Discussion Points for Establishing a 403b Plan with Employer Contributions

IRS Publication 571 (01/2016) provides information regarding Tax-Sheltered Annuity Plans(403(b) Plans) and is attached to this memo.

Discussion points to consider when establishing a 403b Plan with employer contributions:

1. Who are the employees that qualified? Full time? Part time? (and if so, what are thepart time minimum hours per week)

2. What is the employer's contribution by percentage?

3. Is it a match or is it non-elective?

4. Is it automatic mandatory or is it elective?

5. Is there a waiting period? From what point? e.g. full-time date of hire

6. Is there a vesting period? Months? Years? At what percentage?

WHAT IS 'VESTING'1

Vesting is the process by which an employee accrues non-forfeitable rights over employer-provided stock incentives or employer contributions made to the employee's qualified retirementplan account or pension plan. Vesting gives an employee rights to employer-provided assets overtime, which gives the employee an incentive to perform well and remain with the company. Thevesting schedule set up by the company determines when the employee acquires full ownership ofthe asset. Generally, non-forfeitable rights accrue based on how long the employee has workedthere.

1 http://www.investopedia.com/terms/v/vesting.asp

BOD Packet pg 86

1. 403(b) Plan Basics

Table of Contents

What Is a 403(b) Plan?What Are the Benefits of Contributing to a 403(b) Plan?

Excluded.Deducted.

Who Can Participate in a 403(b) Plan?Ministers.Universal Availability.

Who Can Set Up a 403(b) Account?How Can Contributions Be Made to My 403(b) Account?Do I Report Contributions on My Tax Return?How Much Can Be Contributed to My 403(b) Account?

This chapter introduces you to 403(b) plans and accounts. Specifically, the chapter answers the following questions.

What is a 403(b) plan?

What are the benefits of contributing to a 403(b) plan?

Who can participate in a 403(b) plan?

Who can set up a 403(b) account?

How can contributions be made to my 403(b) account?

Do I report contributions on my tax return?

How much can be contributed to my 403(b) account?

What Is a 403(b) Plan?

A 403(b) plan, also known as a taxsheltered annuity (TSA) plan, is a retirement plan for certain employees of public schools, employees of certain taxexempt organizations, andcertain ministers.

Individual accounts in a 403(b) plan can be any of the following types.

An annuity contract, which is a contract provided through an insurance company.

A custodial account, which is an account invested in mutual funds.

A retirement income account set up for church employees. Generally, retirement income accounts can invest in either annuities or mutual funds.

We use the term “403(b) account” to refer to any one of these funding arrangements throughout this publication, unless otherwise specified.

What Are the Benefits of Contributing to a 403(b) Plan?

There are three benefits to contributing to a 403(b) plan.

The first benefit is that you do not pay income tax on allowable contributions until you begin making withdrawals from the plan, usually after you retire. Allowablecontributions to a 403(b) plan are either excluded or deducted from your income. However, if your contributions are made to a Roth contribution program, this benefit doesnot apply. Instead, you pay income tax on the contributions to the plan but distributions from the plan (if certain requirements are met) are tax free.

Note. Generally, employees must pay social security and Medicare tax on their contributions to a 403(b) plan, including those made under a salary reduction agreement.See chapter 4, Limit on Elective Deferrals , for more information.

The second benefit is that earnings and gains on amounts in your 403(b) account are not taxed until you withdraw them. Earnings and gains on amounts in a Rothcontribution program are not taxed if your withdrawals are qualified distributions. Otherwise, they are taxed when you withdraw them.

The third benefit is that you may be eligible to take a credit for elective deferrals contributed to your 403(b) account. See chapter 10, Retirement Savings ContributionsCredit (Saver's Credit) .

Excluded. If an amount is excluded from your income, it is not included in your total wages on your Form W2. This means that you do not report the excluded amount on your taxreturn.

Deducted. If an amount is deducted from your income, it is included with your other wages on your Form W2. You report this amount on your tax return, but you are allowed tosubtract it when figuring the amount of income on which you must pay tax.

Who Can Participate in a 403(b) Plan?

Any eligible employee can participate in a 403(b) plan.

Eligible employees. The following employees are eligible to participate in a 403(b) plan.

Employees of taxexempt organizations established under section 501(c)(3). These organizations are usually referred to as section 501(c)(3) organizations or simply501(c)(3) organizations.

Employees of public school systems who are involved in the daytoday operations of a school.

Employees of cooperative hospital service organizations.

Civilian faculty and staff of the Uniformed Services University of the Health Sciences. BOD Packet pg 87

https://www.irs.gov/publications/p571/ch04.html


https://www.irs.gov/

Employees of public school systems organized by Indian tribal governments.

Certain ministers (explained next).

Ministers. The following ministers are eligible employees for whom a 403(b) account can be established.

1. Ministers employed by section 501(c)(3) organizations.

2. Selfemployed ministers. A selfemployed minister is treated as employed by a taxexempt organization that is a qualified employer.

3. Ministers (chaplains) who meet both of the following requirements.

a. They are employed by organizations that are not section 501(c)(3) organizations.

b. They function as ministers in their daytoday professional responsibilities with their employers.

Throughout this publication, the term chaplain will be used to mean ministers described in the third category in the list above.

Example.

A minister employed as a chaplain by a staterun prison and a chaplain in the United States Armed Forces are eligible employees because their employers are not section 501(c)(3) organizations and they are employed as ministers.

Universal Availability. Generally, all eligible employees (with certain exceptions) of an employer must be permitted to make elective deferrals (including Roth elective deferrals)if any employee of the employer may make elective deferrals. If your employer offers a 403(b) plan, you should have received information about your eligibility to participate.

Who Can Set Up a 403(b) Account?

You cannot set up your own 403(b) account. Only employers can set up 403(b) accounts. A selfemployed minister cannot set up a 403(b) account for his or her benefit. If you are aselfemployed minister, only the organization (denomination) with which you are associated can set up an account for your benefit.

How Can Contributions Be Made to My 403(b) Account?

Generally, only your employer can make contributions to your 403(b) account. However, some plans will allow you to make aftertax contributions (defined below).

The following types of contributions can be made to 403(b) accounts.

1. Elective deferrals . These are contributions made under a salary reduction agreement. This agreement allows your employer to withhold money from your paycheck to becontributed directly into a 403(b) account for your benefit. Except for Roth contributions, you do not pay income tax on these contributions until you withdraw them from theaccount. If your contributions are Roth contributions, you pay taxes on your contributions but any qualified distributions from your Roth account are tax free.

2. Nonelective contributions . These are employer contributions that are not made under a salary reduction agreement. Nonelective contributions include matchingcontributions, discretionary contributions, and mandatory contributions made by your employer. You do not pay income tax on these contributions until you withdraw themfrom the account.

3. Aftertax contributions . These are contributions (that are not Roth contributions) you make with funds that you must include in income on your tax return. A salarypayment on which income tax has been withheld is a source of these contributions. If your plan allows you to make aftertax contributions, they are not excluded fromincome and you cannot deduct them on your tax return.

4. A combination of any of the three contribution types listed above.

Selfemployed minister. If you are a selfemployed minister, you are considered both an employee and an employer, and you can contribute to a retirement income account foryour own benefit.

Do I Report Contributions on My Tax Return?

Generally, you do not report contributions to your 403(b) account (except Roth contributions) on your tax return. Your employer will report contributions on your 2015 Form W2.Elective deferrals will be shown in box 12 with code E for pretax amounts and code BB for Roth amounts, and the Retirement plan box will be checked in box 13. If you are a selfemployed minister or chaplain, see the discussions next.

Selfemployed ministers. If you are a selfemployed minister, you must report the total contributions as a deduction on your tax return. Deduct your contributions on line 28 of the2015 Form 1040.

Chaplains. If you are a chaplain and your employer does not exclude contributions made to your 403(b) account from your earned income, you may be able to take a deductionfor those contributions on your tax return.

However, if your employer has agreed to exclude the contributions from your earned income, you will not be allowed a deduction on your tax return.

If you can take a deduction, include your contributions on line 36 of the 2015 Form 1040. Enter the amount of your deduction and write “403(b)” on the dotted line next to line 36.

How Much Can Be Contributed to My 403(b) Account?

There are limits on the amount of contributions that can be made to your 403(b) account each year. If contributions made to your 403(b) account are more than these contributionlimits, penalties may apply.

Chapters 2 through 6 provide information on how to determine the amount that can be contributed to your 403(b) account.

Worksheets are provided in chapter 9 to help you determine the maximum amount that can be contributed to your 403(b) account each year. Chapter 7, Excess Contributions ,describes how to prevent excess contributions and how to get an excess contribution corrected.

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https://www.irs.gov/publications/p571/ar01.html

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Upcoming Items In case you missed it

5/15/2016 P2 State Deadline

Looking Ahead

Los Angeles International Charter

Board ReportJuly 2015 - April 2016

1Report run at 5/17/2016 4:19:09 PM BOD Packet pg 89

Financial SnapshotTotal Cash on Hand

Book Balance: $651,198

Revenue $2,290,486

Budget $2,172,472

Revenue To Budget 105 %

Expense $2,304,513

Budget $2,240,721

Expense To Budget 103 %

$0.00

$500,000.00

$1,000,000.00

$1,500,000.00

$2,000,000.00

$2,500,000.00

Expense To DateBudget To Date

Expense To Date

$0.00

$500,000.00

$1,000,000.00

$1,500,000.00

$2,000,000.00

$2,500,000.00

Income To DateBudget To Date

Revenue To Date




Revenue By CategoryAccount Group Description Total Percent800 Revenue Limit $1,719,351.81 75.06 %820 Federal Revenue $80,274.00 3.50 %840 Other State Revenue $385,311.90 16.82 %870 Local Revenue $105,548.41 4.61 %

Total: $2,290,486.12

Federal RevenueLocal RevenueOther State RevenueRevenue Limit

Revenue By Category




Expenses By CategoryAccount Group Description Total Percent100 Certificated Salaries $701,513.23 30.44 %200 Classified Salaries $433,355.70 18.80 %300 Employee Benefits $289,960.25 12.58 %400 Books and Supplies $117,188.35 5.09 %500 Services & Other Operating Expenses $762,495.00 33.09 %

Total: $2,304,512.53

Books and SuppliesCertificated SalariesClassified SalariesEmployee BenefitsServices & Other Operating Expenses

Expenses By Category




YTD Actual to Budget SummarySegment Name Filter Applied

Object All

Restriction All

Location All

July - April 2015 - 2016

Account Description Actual Budget Variance $ Variance % Total Budget Remaining Budget

Revenue Limit $1,719,352 $1,718,049 $1,302 0.1 % $2,166,794 $342,639

Federal Revenue $80,274 $77,548 $2,726 3.5 % $92,097 $11,823

Other State Revenue $385,312 $317,725 $67,587 21.3 % $364,162 ($22,399)

Local Revenue $105,548 $59,150 $46,399 78.4 % $62,394 ($43,154)

Total Revenue $2,290,486 $2,172,472 $118,014 5.4 % $2,685,447 $288,908

Certificated Salaries $701,513 $792,405 $90,892 11.5 % $902,600 $201,087

Classified Salaries $433,356 $425,042 ($8,314) -2.0 % $503,505 $62,910

Employee Benefits $289,960 $308,203 $18,243 5.9 % $354,582 $64,413

Total Personnel Expenses $1,424,829 $1,525,650 $100,821 6.6 % $1,760,686 $328,410

Books and Supplies $117,188 $79,900 ($37,288) -46.7 % $88,000 ($33,337)

Services & Other Operating Expenses $762,495 $635,171 ($127,324) -20.0 % $749,142 ($53,331)

Capital Outlay - - - 0.0 % $21,640 $21,640

Other Outgo - - - 0.0 % - -

Total Operational Expenses $879,683 $715,071 ($164,612) -23.0 % $858,782 ($65,028)

Total Expenses $2,304,513 $2,240,721 ($63,791) -2.8 % $2,619,468 $263,383

Net Income ($14,026) ($68,249) $54,222 79.4 % $65,979 $25,526




Balance Sheet SummarySegment Name Filter AppliedObject AllRestriction AllLocation All

Liquidity Ratio 21.6

Assets

Current Assets

Cash $651,198

Accounts Receivables ($897)

Total Current Assets $650,301

Fixed Assets

Land $18,225

Buildings and Improvements $157,769

Furniture and Fixtures $7,017

Accumulated Depreciation ($67,482)

Total Fixed Assets $115,529

Other AssetsTotal Other Assets

Total Assets $765,830




Liabilities and Net Assets

Current Liabilities

Accounts Payable $31,554

Accrued Salaries, Payroll Taxes, Postemployment Benefits ($1,460)

Total Current Liabilities $30,094

Long Term LiabilitiesTotal Long Term Liabilities $0

Total Liabilities $30,094

Net Assets

Unrestricted Net Assets $749,763

Profit/Loss YTD ($14,026)

Total Net Assets $735,736

Total Liabilities and Net Assets $765,830




Monthly Book Balance Over Time

July 2014August 2014Septem

ber 2014October 2014Novem

ber 2014Decem

ber 2014January 2015February 2015March 2015April 2015May 2015June 2015July 2015August 2015Septem

ber 2015October 2015Novem

ber 2015Decem

ber 2015January 2016February 2016March 2016April 2016May 2016June 2016

$0

$100,000

$200,000

$300,000

$400,000

$500,000

$600,000

$700,000

Cash - Actual Projected Cash - Current Fiscal Year

Cash Amount Actual or ProjectedJuly 2014 $380,372.17 ActualAugust 2014 $300,844.34 ActualSeptember 2014 $265,942.82 ActualOctober 2014 $342,081.14 ActualNovember 2014 $311,113.37 ActualDecember 2014 $417,910.53 ActualJanuary 2015 $437,727.19 ActualFebruary 2015 $376,519.87 ActualMarch 2015 $285,479.47 ActualApril 2015 $340,638.14 ActualMay 2015 $380,148.56 ActualJune 2015 $400,113.35 Actual

Cash Amount Actual or ProjectedJuly 2015 $406,570.71 ActualAugust 2015 $343,996.77 ActualSeptember 2015 $324,820.26 ActualOctober 2015 $442,931.55 ActualNovember 2015 $337,905.21 ActualDecember 2015 $450,268.16 ActualJanuary 2016 $614,776.63 ActualFebruary 2016 $641,063.14 ActualMarch 2016 $684,477.10 ActualApril 2016 $651,197.82 ActualMay 2016 $576,869.00 ProjectedJune 2016 $600,939.00 Projected




Financial Ratio Formula Current TargetCurrent Ratio (Liquidity) (Current Assets) / (Current Liabilities) 21.61 > 1.00Cash Ratio (Cash) / (Current Liabilities) 2,163.88 % > 100.00%Defensive Interval (Cash + Securities + AR) / (Average Expenses past 12 months) 2.91 > 3 monthsDebt Ratio (Total Liabilties) / (Total Assets) 3.93 % < 33.00%Asset Ratio (Current Assets) / (Total Assets) 84.91 % > 90.00%Cash on Hand (Cash) $651,197.82 >= $615,000.00Days Cash on Hand (Cash) / ((Average Expenses past 12 months) / (30.4)) 88.55 > 90Cash Reserve Ratio (Cash) / (Budgeted Annual Expenses) 24.86 % > 10.00%Savings Indicator ((Last Closed Revenue) - (Last Closed Expenses)) / (Last Closed Expenses) -0.06 > 0.00YTD Savings Indicator ((YTD Closed Revenue) - (YTD Closed Expenses)) / (YTD Closed Expenses) -0.01 > 0.00

Financial Ratio DescriptionCurrent Ratio (Liquidity) Ability to pay short-term obligationsCash Ratio Ability to meet short-term obligations with cashDefensive Interval Possible months of continued operations if no additional funds receivedDebt Ratio Proportion of debt relative to total assetsAsset Ratio Proportion of liquid assets relative to total assetsCash on Hand Assets immediately convertible to cash for purchase of goods and servicesDays Cash on Hand Possible days of continued operations using current cashCash Reserve Ratio Ratio of cash to annual expenses expressed as a percentageSavings Indicator Last closed period's increase or decrease in the organization's net assets as a percentage of expensesYTD Savings Indicator Year to date closed increase or decrease in the organization's net assets as a percentage of expenses

Input Values as of 4/30/2016

Financial Health Report




Cash $651,197.82Securities -AR ($896.80)Current Assets $650,301.02Total Assets $765,830.33Current Liabilities $30,094.01Total Liabilities $30,094.01Last Closed Revenue $222,308.94Last Closed Expenses $235,317.52Budgeted Annual Expenses $2,619,468.48Average Expenses past 12 months $223,566.92Average monthly payroll expenses $142,482.92YTD Closed Revenue $2,290,486.12YTD Closed Expenses $2,304,512.53




LAI FY1617 Draft Budget (May 23 2016)

Budget Assumptions

LOS ANGELES INTERNATIONAL CHS FY1516 FY1617

FY1617 Provisional Budget

ENROLLMENT/ADA

CDS Code P2 Actuals ADA 96.00% ADA 96.00%

Charter # Grade Enrollment ADA Enrollment ADA

District/Authorizor TK ‐

County K ‐

1 ‐

School Calendar 2 ‐

School Days 175 3 ‐ ‐

Pupil Free/PD Days 15 4 ‐

Total Teacher Days 190 5 ‐

Average Daily Hours 7.5 6 ‐ ‐

7 ‐

Funding Rates Per ADA 8 ‐

9 ‐

IDEA‐Federal Special Education 192.37 10 ‐

AB602‐State Special Education 566.76 11 ‐

Fair Share Fees 151.83 12 227 218.91 240 230.40

In‐Lieu of Property Taxes 1,898.95 TOTAL 227 218.91 240 230.40

Mandate Block Grant K‐8 14.42

Mandate Block Grant 9‐12 42.00

State Lottery Restricted Prop 20 40.00 UNDUPLICATED PUPIL POPULATION

State Lottery Unrestricted 141.00 FALL 1 Actuals

1x Mandate Funds 237.00 Free & Reduced 173 181

Other ELL 10 10

Other Enrollment 230 240

Other UPP Count 174 182

Yr 1 Rate FY1314 FY1415 0.00%

Funding-Fixed Amounts Yr 2 Rate FY1415 FY1516 75.65%

Note Base Yr Yr 3 Rate FY1516 75.65% FY1617 75.65%

Title 1 FY1516 77,709

Title 2 FY1516 1,048 3yr Avg Rate 75.65% 50.43%

Title 3‐LEP FY1516 ‐

Title 3‐IMM FY1516 ‐

CS Facilities Grant FY1516 ‐ LCFF Calculation

ASES FY1516 ‐ Calc Ver 2016-05-13-v17.1b

ADA 218.91 230.40

Entitlement per ADA 9,867$ 10,135.75$

LCFF 1,393,013 1,559,316

EPA 351,316 338,443

ILPT 415,699$ 437,518

Rev Limit 2,160,028$ 2,335,277$

21,876

SB740 CALCULATIONS

Rent Expense 338,484.00

@75% ‐ 253,863.00

ADA x

750$ 164,182.50 172,800.00

Revenues ‐ 172,800.00

Lower of 75% of rent or $750/ADA

19 10199 0109942

741

LACOE

LACOE

1 BOD Packet pg 99


LOS ANGELES INTERNATIONAL CHS FY1617

FY1617 Enrollment 240.00

CASH FLOW ADA % 96.0% Rev Limit %

ADA 230.40 District %

Account Description Funding Rates Notes Total Budget

8011 LCFF Revenue See Assumptions 1,559,316

8012-30 Education Protection Account Revenue See Assumptions 338,443

8096 Charter Schools Funding In-Lieu of Property Taxes 1,898.95$ 437,518

Revenue Limit 2,335,277

8181-31 Special Education - IDEA Entitlement 192.37$ 44,322

8291-01 Title I Federal Revenue PY FY1516 Apport 77,709

8292-02 Title II Federal Revenue PY FY1516 Apport 1,048

Federal Revenue 123,079

8550 Mandated Block Grant See Assumptions 9,677

8550 1x Funds - Mandated Block Grant 237.00$ 54,605

8560-12 State Lottery Revenue Prop 20 40.00$ 9,216

8560-22 State Lottery Revenue Unrestricted 141.00$ 32,486

8591 SB740 See Assumptions 172,800

Other State Revenue 278,784

8792-65 Special Education - AB602 Entitlement 566.76$ 130,582

8984 Student Body Fundraising Revenues 12,000

8985-90 School Site Fundraising 15,000

Local Revenue 157,582

Total Revenue 2,894,722

1100 Teachers' Salaries Payroll Tab 760,577

1200 Certificated Pupil Support Salaries Payroll Tab 109,308

1300 Certificated Supervisor and Administrator Salaries Payroll Tab 165,000

Certificated Salaries 1,034,885

2300 Classified Supervisor and Administrator Salaries Payroll Tab 237,640

2400 Clerical, Technical, and Office Staff Salaries Payroll Tab 129,639

Classified Salaries 367,279

3101 State Teachers' Retirement System, certificated positions 12.83% Payroll Tab 132,776

3313 OASDI 6.20% Payroll Tab 22,771

3323 Medicare 1.45% Payroll Tab 20,331

3403 Health & Welfare Benefits See Detail tab 164,965

3503 State Unemployment Insurance 9.25% Payroll Tab 16,188

3603 Worker Compensation Insurance 1.80% Payroll Tab 25,239

Employee Benefits 382,270

Total Personnel Expenses 1,784,433

1 BOD Packet pg 100


LOS ANGELES INTERNATIONAL CHS FY1617

FY1617 Enrollment 240.00

CASH FLOW ADA % 96.0% Rev Limit %

ADA 230.40 District %

Account Description Funding Rates Notes Total Budget

4100 Approved Textbooks and Core Curricula Materials See Detail tab 62,500

4200 Books and Other Reference Materials See Detail tab 5,000

4210 Testing & Exams See Detail tab 6,360

4300 Materials and Supplies See Detail tab 13,200

4315 Classroom Materials and Supplies See Detail tab 10,000

4342 School Sponsored Athletics See Detail tab 18,000

4381 Plant/Facilities Maintenance See Detail tab -

4382 Janitorial Supplies See Detail tab 13,200

4400 Noncapitalized Equipment See Detail tab 15,000

4430 Noncapitalized Student Equipment See Detail tab 22,000

Books and Supplies 165,260

5200 Travel and Conferences See Detail tab 5,000

5210 Training and Development Expense See Detail tab 25,000

5300 Dues and Memberships See Detail tab 2,291

5400 Insurance See Detail tab 27,500

5500 Operation and Housekeeping Services See Detail tab 41,462

5501 Utilities See Detail tab 26,856

5505 Student Transportation/Field Trips See Detail tab 10,000

5600 Space Rental/Leases Expense See Detail tab 338,484

5602 Other Space Rental See Detail tab 21,474

5605 Equipment Rental/Lease Expense See Detail tab 1,642

5610 Equipment Repair See Detail tab 5,500

5800 Professional/Consulting Services and Operating Expenditures See Detail tab 55,000

5803 Banking and Payroll Service Fees See Detail tab 10,000

5805 Legal Services See Detail tab 100,000

5806 Audit Services See Detail tab 11,000

5810 Educational Consultants See Detail tab 75,000

5812 Student Events See Detail tab 15,000

5815 Advertising/Recruiting See Detail tab 7,500

5820 Fundraising Expense See Detail tab 2,000

5842 Student Atheltics Services See Detail tab 12,000

5873 Financial Services-CSMC See Detail tab 54,000

5890 Interest Expense/Fees See Detail tab 500

5900 Communications (Tele., Internet, Copies,Postage,Messenger) See Detail tab 18,849

Services & Other Operating Expenses 866,057

5875 District Oversight Fee 1% of Revenue Limit Source 23,353

7010 Special Education Encroachment 151.83$ Southwest Selpa 34,982

Other Outgo 58,334

Total Operational Expenses 1,089,652

Total Expenses 2,874,085

Net Income 20,637$

1 BOD Packet pg 101

LAI FY1617 Draft Budget (May 23 2016)Payroll Detail

Title Annual Salary STRS SUI OASDI Medicare WC total Object12.83% 9.25% 6.20% 1.45% 1.80%

Teacher 50,270.84 6,449.75 647.50 - 728.93 904.88 59,001.89 1100Teacher 52,317.08 6,712.28 647.50 - 758.60 941.71 61,377.17 1100Teacher 52,317.08 6,712.28 647.50 - 758.60 941.71 61,377.17 1100Teacher 52,317.08 6,712.28 647.50 - 758.60 941.71 61,377.17 1100Teacher 48,507.90 6,223.56 647.50 - 703.36 873.14 56,955.47 1100Teacher 52,317.08 6,712.28 647.50 - 758.60 941.71 61,377.17 1100Teacher 50,554.14 6,486.10 647.50 - 733.04 909.97 59,330.75 1100Teacher 48,507.90 6,223.56 647.50 - 703.36 873.14 56,955.47 1100Teacher 52,317.08 6,712.28 647.50 - 758.60 941.71 61,377.17 1100Teacher 49,109.74 6,300.78 647.50 - 712.09 883.98 57,654.09 1100Teacher 49,109.74 6,300.78 647.50 - 712.09 883.98 57,654.09 1100Teacher 50,270.84 6,449.75 647.50 - 728.93 904.88 59,001.89 1100Teacher 48,507.90 6,223.56 647.50 - 703.36 873.14 56,955.47 1100Teacher 51,835.61 6,650.51 647.50 - 751.62 933.04 60,818.28 1100Teacher 52,317.08 6,712.28 647.50 - 758.60 941.71 61,377.17 1100Academic Advisor 60,000.00 7,698.00 647.50 - 870.00 1,080.00 70,295.50 1200Academic Advisor 49,307.90 6,326.20 647.50 - 714.96 887.54 57,884.11 1200PRINCIPAL 100,000.00 12,830.00 647.50 - 1,450.00 1,800.00 116,727.50 1300Dean of Students 64,999.92 8,339.49 647.50 - 942.50 1,170.00 76,099.41 1300Executive Director 114,999.84 - 647.50 7,129.99 1,667.50 2,070.00 126,514.82 2300Dir. Dev + Recruitment 90,000.00 - 647.50 5,580.00 1,305.00 1,620.00 99,152.50 2300Athletic Director 32,640.00 - 647.50 2,023.68 473.28 587.52 36,371.98 2300Receptionist 27,720.00 - 647.50 1,718.64 401.94 498.96 30,987.04 2400IT Coordinator 56,160.00 - 647.50 3,481.92 814.32 1,010.88 62,114.62 2400Operations Coordinator 45,758.90 - 647.50 2,837.05 663.50 823.66 50,730.62 2400

- - - - - - -

1,402,163.65 132,775.73 16,187.50 22,771.28 20,331.37 25,238.95 1,619,468.48

BOD Packet pg 102

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