Philosophy-Goals-Objectives and Comprehensive Plans BP 0000


VISION

In order to provide a clear focus for district programs, activities and operations, the Board of Trustees shall adopt a long-range vision that sets direction for the district which is focused on student learning and describes what the Board wants its schools to achieve. This vision may be incorporated in various documents, including, but not limited to, the district's mission or purpose statement, philosophy, long-term goals, short-term objectives, and other comprehensive and strategic alignment plans.

(cf. 0100 - Philosophy)
(cf. 0200 - Goals for the School District)
(cf. 0400 - Comprehensive Plans)
(cf. 6010 - Goals and Objectives)
(cf. 9000 - Role of the Board)

The Superintendent or designee shall recommend an appropriate process for establishing and/or reviewing the district's vision statement which is inclusive of parents/guardians, students, staff and community members.

The Board shall review the district vision statements at least every three years or whenever a new Board member or Superintendent joins the district. Following these reviews the Board may revise or reaffirm the direction it has established for the district.

The Superintendent or designee shall communicate the district's vision to staff, parents/guardians and the community and shall regularly report to the Board regarding district progress toward the vision.

(cf. 0500 - Accountability)
(cf. 1100 - Communication with the Public)

Management Resources:
CSBA PUBLICATIONS
Maximizing School Board Leadership: Vision, 1996
WEB SITES
CSBA: http://www.csba.org


Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans AR 0000(a)

VISION

Creating Purpose

1. Mission: The district's mission is a general purpose statement of the school organization. The mission is the foundation upon which all educational programs and services are to be built. It describes the reason this district exists. The focus is on a consolidated district mission linking group and individual missions to the district mission.

2. Beliefs: The planning document will clarify and communicate district beliefs. These beliefs are the formal expression of the organization's fundamental values: its ethical code, its overriding convictions, its inviolate moral commitments. These beliefs are to provide a framework and an organizational shared culture by which all actions are examined.

Core Beliefs:

a. All but the most severely disabled students can and must reach Compton Unified School District benchmarked standards of achievement -- no exceptions, no excuses.

b. The standards must be the same for all students; everyone needs to acquire a deep understanding of the core subject; the capacity to apply that understanding to complex, real world problems; and the habits of mind and behavior that demonstrate their commitment to thoughtfulness, civility, persistence, responsibility and considered judgment.

c. Contributions to student performance are the only criterion for judging the merit of any activity that takes place at any level of the educational system.

d. Assessment systems, the curriculum, the whole instructional program, the professional development program and the accountability system must all be linked to one another and to the standards of student achievement -- at every level of the educational system.

e. Good instruction is absolutely important, but it is not enough; all students need to know that all District staff care about them as individuals and believe that they can and will succeed.


AR 0000(b)


VISION (continued)


f. The school cannot do the entire job; the whole community must be involved and organized to support the students.

g. Students going right to work from school can no longer be allowed to graduate with only the skills needed for no-skill, dead-end jobs; the school must involve employers as partners so they can work together to help students acquire the complex skills needed for productive and rewarding careers and a lifetime of continued education.

h. Schools and Districts support staff must provide high performance, customer friendly work places, in which people who actually do the work of the organization are treated like professionals, are expected to take initiative, have ideas that count, and take personal responsibility for doing everything possible to help ensure organizational effectiveness and student success.

i. To achieve better results, we must give staff the freedom and incentives that will make it reasonable to hold them accountable for the results of their work, within established guidelines.

3. Critical Analysis: Prior to setting goals, there is to be a collection and analysis of vital data about all facets of the internal and external environments of the district. This information defines the current status of the district and describes its future by combining forecasting results with status-check results. A prediction of the events and conditions that are likely to influence the performance of a school organization, division, or key individuals is an essential component of planning.

4. Benchmarking: Prior to goal setting and as a part of the critical analysis, the district will engage in benchmarking activities. A benchmark is a recognized reference point toward a standard for comparison purposes. Benchmarking is finding the exemplary measure of comparison. It is the practice of searching for new methods, practices, and processes that are not limited to the field of education.


AR 0000(c)


VISION (continued)


The managers of the district will conduct on-going benchmarking activities to identify best practices in the field regarding all functions of the organization.

5. Evolving Vision: Once the benchmarking process has begun, then a vision (desired future) is needed to determine how the district is going to bring that Vision into reality that recognizes the ever-changing needs of the customer, the constant improvement of benchmarks, and the district's improvement toward those benchmarks.

A useful vision articulates a view of a realistic, credible, attractive future for this district, a condition that is better in some important ways than that which now exists. Vision statements are about how district staff carry out their work--the structures, processes, strategies, and relationships.

6. Goal Identification, Prioritization, and Categorization: Ten year goals are to be developed from the critical analysis, benchmarking and vision. The district needs to have a few significant goals which are feasible to focus the organization toward change. Goals focusing on higher student achievement need to be separate from management goals. The goals will need to be grouped in some way for the purposes of communication and management.

7. Objectives: From the goals, statements of desired results are to be derived that are measurable and that have time limitations. The objectives describe the condition(s) a school organization wants to improve. It will be important that these objectives are feasible within the resources of the organization.

8. Evaluation: For each objective, statements of conditions are to be designed that will show evidence that an objective is satisfactorily achieved. Procedures also need to be developed for carrying out the evaluation. Each objective should be evaluated and the evaluation procedures should be developed at the time the objective is written. Formative evaluation procedures also needed to be put in place before work on the objective begins. This data will be used to improve the strategies being undertaken to reach the objective.

AR 0000(d)

VISION (continued)

9. Strategies and Action Plans: A strategy spells out the actions taken to accomplish the objectives. Strategic Action Plans are developed to deploy direction of the organization to achieve the objectives. Each action plan will include the:

o Goal and objective to which the action plan is directed and rational for the objective.

o Current situation data analysis used to set direction, including the implications of meeting or failing to meet the plan's objectives.

o Benchmarking and vision information relevant to the goal from which the strategies are to be derived.

o Composition of the cross-functional action team membership, roles, and responsibilities.

o Scope of the plan which will clarify the plan's boundaries in which the team must function.

o List of the people to whom the team is accountable and the criteria that will be used to judge the success of the planning.

o List of strategic actions, timeline, responsible individuals, and resources (human and funding) needed - a type of management by objective approach.

10. Integration of Functional Action Plans: Planning needs to be cross-functional and integrated. As each goal and its corresponding strategies and strategic action plan are designed, the managers of each of the action plans are to work together to integrate the plans and create a type of PERT chart to show the flow of the action plans in relation to one another as well as the human resources and funding resources that will be allocated.

Each action plan must be understood by each of the managers of the plans and agreed to by all action plan managers. The resources are to be used to bring about the entire set of planning objectives.

AR 0000(e)


VISION (continued)


Integrating action plans involves putting together all the pieces of the various plans in order to determine how the overall plan will work and where the potential trouble spots are.

11. Cascading of Goals, Objectives, and Action Plans: Once the system-wide goals, objectives, and action plans are in place, the divisions, departments, schools, and other units need to use the same set of planning components in alignment with system direction. Annual goals at all levels are to be set.

12. Planning and Budgeting Timeline: It is essential that the action plans be in place and integrated prior to the budgeting process. This will allow the planning priorities to be incorporated into budget planning. Because planning goals are a critical aspect of the organization's budget for the next year, planning will be scheduled so that the results can be fed directly into budget considerations for the coming year. As the process is refined, the relationship between planning and budgeting will become more obvious and more automatic.

The planning goals and objectives need to be developed over several years as does the budget to ensure continuity of funding to support the plans. It is proposed that planning be for a three year time frame and that these goals be annually updated or evolved no later than August for the next fiscal year.

System-wide annual goals and objectives for the next fiscal year would need to be in place by October with all units/schools/departments having their goals in place by November. These goals would then be build into the budgeting process beginning in December prior to the next fiscal year. The district would need to use a program driven budgeting approach that has incremental prioritization of all programs and new planning goals with one another. This would allow for multi-year budgeting plans along with the budget to be in place by March prior to the next fiscal year. Revenues, when known, would then determine the level of funding based on the incremental prioritization of programs.


AR 0000(f)


VISION (continued)


13. Contingency Planning: As part of the overall planning, the organization needs to identify the major opportunities of and threats to the organization as well as the indicators that these are likely to become realities. Such conditions are considered because they will necessitate changes if they do occur. Contingency planning is placed outside the other components because these phases are based on high-probability assumptions. There also needs to be a plan for unexpected situations that would take the energy of the organization in a different direction.

Managing Direction

14. Implementation and Modifying: Once the action plans are designed and resources have been made available, the action plans begin. Formative evaluation activities need to be undertaken and modifications made in the plans as needed. Approaches for alternative actions need to be in place.

15. Monitoring and Reporting: A system for assessing the status of activities, analyzing the results, and reporting outcomes needs to be in place. Monitoring needs to be at least three times a year, with annual reporting of progress a minimum.


Regulation COMPTON UNIFIED SCHOOL DISTRICT
Issued: December 14, 1999 Compton, California


Philosophy-Goals-Objectives and Comprehensive Plans BP 0100(a)

PHILOSOPHY

As part of its responsibility to establish a guiding vision for the district, the Board of Trustees shall develop and regularly review a set of fundamental principles which describes the district's beliefs, values or tenets. The Board and district staff shall incorporate this philosophy in all district programs and activities.

(cf. 0000 - Vision)
(cf. 0200 - Goals for the School District)
(cf. 6010 - Goals and Objectives)
(cf. 9000 - Role of the Board)

It is the philosophy of the district that:

1. All students can learn and succeed.

2. All students will read at grade level proficiency by grade 3.

3. Every student in the district, regardless of gender, special needs, or social, ethnic, language or economic background has a right to a high-quality education that challenges the student to achieve to his/her fullest potential.

4. The future of our nation and community depends on students possessing the skills to be lifelong learners and effective, contributing members of society.

5. A safe, nurturing environment is necessary for learning.

6. Parents/guardians have a right and an obligation to participate in their child's schooling.

7. The ability of children to learn is affected by social, health and economic conditions and other factors outside the classroom.

8. Early identification of student learning and behavioral difficulties contribute to student success.

9. Students and staff respond positively to high expectations and recognition for their accomplishments.

10. Continuous school improvement is necessary to meet the needs of students in a changing economy and society.


BP 0100(b)

PHILOSOPHY (continued)


11. The diversity of the student population and staff enriches the learning experience for all students.

12. A highly skilled and dedicated staff has a direct and powerful influence on students' lives and learning.

13. A high level of communication, trust, respect and teamwork among Board members and the Superintendent contributes to effective decision making.

14. The community provides an essential resource to the educational program.

15. Effective communication with all stakeholders helps build support for the schools.

16. Accountability for the district's programs and operations is shared by the entire educational community, with the ultimate accountability resting with the Board as the basic embodiment of representative government.

Legal Reference:
EDUCATION CODE
51002 Local development of programs based on stated philosophy and goals
51019 Definition of philosophy

Management Resources:
CSBA PUBLICATIONS
Maximizing School Board Leadership: Vision, 1996

Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans BP 0200(a)

GOALS FOR THE SCHOOL DISTRICT

The Board of Trustees shall adopt long-term goals for achieving the district's overall vision for its schools as well as clear performance standards and benchmarks which can be used to determine if the district is meeting these goals. Goals shall be limited in number so as to be reasonably achievable within established timelines.

(cf. 0000 - Vision)
(cf. 0100 - Philosophy)
(cf. 0500 - Accountability)
(cf. 6010 - Goals and Objectives)
(cf. 9000 - Role of the Board)

The Superintendent or designee may establish short-term, objectives and comprehensive plans to ensure adequate, regular progress toward the district's long-term goals.

(cf. 0400 - Comprehensive Plans)

1. Improve student achievement significantly in the basics, especially Reading, Writing and Mathematics.

2. Align teaching and learning - i.e., standards, assessments, curriculum, and instruction with student achievement objectives.

3. Link professional development and continuous training for all staff to the teaching and learning and student achievement objectives.

4. Provide clean and safe school facilities conducive to student learning, employee morale, and community pride.

5. Institute mechanisms and control systems to enhance management effectiveness and efficiency, and to produce higher levels of accountability.

6. Strengthen the linkages between schools, parents, families, and the community.

Legal Reference: (see next page)

BP 0200(b)

GOALS FOR THE SCHOOL DISTRICT (continued)

Legal Reference:
EDUCATION CODE
51002 Local development of programs based on stated philosophy and goals
51020 Definition of goal
51021 Definition of objective

Management Resources:
CSBA PUBLICATIONS
Maximizing School Board Leadership: Vision, 1996


Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans BP 0400(a)

COMPREHENSIVE PLANS


The Board of Trustees believes that careful planning is essential to effective implementation of district programs and policies. Comprehensive plans shall identify cohesive strategies for school improvement and provide stability in district operations.

The Superintendent or designee shall develop comprehensive plans for the implementation of the district's vision and goals, on specific policy topics and on other areas as required by law. As appropriate, comprehensive plans may describe, but not be limited to, anticipated short- and long-term needs, measurable outcomes, priorities, activities, available resources, timelines, staff responsibilities, and strategies for internal and external communications regarding the plan.

(cf. 0000 - Vision)
(cf. 0200 - Goals for the School District)
(cf. 0430 - Comprehensive Local Plan for Special Education)
(cf. 0440 - District Technology Plan)
(cf. 0450 - Comprehensive Safety Plan)
(cf. 0500 - Accountability)
(cf. 1112 - Media Relations)
(cf. 2123 - Evaluation of the Superintendent)
(cf. 3516 - Emergencies and Disaster Preparedness Plan)
(cf. 3543 - Transportation Safety and Emergencies)
(cf. 4141.6/4241.6 - Concerted Action/Work Stoppage)
(cf. 6010 - Goals and Objectives)
(cf. 6171 - Title I Programs)
(cf. 6190 - Evaluation of the Instructional Program)
(cf. 7110 - Facilities Master Plan)

Comprehensive plans may be subject to review and approval by the Board.

The process for developing comprehensive plans shall invite broad participation of school and community representatives. Committees may be appointed to assist in the development of plans. Comprehensive plans shall be available to the public and shall be reviewed at regular intervals as specified within the plan.

(cf. 0420.5 - School-Based Decision Making)
(cf. 1220 - Citizen Advisory Committees)
(cf. 2230 - Representative and Deliberative Groups)
(cf. 6020 - Parent Involvement)
(cf. 9130 - Board Committees)


BP 0400(b)


COMPREHENSIVE PLANS (continued)


In addition, school-level action plans must be developed to meet the unique circumstances of individual school sites consistent with law, district vision, Board policies, administrative regulations and districtwide plans. School action plans may be subject to review and approval of the Superintendent or designee.

(cf. 0420 - School Plans/Site Councils)
(cf. 0420.1 - School-Based Program Coordination)
(cf. 0420.2 - School Improvement Program)
(cf. 0420.3 - School-Based Student Motivation and Maintenance Program)

Legal Reference:
EDUCATION CODE
35035 Powers and duties of Superintendent
35291 Rules (power of Board of Trustees)

Management Resources:
CSBA PUBLICATIONS
Maximizing School Board Leadership: Vision, 1996
WEB SITES
CSBA: http://www.csba.org


Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California


Philosophy-Goals-Objectives and Comprehensive Plans AR 0400(a)

COMPREHENSIVE PLANS


The Superintendent of Schools shall be responsible for the development of plans for research, evaluation and long-term planning. These plans will guide the board of trustees in policy development and the management in moving the organization through systematic continuous improvement efforts towards the mission. Long-term planning efforts of all departments and schools are to be aligned to the district priority planning goals.

For an organization to continually improve, it must be rational and systematic in its approach all functions of the organization need to focus on the district mission and work in an integrated way for the achievement of all the students.

The major purpose of district long-range planning is to guide the district in the improvement of student performance for all student groups. A critical feature of long-range planning is the improvement of system services and programs which support the district mission. Such planning needs to be comprehensive in scope and integrated in function.

Long-range Planning

The district will engage in long-range planning to guide the district in the on-going improvement of student performance for all student groups. The planning will focus on efforts to improve all system functions in supporting the district mission.

Meaningful long-range planning is a precise determination of the district's aims and ideas and the integrated means by which it will reach them. The planning is to be characterized by the following attributes:

o A sense of mission permeates the organization and each person understands his/her role with respect to the system mission, division/department/school mission, and personal mission.

o Change is accepted as a permanent condition, with recognition that failure to deal with change will stultify and diminish the capability of the school organization.

o A continuous study of benchmarking processes is routinely conducted to identify gaps in current and desired functioning levels.


AR 0400(b)


COMPREHENSIVE PLANS (continued)


o Key issues/goals/objectives are identified and prioritized from the benchmarking and gap analysis; people, jobs, and technology are used in an integrated way to achieve the goals of the organization in a focused and connected way.

o A shared vision is widely held with common understanding of where the system is going and for what reasons.

o Formative assessment processes are used to review progress and adjust plans or redeploy resources as needed.

o Demands are made upon the organization to affirm its purposes, assess it strengths and weaknesses, and take action in accordance with its internal and external environment in order to improve over time.

Management by planning is a process of continuously defining the direction of a district and aligning the work accordingly. District-wide planning will be focused on goals in order to orchestrate the system toward change. All division, department, and school plans will be aligned with the district's priority goals.

The plan is to be "data driven" using a critical analysis of the current and desired status of the district. The district staff are to use benchmarking processes to search for new methods, practices, and processes for carrying out the work of the district.

Planning Process

The district will design a ten-year systemic plan which will include three year goal priorities and annual target objectives. The plan is to be reviewed and up-dated annually. Goals and objectives will be supported by integrated strategic action plans. Annually, the achievement of the plan's goals will be evaluated and such evaluation reported to the Board and district constituents.

A feasible number of priority goals will be established for the district. It is recognized that significant goals and objectives will take several years to achieve. The district long-range plan serves to focus an alignment of all district, school, and department priorities regardless of funding source.

AR 0400(c)

COMPREHENSIVE PLANS (continued)

The establishment of priority goals will precede the budget planning process and will be incorporated into such planning to ensure that the necessary resources are available to carry out the strategic actions.

Each school year, the principal, with the assistance of the school-site council shall develop, review, and revise the School Improvement Plan for the purpose of improving student performance for all student populations in alignment with the annual district goal priorities. Each division and/or department administrator will align their improvement plans to the annual district priority goals.

By August of each year the annual district goal priorities shall be determined. The superintendent shall publish these for school/department alignment. These aligned school/department improvement plans will be due by October of each year for the subsequent school year. Action plans will be in place no later than November of each year, reflecting the goals and objectives that will address the district goal priorities. This allows the resources needed to become part of the budget planning process.

The district long-range systemic plan is to be developed, evaluated, and revised annually by the superintendent with the assistance of an administrative planning task force. The Superintendent shall ensure that the district is engaged in planning with broad representation at the district, school, and department levels. The planning process will involve district staff, parents, and community

The district administrative planning task force will:

o Advise the Superintendent and Cabinet regarding planning endeavors.

o Revisit the district vision as needed.

o Recommend proposed 10 (-) year, three (-) year, and annual systemic goal priorities.

o Suggest to management possible strategies for implementing the goal, and ways to assess achievement of the goals.

The task force recommendations and advice will be studied by the Cabinet. Goals will be revised, if needed, and submitted to the board for its input. The Cabinet will then approve the district-wide plan.


AR 0400(d)

COMPREHENSIVE PLANS (continued)

Note: The Board of Trustees does not approve the goal's since they are district-wide management goals in the areas of student achievement and management functions. The Board may choose to develop its own goals to support the management goals, if desired. The board will be involved throughout the planning process and invited to be participants of the planning task force.

Once established, goals will be assigned to the appropriate administrators. Task forces will be created, as needed, to design the strategic action plans and assist in their implementation. The chair of each task force and ASSIGNED administrator will meet regularly to ensure that the plans and strategies are integrated.

Components of the District's Systemic Long-Range Planning

Fifteen components will be included in the systemic planning document. These components are presented below under four categories: creating purpose, setting direction, deploying direction, and managing direction. Although these components are presented in a linear fashion, they take place in an integrated and a cyclical manner.

Regulation COMPTON UNIFIED SCHOOL DISTRICT
Issued: December 14, 1999 Compton, California


Philosophy-Goals-Objectives and Comprehensive Plans BP 0410(a)

NONDISCRIMINATION IN DISTRICT PROGRAMS AND ACTIVITIES


The Board of Trustees is committed to equal opportunity for all individuals in education. District programs and activities shall be free from discrimination based on gender, race, color, religion, national origin, ethnic group, marital or parental status, physical or mental disability, or any other unlawful consideration. The Board shall promote programs which ensure that discriminatory practices are eliminated in all district activities.

(cf. 4030 - Nondiscrimination in Employment)
(cf. 4032 - Reasonable Accommodation)
(cf. 4119.11/4219.11/4319.11 - Sexual Harassment)
(cf. 5145.3 - Nondiscrimination/Harassment)
(cf. 5145.7 - Sexual Harassment)
(cf. 5146 - Married/Pregnant/Parenting Students)
(cf. 6145.2 - Athletic Competition)
(cf. 6164.4 - Identification of Individuals for Special Education)
(cf. 6164.6 - Identification and Education under Section 504)
(cf. 6178 - Vocational Education)
(cf. 6200 - Adult Education)

District programs and facilities, viewed in their entirety, shall be readily accessible to and usable by individuals with disabilities. In addition, new construction and alterations to facilities existing before January 26, 1992 shall be accessible when viewed in their entirety.

The Superintendent or designee shall ensure that the district provides auxiliary aids and services where necessary to afford individuals with disabilities equal opportunity to participate in or enjoy the benefits of a service, program or activity. These aids and services may include, but not be limited to, qualified interpreters or readers, assistive listening devices, notetakers, written materials, taped text, and Braille or large print materials.

(cf. 5124 - Communication with Parents/Guardians)

Individuals with disabilities shall notify the Superintendent or principal if they have a disability that requires special assistance or services. Reasonable notification should be given prior to the school-sponsored function, program or meeting.

(cf. 9320 - Meetings and Notices)

The Superintendent or designee shall notify students, parents/guardians, employee organizations and sources of referral of applicants for admission and employment about the district's policy on nondiscrimination. Such notification shall be included in each announcement, bulletin or application form distributed to these groups. (34 CFR 104.8, 106.9)

BP 0410(b)


NONDISCRIMINATION IN DISTRICT PROGRAMS AND ACTIVITIES (continued)


The Superintendent or designee shall also provide information about related complaint procedures.

(cf. 1312.3 - Uniform Complaint Procedures)
(cf. 4031 - Complaints Concerning Discrimination in Employment)

To the extent possible, the district's nondiscrimination policy shall be published in the individual's primary language.

(cf. 5145.6 - Parental Notifications)

Legal Reference:
EDUCATION CODE
200-262.4 Prohibition of discrimination
GOVERNMENT CODE
11000 Definitions
11138 Rules and regulations
11342 Administrative regulations and rulemaking, definitions
UNITED STATES CODE, TITLE 20
1400-1487 Individuals with Disabilities in Education Act
1681-1688 Discrimination based on sex or blindness, Title IX
2301-2471 Carl D. Perkins Vocational and Applied Technology Act
UNITED STATES CODE, TITLE 29
794 Section 504 of the Rehabilitation Act of 1973
UNITED STATES CODE, TITLE 42
2000d-2000d-7 Title VI, Civil Rights Act of 1964
2000h-2000h-6 Title IX
12101-12213 Americans with Disabilities Act
CODE OF FEDERAL REGULATIONS, TITLE 28
35.101-35.190 Americans with Disabilities Act
CODE OF FEDERAL REGULATIONS, TITLE 34
100.1-100.13 Nondiscrimination in federal programs, effectuating Title VI
104.1-104.39 Section 504 of the Rehabilitation Act of 1973
106.1-106.61 Discrimination on the basis of sex or blindness, effectuating Title VI especially:
106.9 Dissemination of policy

Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans BP 0420(a)

SCHOOL PLANS/SITE COUNCILS


The Board of Trustees encourages district employees, students, parents/guardians and other members of the school community to develop school plans designed to meet the specific needs at individual school sites. The Board may approve or disapprove school plans as necessary in order to fulfill the district's mission, accomplish the Board's adopted goals and/or comply with legal requirements.

(cf. 0000 - Vision)
(cf. 0200 - Goals for the School District)
(cf. 0400 - Comprehensive Plans)
(cf. 0420.5 - School-Based Decision Making)
(cf. 1220 - Citizen Advisory Committees)
(cf. 6020 - Parent Involvement)

The Superintendent or designee shall ensure that schools desiring to participate in state-funded school-based programs establish and maintain a school site council. Such councils shall be responsible for the development, review and modification of school plans within their program area and for other duties as prescribed by law.

(cf. 0420.1 - School-Based Program Coordination)
(cf. 0420.2 - School Improvement Program)
(cf. 0420.3 - School-Based Student Motivation and Maintenance Program)
(cf. 0450 - Comprehensive Safety Plan)

Legal Reference: (see next page)


BP 0420(b)


SCHOOL PLANS/SITE COUNCILS (continued)

Legal Reference:
EDUCATION CODE
52 Designation of schools
53 Designation of high schools
8750-8754 Conservation Education
44520-44534 New Careers Program
44670.1-44671.5 Staff Development and Resource Centers
51870-51877 Morgan-Farr-Quackenbush Educational Technology Act
52000-52049 School Improvement Program
52176 Advisory committees
52200-52212 Gifted and Talented Education Program
52340-52346 California Regional Career Guidance Centers
52800-52904 School-Based Program Coordination Act
54000-54041 Educationally Disadvantaged Youth Programs
54100-54145 Miller-Unruh Basic Reading Act
54425 Advisory committees (compensatory education)
54650-54659 Education Improvement Incentive Program
54720-54734 School-Based Pupil Motivation and Maintenance Program
56000-56885 Special education

Management Resources:
CDE PUBLICATIONS
School Site Councils: Their Composition, Role and Responsibilities, 1991
WEB SITES
CDE: http://www.cde.ca.gov


Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans AR 0420

SCHOOL PLANS/SITE COUNCILS


When required for participation in state programs, school site councils shall be composed of the following: (Education Code 52012, 52852, 54724)

1. The principal

2. Teachers selected by the school's teachers

3. Other school personnel chosen by the school's other personnel

4. Parents/guardians of students attending the school, chosen by other such parents/guardians or community members chosen as representatives by such parents/guardians

5. In secondary schools, including middle and high schools, students attending the school, chosen by other such students

(cf. 0420.1 - School-Based Program Coordination)
(cf. 0420.2 - School Improvement Program)
(cf. 0420.3 - School-Based Student Motivation and Maintenance Program)

Half of the school site council membership shall consist of school staff, the majority of whom shall be classroom teachers. For elementary school site councils, the remaining half shall be parents/guardians or parent/guardian representatives. For secondary school site councils, the remaining half shall be equal numbers of parents/guardians (or parent/guardian representatives) and students. (Education Code 52012, 52852, 54724)

A district employee may serve as a parent/guardian representative on the site council of the school his/her child attends, provided the employee does not work at that school. (Education Code 52852)

School site councils may function on behalf of other committees in accordance with law. (Education Code 52176, 52870, 54425)

(cf. 1220 - Citizen Advisory Committees)


Regulation COMPTON UNIFIED SCHOOL DISTRICT
Issued: December 14, 1999 Compton, California


Philosophy-Goals-Objectives and Comprehensive Plans BP 0420.1(a)

SCHOOL-BASED PROGRAM COORDINATION


In order to best serve students with special needs, as well as students participating in designated educational programs, the Board of Trustees encourages school-based program coordination as a means for achieving flexibility in the use of the categorical funds received by each school. The Board believes that resources acquired to assist students in one program often can benefit other students without in any way depriving the originally targeted group.

A school-site council shall be established at each school to consider whether or not it wishes the school to participate in school-based program coordination. All interested persons shall have an opportunity to meet in public to establish the site council. (Education Code 52852.5)

(cf. 0420 - School Plans/Site Councils)
(cf. 1220 - Citizen Advisory Committees)

Evaluation of each participating school's educational program shall include an assessment of the school's effectiveness in meeting the needs of each student population targeted by categorical funds.

(cf. 0500 - Accountability)
(cf. 3553 - Free and Reduced Price Meals)
(cf. 6190 - Evaluation of the Instructional Program)

Legal Reference: (see next page)


BP 0420.1(b)


SCHOOL-BASED PROGRAM COORDINATION (continued)

Legal Reference:
EDUCATION CODE
8750-8754 Conservation Education
44520-44534 New Careers Program
44670.1-44671.5 Staff Development and Resource Centers
51870-51877 Morgan-Farr-Quackenbush Educational Technology Act
52000-52049 School Improvement Program
52200-52212 Gifted and Talented Education Program
52340-52346 California Regional Career Guidance Centers
52800-52904 School-Based Program Coordination Act
54000-54041 Educationally Disadvantaged Youth Programs
54100-54145 Miller-Unruh Basic Reading Act
54650-54659 Education Improvement Incentive Program
54720-54734 School-Based Pupil Motivation and Maintenance Program
56000-56885 Special education
MILITARY AND VETERANS CODE
500-520.1 California Cadet Corps

Management Resources:
CDE PROGRAM ADVISORIES
06271.09 School-Based Program Coordination Act
0620.09 Use of Categorical Funds for Motivation Incentives
0430.09 Using School Improvement Program Resources and SB 1882 Funding to Promote School Change
1107.89 Implementation of new procedures for noncompliance
WEB SITES
CDE: http://www.cde.ca.gov

Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California


Philosophy-Goals-Objectives and Comprehensive Plans AR 0420.1(a)

SCHOOL-BASED PROGRAM COORDINATION

The Superintendent or designee shall give all principals information about the School-Based Program Coordination Act. This information shall be provided to staff, parents/guardians and secondary students. (Education Code 52852.5)

Categorical funds coordinated under this program may include funding for: (Education Code 52851)

1. Conservation Education (Education Code 8750-8754)

(cf. 6142.5 - Environmental Education)

2. New Careers Program (Education Code 44520-44534)

(cf. 4112.21 - District Interns)

3. Staff Development and Resource Centers (Education Code 44670.1-44671.5)

(cf. 4131.6 - Professional Development Program)

4. Educational Technology (Education Code 51870-51879)

(cf. 0440 - District Technology Plan)
(cf. 4040 - Employee Use of Technology)
(cf. 6162.7 - Use of Technology in Instruction)
(cf. 6163.4 - Student Use of Technology)

5. School Improvement Program (Education Code 52000-52049)

(cf. 0420.2 - School Improvement Program)

6. Gifted and Talented Education Program (Education Code 52200-52212)

(cf. 6172 - Gifted and Talented Student Program)

7. California Regional Career Guidance Centers (Education Code 52340-52346)

(cf. 6030 - Integrated Academic and Vocational Instruction)
(cf. 6178 - Vocational Education)

8. Educationally Disadvantaged Youth Programs (Education Code 54000-54041), including Economic Impact Aid and Back to Basics Summer School Reading Program

(cf. 5149 - At-Risk Students)
(cf. 6174 - Education for English Language Learners)

AR 0420.1(b)

SCHOOL-BASED PROGRAM COORDINATION (continued)

9. Miller-Unruh Basic Reading Act (Education Code 54100-54145)

(cf. 6142.91 - Reading/Language Arts Instruction)

10. Special Education (Education Code 56000-56885)

(cf. 0430 - Comprehensive Local Plan for Special Education)
(cf. 6164.4 - Identification of Individuals for Special Education)

11. California Cadet Corps (Military and Veterans Code 500-520.1)

Funds coordinated by this program shall be used to supplement, not supplant, existing state and local appropriations. (Education Code 52852.5)

The school shall not be required to meet the statutory provisions or related California Code of Regulations for any coordinated program except as specifically provided under the School-Based Program Coordination Act. (Education Code 52851)

Plan

The site council at participating schools shall develop a school plan which includes an explicit statement of what the school seeks to accomplish by the coordinated use of categorical funds. The school plan shall also address: (Education Code 52853)

(cf. 0420 - School Plans/Site Councils)

1. Curricula, instructional strategies and materials responsive to the individual needs and learning styles of each student

2. Instructional and auxiliary services which meet the special needs of non-English-speaking or limited-English-speaking students; educationally disadvantaged students; gifted and talented students; and students with exceptional needs

3. A staff development program for teachers, other school personnel, paraprofessionals and volunteers, including those participating in special programs, which may include:

a. The use of program guidelines developed by the State Superintendent of Public Instruction for specific learning disabilities, including dyslexia, and other related disorders


AR 0420.1(c)

SCHOOL-BASED PROGRAM COORDINATION (continued)

b. Strategies included in the guidelines and instructional materials that focus on successful approaches for working with students who have been prenatally exposed to substances as well as other at-risk students

(cf. 1240 - Volunteer Assistance)
(cf. 4131 - Staff Development)

4. Ongoing evaluation of the school's educational program

(cf. 0500 - Accountability)
(cf. 6190 - Evaluation of the Instructional Program)

5. The proposed expenditures of funds available to the school through this program, including but not limited to expenditures for salaries and staff benefits for persons providing services for those programs

6. Other activities and objectives established by the site council

The Board of Trustees shall review and approve or disapprove the school plan. If a plan is not approved, the Board shall give the site council its specific reasons. (Education Code 52855)

The site council shall annually review the school plan, revise it as necessary to reflect changing needs and priorities, and establish a new budget based on the allocation granted to the school by the Board out of the district's grant for this program. (Education Code 52853, 52857)

Subsequent changes in the plan developed by the site council shall be approved or disapproved by the Board, and specific reasons stated for any disapproval. (Education Code 52855)

The plan shall be kept at the school site. (Education Code 52850)

Regulation COMPTON UNIFIED SCHOOL DISTRICT
Issued: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans BP 0420.2

SCHOOL IMPROVEMENT PROGRAM


The goal of school improvement programs at participating schools shall be to improve instruction, auxiliary services, school environment and school organization so as to meet the needs of all the school's students. The school site council shall develop a school improvement plan to guide the improvement activities. Upon Board of Trustees approval of the plan, the site council shall assume responsibility for the ongoing review of its implementation and a periodic evaluation of the program's effectiveness. The council shall annually review the plan, establish the plan budget and update the plan to reflect changing improvement needs and priorities.

Legal Reference:
EDUCATION CODE
52000-52049 Improvement of elementary and secondary education
62000-62007 Evaluation and sunsetting of programs
CODE OF REGULATIONS, TITLE 5
4000-4091 School Improvement Programs

Management Resources:
CDE PROGRAM ADVISORIES
06271.09 School-Based Program Coordination Act
09211.09 Implementing Class Size Reduction under the Morgan-Hart Class Size Reduction Act of 1989
0620.09 Use Of Categorical Funds for Motivation Incentives
0430.09 Using School Improvement Program Resources and SB 1882 Funding to Promote School Change
1107.89 Implementation of new procedures for noncompliance


Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans BP 0420.3(a)

SCHOOL-BASED STUDENT MOTIVATION AND MAINTENANCE
PROGRAM


The Board of Trustees believes that the staff at each school site should make every effort to identify potential dropouts and use every available resource to encourage these students to earn a high school diploma.

(cf. 5147 - Dropout Prevention)

To encourage the flexible coordination of categorical programs at each school for this purpose, the Superintendent or designee shall give all district principals information about the School-Based Pupil Motivation and Maintenance Program (Education Code 54720-58734). This information shall be shared with staff, parents/guardians and secondary students.

Before beginning to develop a school-based motivation and maintenance plan, a school site council shall be established to consider whether to participate in the program. All interested parties shall have the opportunity to meet in public to establish this site council. Any existing schoolwide advisory group may be used as the site council if its membership conforms to that specified in Education Code 54724.

(cf. 0420 - School-Plans/Site Councils)

Should the site council decide to participate in a motivation and maintenance program, it shall develop a plan for increasing the school's retention rate. This plan shall include, but not be limited to:

1. A staff development program

The program shall include training which helps staff to identify and respond appropriately to risk-taking behavior of youth.

BP 0420.3(b)

SCHOOL-BASED STUDENT MOTIVATION AND MAINTENANCE
PROGRAM (continued)

2. Student success teams

Student success teams shall identify dropouts and potential dropouts, assess their needs and develop programs to meet those needs. Each student success team shall include:

a. The student identified as a dropout or potential dropout

b. The student's parents/guardians

c. One of the student's teachers; for dropouts, a teacher who would have been one of the student's teachers

d. The principal or designee

e. Other appropriate resource teachers or specialists

f. When appropriate, representatives of business, industry, community organizations, or law enforcement agencies

3. Procedures for coordinating currently funded services so as to help students succeed in academic and job-related subjects

4. Instructional and related services for students highly at risk of failing in the regular program or dropping out, and for the educationally disadvantaged, the gifted and talented, and those with exceptional needs. For non- or limited-English speaking students, services shall include instruction in the language they understand

5. Provisions to identify and remedy learning problems early in the elementary years

6. Emphasis on literacy and basic skills development

7. Emphasis on curriculum and teaching strategies that relate to job opportunities

8. A plan that uses and coordinates outreach consultants' skills and talents

BP 0420.3(c)


SCHOOL-BASED STUDENT MOTIVATION AND MAINTENANCE
PROGRAM (continued)


9. Other activities and objectives established by the council

10. Proposed expenditures of available funds

The school site council shall annually establish a new budget and review its plan, changing it as necessary to reflect new needs and priorities. (Education Code 54726)

The plan and any revisions shall be approved by the Board prior to implementation. (Education Code 54722)

The Superintendent or designee shall ensure that funds coordinated in this program are used to supplement, not supplant, existing state and local funding. (Education Code 54725)

Legal Reference:
EDUCATION CODE
52850-52863 School plans
52885-52887 State administration
54720-54734 School-Based Pupil Motivation and Maintenance Program and Dropout Recovery Act

Management Resources:
CDE PROGRAM ADVISORIES
0620.09 Use of Categorical Funds for Motivation Incentives
1107.89 Implementation of new procedures for noncompliance

Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans BP 0420.4(a)

CHARTER SCHOOLS

The Board of Trustees believes that charter schools provide one opportunity to implement school-level reform and to support innovations which improve student learning. These schools shall operate under the provisions of their charters, federal laws and general oversight of the Board.

As needed, the Superintendent or designee may work with charter school petitioners to establish workable plans for technical assistance or contracted services which the district may provide to the proposed charter school.

In determining whether to grant or deny a charter, the Board shall carefully review the proposed charter and any supplementary information, consider public and staff input, and determine whether the charter petition adequately addresses all the provisions required by law. The Board shall not deny a charter school petition unless specific written factual findings are made pursuant to law and administrative regulation.

The Board shall ensure that any charter granted by the Board contains adequate processes and measures for holding the school accountable for fulfilling the terms of its charter. These shall include, but not be limited to, fiscal accountability systems as well as multiple measures for evaluating the educational program. To assist the Board in its general oversight responsibility, charters shall provide for regular reports to the Board related to the charter provisions.

(cf. 0500 - Accountability)

Legal Reference: (see next page)


BP 0420.4(b)


CHARTER SCHOOLS (continued)


Legal Reference:
EDUCATION CODE
41365 Charter school revolving loan fund
44237 Criminal record summary
44830.1 Certificated employees, conviction of a violent or serious felony
45122.1 Classified employees, conviction of a violent or serious felony
47600-47616.5 Charter Schools Act of 1992
48000 Minimum age of admission (kindergarten)
48010 Minimum age of admission (first grade)
48011 Minimum age of admission from kindergarten or other school
51747.3 Apportionments for independent study
54032 Limited English or low-achieving pupils
56145-56146 Special education services in charter schools
60605 Academic content and performance standards; assessments
60640-60647 Standardized Testing and Reporting Program
GOVERNMENT CODE
54950-54962 The Ralph M. Brown Act
PENAL CODE
667.5 Definition of violent felony
1192.7 Definition of serious felony
CODE OF REGULATIONS, TITLE 5
11960 Regular average daily attendance for charter schools
COURT DECISIONS
Evensen v. Vicki L. Barber et al, (1996) No. PV 94-0465, Superior Ct., County of El Dorado
Desert Sands Unified School District and Washington Charter School v. Public Employment Relations Board and California School Employees Association and its Desert Sands Chapter #106, No. BC126357, Superior Ct., County of Los Angeles
ATTORNEY GENERAL OPINIONS
80 Ops.Cal.Atty.Gen. 52 (1997)
78 Ops.Cal.Atty.Gen. 253 (1995)
78 Ops.Cal.Atty.Gen. 297 (1995)

Management Resources:
WEB SITES
California Department of Education: http://www.cde.ca.gov
Education Commission of the States: http://www.ecs.org
National School Boards Association: http://www.nsba.org


Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California
Philosophy-Goals-Objectives and Comprehensive Plans AR 0420.4(a)

CHARTER SCHOOLS


Petition Signatures


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

1. A number of parents/guardians equivalent to at least one-half of the number of students that the charter school estimates will enroll in the charter school for its first year of operation

2. A number of teachers equivalent to at least one-half of the number of teachers that the charter school estimates will be employed at the school during its first year of operation

3. At least 50 percent of the permanent status teachers currently employed at the public school to be converted if the charter petition calls for an existing public school to be converted to a charter school

(cf. 4116 - Permanent/Probationary Status)

In circulating a petition, the petitioners shall include a prominent statement explaining that a signature means the parent/guardian is meaningfully interested in having his/her child attend the charter school or, in the case of a teacher's signature, that the teacher is meaningfully interested in teaching at the charter school. The proposed charter shall be attached to the petition. (Education Code 47605)

Charter Provisions

A charter petition shall include descriptions of all of the following: (Education Code 47605)


AR 0420.4(b)


CHARTER SCHOOLS (continued)


1. The educational program of the school, designed, among other things, to identify those whom the school is attempting to educate, what it means to be an "educated person" in the 21st century and how learning best occurs. The goals identified in that program shall include the objective of enabling students to become self-motivated, competent and lifelong learners.

2. The measurable student outcomes identified for use by the charter school. "Student outcomes" means the extent to which all students of the school demonstrate that they have attained the skills, knowledge and attitudes specified as goals in the school's educational program.

3. The method by which student progress in meeting those student outcomes is to be measured.

4. The governance structure of the school, including but not limited to the process to be followed by the school to ensure parent/guardian involvement.

5. The qualifications to be met by individuals to be employed by the school.

6. The procedures that the school will follow to ensure the health and safety of students and staff. These procedures shall include the requirement that each school employee furnish the school with a criminal record summary as described in Education Code 44237.

7. The means by which the school will achieve a racial and ethnic balance among its students that is reflective of the general population residing within the district's territorial jurisdiction.

8. Admission requirements if applicable.


AR 0420.4(c)


CHARTER SCHOOLS (continued)

9. The manner in which annual, independent financial audits shall be conducted, which shall employ generally accepted accounting principles, and the manner in which audit exceptions and deficiencies shall be resolved to the satisfaction of the Board.

10. The procedures by which students can be suspended or expelled.

(cf. 5144.1 - Suspension and Expulsion/Due Process)

11. The manner by which staff members of the charter schools will be covered by the State Teachers' Retirement System, the Public Employees' Retirement System or federal social security.

12. The public school attendance alternatives for students residing within the district who choose not to attend charter schools.

13. A description of the rights of any district employee upon leaving district employment to work in a charter school, and of any rights of return to the district after employment at a charter school.

14. The procedures to be followed by the charter school and the Board to resolve disputes relating to charter provisions.

Note: To ensure accountability, SB 434 (July 1999) requires charter schools to do the following:

15. Offer at least the same number of instructional minutes per year as non-charter schools. However the bill does not mandate that charter schools offer the time on any particular days of the week or require a specific number of instructional minutes per day.

16. Keep written attendance records and make them available for audit and inspection.

17. Certify that charter school students have participated in state testing programs as a condition of receiving state funding.

18. Comply with existing laws and regulations regarding independent study.

AR 0420.4(d)


CHARTER SCHOOLS (continued)

The petition also shall include affirmations that: (Education Code 47605)

1. The charter school shall be nonsectarian in its programs, admission policies, employment practices and all other operations; shall not charge tuition; and shall not discriminate against any student on the basis of ethnicity, national origin, gender or disability.

2. The charter school shall admit all students who wish to attend the school, according to the following criteria and procedures:

a. Admission to the charter school shall not be determined according to the student's place of residence, or that of his/her parents/guardians, within this state, except that any existing public school converting partially or entirely to a charter school shall adopt and maintain a policy giving admission preference to students who reside within the school's former attendance area.

b. If the number of students who wish to attend the charter school exceeds the school's capacity, attendance, except for existing students of the charter school, shall be determined by a public random drawing. Preferences shall be extended to students currently attending the charter school and students who reside in the district. In the event of a drawing, the Board shall make reasonable efforts to accommodate the growth of the charter school and shall not take any action to impede the charter school from expanding enrollment to meet student demand.

c. Other admissions preferences permitted by the Board on an individual school basis and if consistent with law.

In addition to submitting the proposed charter and the affirmations described above, charter school petitioners shall provide information to the Board regarding the proposed operation and potential effects of the school, including but not limited to: (Education Code 47605)

1. The facilities to be used by the school

2. The manner in which administrative services of the school are to be provided


AR 0420.4(e)

CHARTER SCHOOLS (continued)

3. Potential civil liability effects, if any, upon the school and district

4. Financial statements that include a proposed first-year operational budget, including start-up costs, and cash-flow and financial projections for the first three years of operation

Charter Approval/Denial

Within 30 days of receiving a petition to establish a charter school, the Board shall hold a public hearing to determine the level of support for the petition by teachers, other employees of the district and parents/guardians. (Education Code 47605)

(cf. 9320 - Meetings and Notices)

Within 60 days of receiving a petition, or within 90 days with the consent of the petitioners and the Board, the Board shall either grant or deny the request to establish a charter school. (Education Code 47605)

The Board shall grant the charter if doing so is consistent with sound educational practice. A charter shall be denied only if the Board presents written specific factual findings that one or more of the following conditions exists: (Education Code 47605)

1. The charter school presents an unsound educational program for the students to be enrolled in the charter school

2. The petitioners are demonstrably unlikely to successfully implement the program set forth in the petition

3. The petition does not contain the number of signatures required

4. The petition does not contain an affirmation of each of the conditions described above and in Education Code 47605(d)

5. The petition does not contain reasonably comprehensive descriptions of the 14 provisions described above and in Education Code 47605(b)

The Board also shall not grant any charter that authorizes the conversion of a private school to a charter school. (Education Code 47602)


AR 0420.4(f)


CHARTER SCHOOLS (continued)

In granting charter petitions, the Board shall give preference to schools best able to provide comprehensive learning experiences for academically low-achieving students according to standards established by the California Department of Education under Education Code 54032. (Education Code 47605)

The Board may initially grant a charter for a specified term not to exceed five years. (Education Code 47607)

The petitioners shall provide written notice of the Board's approval and a copy of the charter to the State Board of Education. (Education Code 47605)

Revisions

Material revisions to a charter may be made only with Board approval and shall be governed by the same standards and criteria that apply to new charter petitions as set forth in Education Code 47605. (Education Code 47607)

Renewals

A charter school seeking renewal of the charter shall submit a written request to the Board at least 120 days before the term of the charter is due to expire.

At least 90 days before the term of the charter is due to expire, the Board shall conduct a public hearing to receive input on whether or not to extend the charter. At least 60 days before the expiration date, the Board shall either grant or deny the request for renewal.

Renewals shall be governed by the same standards and criteria that apply to new charter petitions as set forth in Education Code 47605. (Education Code 47607)

Each renewal shall be for a period of five years. (Education Code 47607)

Revocations

The Board may revoke a charter whenever it finds that the charter school has done any of the following: (Education Code 47607)

AR 0420.4(g)


CHARTER SCHOOLS (continued)


1. Committed a material violation of any of the conditions, standards or procedures set forth in the charter

2. Failed to meet or pursue any of the student outcomes identified in the charter

3. Failed to meet generally accepted accounting principles or engaged in fiscal mismanagement

4. Violated any provision of law

Prior to revocation, the Board shall notify the charter school of any violation and give the school a reasonable opportunity to correct the violation unless the Board determines, in writing, that the violation constitutes a severe and imminent threat to the health or safety of the students. (Education Code 47607)

Requirements for Charter Schools

No student shall be required to attend a charter school. (Education Code 47605)

No district employee shall be required to work at a charter school. (Education Code 47605)

Charter schools shall be exempt from the state laws governing school districts, except all of the following:

1. Charter schools shall be subject to Education Code 47611 regarding the State Teachers' Retirement System. (Education Code 47610)

2. Charter schools shall be subject to Education Code 41365 regarding the revolving loan fund for charter schools. (Education Code 47610)

3. Charter schools shall be subject to all laws establishing minimum age for public school attendance. (Education Code 47610)

(cf. 5111 - Admission)

AR 0420.4(h)


CHARTER SCHOOLS (continued)

4. Charter schools shall meet all statewide standards and conduct the student assessments required by Education Code 60605 and any other statewide standards or assessments applicable to noncharter public schools. (Education Code 47605)

(cf. 6011 - Academic Standards)
(cf. 6162.5 - Student Assessment)

5. Charter schools shall be subject to state law prohibitions regarding the employment of any person, in either a certificated or classified position, who has been convicted of a violent or serious felony. (Education Code 44830.1, 45122.1)

(cf. 4112.5/4312.5 - Criminal Record Check)
(cf. 4212.5 - Criminal Record Check)

Teachers in charter schools shall hold a Commission on Teacher Credentialing certificate, permit or other document equivalent to that which a teacher in other public schools would be required to hold. These documents shall be maintained on file at the charter school and shall be subject to periodic inspection by the Board. (Education Code 47605)

(cf. 4112.2 - Certification)

In order to generate state funding based on average daily attendance, a charter school student must be a California resident and, if over 19 years of age, must be continuously enrolled in a public school and make satisfactory progress toward a high school diploma. (Education Code 47612)

Students with disabilities shall be served by charter schools in the same manner as such students are served in other public schools. (Education Code 56145)

(cf. 0430 - Comprehensive Local Plan for Special Education)
(cf. 6159 - Individualized Education Program)
(cf. 6164.4 - Identification of Individuals for Special Education)

Charter schools shall, on a regular basis, consult with parents/guardians and teachers regarding the school's educational programs. (Education Code 47605)


AR 0420.4(i)


CHARTER SCHOOLS (continued)


Charter schools shall promptly respond to all reasonable inquiries from the Board or the Superintendent of Public Instruction, including but not limited to inquiries regarding its financial records. (Education Code 47604.3)

Financial Relationship

The district shall permit a charter school to use, at no cost, facilities not currently being used by the district for instructional or administrative purposes or not historically being used for rental purposes provided that the charter school shall be responsible for reasonable maintenance of those facilities. (Education Code 47614)

(cf. 1330 - Use of School Facilities)

The district may charge for the actual costs of supervisorial oversight of a charter school not to exceed one percent of the charter school's revenue. If the district is able to provide substantially rent-free facilities to the charter school, the district may charge actual costs up to three percent of the charter school's revenue for supervisorial oversight. (Education Code 47613.7)

The charter school may separately purchase administrative or other services from the district or any other source. (Education Code 47613.7)


Regulation COMPTON UNIFIED SCHOOL DISTRICT
Issued: December 14, 1999 Compton, California


Philosophy-Goals-Objectives and Comprehensive Plans BP 0420.5

SCHOOL-BASED DECISION MAKING


The Board of Trustees desires to improve student learning by giving decision making opportunities to the people who are closest to the students. The Board shall adopt policies which support decision making appropriate to the site level and shall oversee district accountability for such policies.

Under the direction of the Board, school employees, parents/guardians, secondary students and community members may collaborate on matters such as program priorities and delivery, student behavior and discipline, student services and counseling, personnel selection and assignment, and the allocation of funds.

Under the leadership of the district and school administration, schools making significant changes in instructional practices or learning environment must have a broad-based consensus regarding their specific objectives, priorities, and methods for assessing student learning.

The Board desires to support staff decision making responsibilities with appropriate inservice training, to encourage creativity at school sites, and to evaluate staff performance in relation to school objectives. The Superintendent or designee shall help school decision teams establish planning processes, make efficient use of resources and staff, and develop new programs based on the needs, interests and resources at their individual schools.

Legal Reference:
EDUCATION CODE
35160 Authority of Board
35161 Delegation of Board authority
58900-58928 Demonstration of restructuring in public education

Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans AR 0420.5(a)

SCHOOL-BASED DECISION MAKING

School Decision Teams

Each school decision team shall be composed of the principal, certificated employees, classified employees, parents/guardians and community representatives. In secondary schools, the committee shall include students attending the school. Team members shall be selected by their fellow staff members, parents/guardians or students; community representatives shall be selected by the school's parents/guardians.

The team shall establish operational procedures, including a process that ensures effective two-way communication with the entire staff, students, parents/guardians and other members of the community.

The team shall establish objectives designed to foster professional growth, instructional improvement and higher student achievement. These objectives may be related to:

1. Teaching strategies and techniques, including student grouping and the use of instructional technology

2. Program priorities

3. Use of available space and equipment to support instruction

4. Staff development programs

5. Staff selection and assignment, including the use of professional and paraprofessional staff to deliver instruction

6. Coordination of student services such as counselors and health staff

7. Parental and community involvement to support student learning

8. Scheduling of instruction and instructional time, including supplementary learning experiences such as field trips and community projects

9. Allocation of discretionary moneys to support instruction

10. Student behavior and discipline


The decision team shall annually evaluate the results of its efforts.



AR 0420.5(b)

SCHOOL-BASED DECISION MAKING (continued)

(cf. 0510 - School Accountability Report Card)

District Requirements

Until changes are approved or waivers granted, schools will need to adhere to the following requirements:

1. Work to support district goals and objectives

2. Adhere to Board policy and state rules and regulations

3. Adhere to collective bargaining agreements

4. Operate within resource allocations

5. Avoid activities that negatively impact other schools

Guidelines for Planning

Each school decision team shall:

1. Commit to the Board's school-based decision-making policy

2. Engage in broad-based decision making involving the school administration, staff, parents/guardians, community members and students as appropriate

3. Engage in a planning process to create a vision statement, define school needs, establish goals and priorities, design implementation plans and develop appropriate assessment strategies to measure improvements in student learning

4. Apply for a change or waiver as necessary

5. As opportunities are identified, seek additional outside funding to support restructuring planning

Regulation COMPTON UNIFIED SCHOOL DISTRICT
Issued: December 14, 1999 Compton, California
Philosophy-Goals-Objectives and Comprehensive Plans BP 0430(a)

COMPREHENSIVE LOCAL PLAN FOR SPECIAL EDUCATION

The Board of Trustees desires to provide a high-quality education for all students, including those with disabilities. The Board recognizes that all individuals with disabilities have the right to receive a free and appropriate public education.

The district shall provide special education instruction and services for individuals with exceptional needs in accordance with the federal Individuals with Disabilities Education Act.

(cf. 6164.4 - Identification of Individuals for Special Education)

Modifications and/or special services and aids shall also be provided as needed for students who are eligible for services under Section 504 of the federal Rehabilitation Act of 1973, the Americans with Disabilities Act and related federal regulations.

(cf. 6164.6 - Identification and Education Under Section 504)


BP 0430(b)


COMPREHENSIVE LOCAL PLAN FOR SPECIAL EDUCATION (continued)


The Compton Unified School District will implement this plan. In order to meet the needs of individuals with disabilities and employ staff with adequate expertise for this purpose, the district participates as a member of the Special Education Local Plan Area (SELPA).

The Superintendent or designee shall extend the district's full cooperation to the SELPA. The policies and procedures of the SELPA shall be applied as policies and regulations of this district, with the exception of those that apply to complaints, unless the local plan specifically authorizes the district to operate under its own policies and regulations.

(cf. 1312.3 - Uniform Complaint Procedures)

In accordance with selection procedures described in the SELPA plan, the Board shall appoint district representatives to the SELPA's community advisory committee. This committee shall make suggestions for the development, amendment and review of the local plan, recommend annual priorities, promote parent/guardian and community involvement, assist in parent/guardian education, and support activities on behalf of individuals with exceptional needs. (Education Code 56190-56194)

(cf. 1220 - Citizen Advisory Committees)
(cf. 3541.2 - Transportation for Students with Disabilities)
(cf. 4112.23 - Special Education Staff)
(cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities))
(cf. 6146.4 - Differential Graduation and Competency Standards for Individuals with Exceptional Needs)
(cf. 6159 - Individualized Education Program (IEP))
(cf. 6159.1 - Procedural Safeguards and Complaints for Special Education)
(cf. 6159.2 - Nonpublic Nonsectarian School and Agency Services for Special Education)
(cf. 6159.3 - Appointment of Surrogate Parent for Special Education Students)
(cf. 6159.4 - Behavioral Interventions for Special Education Students)

Information shall be provided concerning the number of individuals with exceptional needs who are being provided special education and related services. (Education Code 56195.8) This information may be included as part of the SELPA plan.

Legal Reference: (see next page)

BP 0430(c)


COMPREHENSIVE LOCAL PLAN FOR SPECIAL EDUCATION (continued)

Legal Reference:
EDUCATION CODE
56000-56001 Education for individuals with exceptional needs
56020-56035 Definitions
56040-56042 General provisions
56190-56194 Community advisory committees
56195-56195.9 Local plans
56200-56202 Local plan requirements
56205-56208 Local plan requirements
56240-56245 Staff development
56300-56382 Identification and referral, assessment, instructional planning, implementation, and review
56440-56447.1 Programs for individuals between the ages of three and five years
56500-56508 Procedural safeguards, including due process rights
56600-56606 Evaluation, audits and information
56836-56836.03 Administration of local plan
GOVERNMENT CODE
95000-95030 California Early Intervention Services Act
CODE OF REGULATIONS, TITLE 5
3000-3082 Regulations governing special education
UNITED STATES CODE, TITLE 20
1400-1485 Individuals with Disabilities Act
UNITED STATES CODE, TITLE 29
794 Rehabilitation Act of 1973, Section 504
UNITED STATES CODE, TITLE 42
12101-12213 Americans with Disabilities Education Act
CODE OF FEDERAL REGULATIONS, TITLE 34
99.10-99.22 Inspection, review and procedures for amending education records
104.1-104.39 Section 504 of the Rehabilitation Act of 1973
300.500-300.517 Due process procedures for parents and children
303.1-303.654 Early intervention program for infants and toddlers with disabilities

Management Resources:
CDE LEGAL ADVISORIES
0101.91 Interagency Coordination Enforcement
CDE PROGRAM ADVISORIES
06271.09 School-Based Program Coordination Act, PAC: 89/90-15
0831.95 Low Incidence Funding Update, FY 1995-96
1107.89 Implementation of New Procedures for Noncompliance, CCPMD: 89/90-4
1106.95 Occupational Therapy and Physical Therapy, SPB: 95/96-02


Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California
Philosophy-Goals-Objectives and Comprehensive Plans BP 0440

DISTRICT TECHNOLOGY PLAN

The Board of Trustees recognizes that technology can greatly enhance the instructional program as well as the efficiency of district and school site administration. The Board also realizes that careful planning is essential to ensure the successful, equitable and cost-effective implementation of technology-based materials, equipment, systems and networks.

The Superintendent or designee shall develop a plan to address the short- and long-term technology needs of the district and provide for compatibility of resources among school sites, district offices, and other district operations. As a basis for this plan, he/she shall examine and compare the costs and benefits of various resources and shall identify the blend of technologies and level of service necessary to support the instructional program.

The Superintendent or designee may appoint a technology committee to assist with the above investigations and determinations.

(cf. 6162.7 - Use of Technology in Instruction)
(cf. 6163.4 - Student Use of Technology)


Legal Reference:
EDUCATION CODE
10550-10555 Telecommunications standards
11320-11320.6 Distance learning projects
51006 Computer education and resources
51007 Programs to strengthen technological skills
51865 California distance learning policy
51870-51884 Educational Technology Act of 1992
60011 Instructional materials definition
60017.1 Technology-based materials
UNITED STATES CODE, TITLE 20
6801-7005 Technology for Education Act of 1994

Management Resources:
CDE PUBLICATIONS
The California Master Plan for Educational Technology, 1992
K-12 Network Technology Planning Guide: Building the Future, 1994


Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California
Philosophy-Goals-Objectives and Comprehensive Plans AR 0440(a)

DISTRICT TECHNOLOGY PLAN

When developing the district's technology plan, the Superintendent or designee shall consider:

1. The district's existing equipment and its capability for working with new technologies.

2. Existing facilities and the extent of retrofitting required for various electronic formats.

3. When appropriate, the hiring of a communications network expert to determine facility requirements and design a communications system that meets the specific needs of the school environment, addressing network security. The system should be able to interface with various types of communications networks and handle anticipated advances in technology to the extent possible.

4. When appropriate, the district's options for connecting to information networks; staff training to evaluate the various network service providers; and a process that allows all carriers to compete for service.

5. Ways in which electronic formats can be used to enhance the curriculum, motivate and improve student research, generate advanced thinking skills, and promote learning, including English language acquisition.

6. The equipping of school library media centers to improve the instructional program and promote cost-effective sharing of informational resources.

(cf. 6163.1 - Library Media Centers)

7. The integration of technological resources into school and district administration to facilitate routine operations, staff meetings/ collaboration, and communication with parents/guardians and community agencies.

8. The use of technology to serve professional development needs, helping staff to improve their practices and enabling them to exchange ideas with peers.

AR 0440(b)


DISTRICT TECHNOLOGY PLAN (continued)


(cf. 4131 - Staff Development)
(cf. 4231 - Staff Development)
(cf. 4331 - Staff Development)

9. The feasibility of providing system access to students and staff who have their own computers at home.

10. Staff development for teachers and/or library media specialists in how to use the new technology and make it an integral part of the instructional process in all parts of the curriculum.

11. Staff development needs of staff who will provide ongoing technical support.

12. Potential sources of ongoing funding and assistance, including support from parents/guardians and the business community.

(cf. 1700 - Relations Between Private Industry and the Schools)

13. A process for evaluating and updating the district's technology plan and its implementation.

(cf. 6161.1 - Selection and Evaluation of Instructional Materials)


Regulation COMPTON UNIFIED SCHOOL DISTRICT
reviewed: December 14, 1999 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans BP 0450

COMPREHENSIVE SAFETY PLAN

The Board of Trustees recognizes that students and staff have the right to a safe and secure campus where they are free from physical and psychological harm. The Board is fully committed to maximizing school safety and to creating a positive learning environment that teaches strategies for violence prevention and emphasizes high expectations for student conduct, responsible behavior and respect for others.

Each principal or designee shall ensure the development of a site-level plan, in accordance with law, tailored to the specific concerns of each school. The plan shall take into account the school's staff, available resources and building design, as well as other factors unique to the site.

(cf. 0420 - School Plans/Site Councils)
(cf. 1220 - Citizen Advisory Committees)

The school safety plan shall be reviewed and updated annually by March 1 of each year. (Education Code 35294.6)

The Board shall approve the comprehensive district-wide and/or school safety plan(s) in order to ensure compliance with law, Board policy and administrative regulation.

By October 15 of each year, the Superintendent or designee shall notify the State Department of Education of any schools that have not complied with the requirements of Education Code 35294.1. (Education Code 35294.8)

Legal Reference:
EDUCATION CODE
231.5 Sexual harassment
32260-32262 Interagency School Safety Demonstration Act of 1985
35147 School site councils and advisory committees
35183 School dress code; uniforms
35291 Rules
35291.5 School-adopted discipline rules
35294-35294.9 School safety plans
48900-48926 Suspension and expulsion
48950 Speech and other communication
PENAL CODE
11164-11174.3 Child Abuse and Neglect Reporting Act
CALIFORNIA CONSTITUTION
Article 1, Section 28(c) Right to Safe Schools

Management Resources:
CSBA PUBLICATIONS
Protecting Our Schools: Board of Trustees Strategies to Combat School Violence, 1995
CDE PUBLICATIONS
Safe Schools: A Planning Guide for Action, 1995

Policy adopted December 14, 1999 COMPTON UNIFIED SCHOOL DISTRICT
Revised: January 18, 2000 Compton, California
Philosophy-Goals-Objectives and Comprehensive Plans AR 0450(a)

COMPREHENSIVE SAFETY PLAN

Development of Safety Plan

The school site council shall write and develop a comprehensive safety plan relevant to the needs and resources of that particular school. The site council shall consult with local law enforcement in the writing and development of the plan, as well as other school site councils and safety committees, when practical. (Education Code 35294.1, 35294.2)

(cf. 0420 - School Plans/Site Councils)

In addition, the school site council may consult with other local agencies as appropriate, including health care and emergency services.

(cf. 1400 - Relations between other Governmental Agencies and the Schools)

The school site council may delegate the responsibility for writing and developing a school safety plan to a school safety planning committee. This committee shall be composed of the following members: (Education Code 35294.1)

1. The principal or designee

2. One teacher who is a representative of the recognized certificated employee organization

3. One parent/guardian whose child attends the school

4. One classified employee who is a representative of the recognized classified employee organization

5. Other members, if desired

Before adopting its comprehensive school safety plan, the school site council or school safety planning committee shall hold a public meeting at the school in order to allow members of the public the opportunity to express an opinion about the school safety plan. (Education Code 35294.8)

(cf. 1220 - Citizen Advisory Committees)


AR 0450(b)
COMPREHENSIVE SAFETY PLAN (continued) AR 0450(b)


Elements of the Safety Plan

The safety plan shall include, but not be limited to: (Education Code 35294.2)

1. An assessment of the current status of school crime committed on campuses and at school-related functions

(cf. 3515.1 - Crime Data Reporting)

2. Appropriate strategies and programs that will provide or maintain a high level of school safety and address the school's procedures for complying with existing laws related to school safety, which shall include the development of all of the following:

a. Child abuse reporting procedures consistent with Penal Code
11164

(cf. 5141.4 - Child Abuse Reporting Procedures)

b. Routine and emergency disaster procedures

(cf. 3516 - Emergencies and Disaster Preparedness Plan)
(cf. 3516.1 - Fire Drills and Fires)
(cf. 3516.2 - Bomb Threats)
(cf. 3516.3 - Earthquake Emergency Procedure System)
(cf. 3543 - Transportation Safety and Emergencies)

c. Policies pursuant to Education Code 48915(c) and other school-designated serious acts which would lead to suspension, expulsion or mandatory expulsion recommendations

(cf. 5131.7 - Weapons and Dangerous Instruments)
(cf. 5144.1 - Suspension and Expulsion/Due Process)
(cf. 5144.2 - Suspension and Expulsion/Due Process (Students with Disabilities))

d. Procedures to notify teachers of dangerous students pursuant to Education Code 49079

(cf. 4158/4258/4358 - Employee Security)

e. A sexual harassment policy pursuant to Education Code 213.5

COMPREHENSIVE SAFETY PLAN (continued) AR 0450(c)

(cf. 5145.7 - Sexual Harassment)

f. If the school has adopted a dress code prohibiting students from wearing "gang-related apparel," the provisions of that dress code

(cf. 5132 - Dress and Grooming)

g. Procedures for safe ingress and egress of students, parents/guardians and employees to and from school

(cf. 5142 - Safety)

h. A safe and orderly environment conducive to learning at the school

(cf. 5131 - Conduct)
(cf. 5137 - Positive School Climate)

i. The rules and procedures on school discipline adopted pursuant to Education Code 35291 and 35291.5

(cf. 5144 - Discipline)

Among the strategies for providing a safe environment, the plan may also include:

1. A positive school climate that promotes respect for diversity, personal and social responsibility, effective interpersonal and communication skills, self-esteem, anger management and conflict resolution

(cf. 5145.3 - Nondiscrimination/Harassment)
(cf. 6141.2 - Recognition of Religious Beliefs and Customs)

2. Disciplinary policies and procedures that contain prevention strategies as well as behavioral expectations and consequences for violations

(cf. 4118 - Suspension/Disciplinary Action)
(cf. 4218 - Dismissal/Suspension/Disciplinary Action)
(cf. 5113 - Absences and Excuses)
(cf. 5136 - Gangs)
(cf. 5145.12 - Search and Seizure)


AR 0450(d)

COMPREHENSIVE SAFETY PLAN (continued) AR 0450(d)


3. Curriculum that emphasizes prevention and alternatives to violence. This curriculum may include multicultural education, character/ values education, media analysis skills, conflict resolution and community service learning

(cf. 6141.6 - Multicultural Education)
(cf. 6142.4 - Learning through Community Service)

4. Parent involvement strategies, including strategies to help ensure parental support and reinforcement of the school's rules and increase the number of adults on campus

(cf. 1240 - Volunteer Assistance)
(cf. 6020 - Parent Involvement)

5. Prevention and intervention strategies related to the sale or use of drugs and alcohol which shall reflect expectations for drug-free schools and support for recovering students

(cf. 5131.6 - Alcohol and Other Drugs)
(cf. 5131.61 - Drug Testing)
(cf. 5131.62 - Tobacco)

6. Collaborative relationships among the city, county, community agencies, local law enforcement, the judicial system and the schools that lead to the development of a set of common goals and community strategies for violence prevention instruction

(cf. 1020 - Youth Services)

7. Assessment of the school's physical environment, including a risk management analysis and development of ground security measures such as procedures for the closing of campuses to outsiders, securing the campus perimeter, and protecting buildings against vandalism. In addition, methods for effective enforcement and prevention may be considered, including the presence of law enforcement on campus.

(cf. 1250 - Visitors/Outsiders)
(cf. 3515 - Campus Security)
(cf. 3515.3 - District Police Department)
(cf. 3530 - Risk Management/Insurance)
(cf. 5112.5 - Open/Closed Campus)
(cf. 5131.5 - Vandalism, Theft and Graffiti)
AR 0450(e)

COMPREHENSIVE SAFETY PLAN (continued) AR 0450(e)

8. Crisis intervention strategies, which may include the following:

a. Identification of possible crises that may occur, determination of necessary tasks that need to be addressed, and development of procedures relative to each crisis, including the involvement of law enforcement and other public safety agencies as appropriate

(cf. 3515.2 - Disruptions)
(cf. 3515.5 - Sex Offender Notification)
(cf. 5131.4 - Campus Disturbances)

b. Assignment of staff members responsible for each identified task and procedure

c. Development of an evacuation plan based on an assessment of buildings and grounds and opportunities for student and staff to practice the evacuation plan

d. Coordination of communication to schools, Board of Trustees members, parents/guardians and the media

(cf. 1112 - Media Relations)
(cf. 9010 - Public Statements)

e. Development of a method for the reporting of violent incidents

f. Development of follow-up procedures that may be required after the crisis has occurred, such as counseling

9. Staff training in violence prevention and intervention techniques, including preparation to implement the elements of the safety plan

(cf. 4131 - Staff Development)
(cf. 4231 - Staff Development)
(cf. 4331 - Staff Development)

A copy of the district's comprehensive safety plan is attached.

AR 0450(f)

COMPREHENSIVE SAFETY PLAN (continued) AR 0450(f)


Evaluation of the Safety Plan

The school site council or safety planning committee shall evaluate, and amend as necessary, the safety plan at least once a year to ensure that the plan is properly implemented. (Education Code 35294.2)

The principal or designee shall ensure that an updated file of all safety-related plans and materials is readily available for inspection by the public. (Education Code 35294.2)

Regulation issued: December 14, 1999 COMPTON UNIFIED SCHOOL DISTRICT
Revised: January 18, 2000 Compton, California

Philosophy-Goals-Objectives and Comprehensive Plans BP 0500(a)

ACCOUNTABILITY

The Board of Trustees has a responsibility to continually reexamine district programs and practices to determine their effectiveness in serving all students. Review and evaluation procedures shall provide a mechanism for ensuring accountability to parents/guardians and the community.

(cf. 0520 - Intervention for Underperforming Schools)
(cf. 9000 - Role of the Board)

To enable the Board to fulfill these responsibilities, the Superintendent or designee shall identify and/or develop appropriate measures to evaluate student achievement, parent/guardian involvement and other district goals. He/she shall then regularly report to the Board regarding progress toward the district's vision and goals and the implementation of comprehensive plans.

(cf. 0000 - Vision)
(cf. 0200 - Goals for the School District)
(cf. 0400 - Comprehensive Plans)
(cf. 4143/4243 - Negotiations/Consultation)
(cf. 6011 - Academic Standards)
(cf. 6020 - Parent Involvement)
(cf. 6162.5 - Student Assessment)
(cf. 7111 - Evaluating Existing Buildings)
(cf. 9300 - Governance)
(cf. 9400 - Board Self-Evaluation)

The Superintendent or designee shall regularly report to the Board regarding progress toward the district's vision/direction and goals and the implementation of comprehensive plans.

Ongoing district processes, such as the Board's evaluation of the Superintendent, policy reviews, curriculum adoption, budget adoption and staff development program, shall also be used to support district progress towards achieving the vision/direction.

BP 0500(b)


ACCOUNTABILITY (continued)


(cf. 2123 - Evaluation of the Superintendent)
(cf. 3100 - Budget)
(cf. 3460 - Financial Accountability and Reports)
(cf. 4115 - Evaluation/Supervision)
(cf. 4131 - Staff Development)
(cf. 4215 - Evaluation/Supervision)
(cf. 4231 - Staff Development)
(cf. 4315 - Evaluation/Supervision)
(cf. 4331 - Staff Development)
(cf. 6141 - Curriculum Development and Evaluation)
(cf. 6190 - Evaluation of the Instructional Program)
(cf. 9311 - Board Policies)

Opportunities for feedback from students, parents/guardians, staff and community members shall be made available as part of the district's review and evaluation process.

Evaluation results may be used as a basis for implementing programmatic changes, determining the need for additional support or assistance, awarding incentives or rewards and establishing other performance-based consequences.

Evaluation results shall be reported to parents/guardians and the community.

(cf. 0510 - School Accountability Report Card)
(cf. 1100 - Communication with the Public)
(cf. 1112 - Media Relations)

Each July, the Board shall, at a regularly scheduled meeting, discuss the results of each school's annual ranking on the statewide Academic Performance Index. (Education Code 52056)

Legal Reference: (see next page)

BP 0500(c)


ACCOUNTABILITY (continued)

Legal Reference:
EDUCATION CODE
33127-33129 Standards and criteria for fiscal accountability
33400-33407 CDE evaluation of district programs
44660-44665 Evaluation of certificated employees
51041 Evaluation of the educational program
CODE OF REGULATIONS, TITLE 5
15440-15466 Standards and criteria for fiscal accountability

Management Resources:
CSBA PUBLICATIONS
Making Changes that Improve Student Achievement: A School Board's Guide to Reform and Restructuring, 1997
Maximizing School Board Leadership, Vol. 1-8, 1996-97

Policy COMPTON UNIFIED SCHOOL DISTRICT
adopted: December 14, 1999 Compton, California

SCHOOL ACCOUNTABILITY REPORT CARD BP 0510

The Board of Trustees views school accountability report cards as an excellent way to inform the community about conditions, needs and progress at each school and to help provide data by which parents/guardians can make meaningful comparisons between schools. In addition, the process of developing the report cards gives the school staff opportunities to review achievements, identify areas for improvement, enlist local support and establish a vision for the future.

The Superintendent or designee shall maintain a process for developing annual report cards for each school site with input from all segments of the school community. After the report cards are issued, the Superintendent or designee shall provide opportunities for staff and the community to discuss their content and strategies for communicating the information contained in the cards to all stakeholders.

(cf. 0420 - School Plans/Site Councils)
(cf. 0500 - Accountability)
(cf. 1112 - Media Relations)
(cf. 6190 - Evaluation of the Instructional Program)

Legal Reference:
EDUCATION CODE
33126 School Accountability Report Card
35256 School Accountability Report Card
35256.1 Information required in the School Accountability Report Card
35258 Internet access to the School Accountability Report Card
41409 Calculation of statewide averages
41409.3 Salary information required in the School Accountability Report Card
46112 Minimum school day for grades 1, 2 and 3
46113 Minimum school day for grades 4 through 8
46117 Minimum kindergarten school day
46141 Minimum school day (high school)
CALIFORNIA CONSTITUTION
Article 16, Section 8.5(e) Allocations to State School Fund

Management Resources:
CDE PUBLICATIONS
California Model School Accountability Report Card

Policy adopted: December 14, 1999 COMPTON UNIFIED SCHOOL DISTRICT
Revised: January 18, 2000 Compton, California


Philosophy-Goals-Objectives and Comprehensive Plans AR 0510(a)

SCHOOL ACCOUNTABILITY REPORT CARD


Contents

Each year the principal or designee at each school shall prepare an annual school accountability report card which shall include, but is not limited to, an assessment of the following school conditions: (Education Code 33126)

1. Student achievement in and progress toward meeting reading, writing, arithmetic and other academic goals, including:

a. Results by grade level from the assessment tool used by the district, using percentiles when available for the most recent three-year period

(cf. 6162.5 - Student Assessment)

b. Upon adoption of a statewide assessment system, pursuant to Education Code 60600-60618 and 60800, the results of the statewide assessment by grade level

c. The average verbal and math Scholastic Assessment Test scores to the extent provided to the school and the percentage of seniors taking that exam for the most recent three-year period

2. Progress toward reducing dropout rates, including the one-year dropout rate listed in the California Basic Education Data System for the school over the most recent three-year period

3. Estimated expenditures per student and types of services funded

4. Progress toward reducing class sizes and teaching loads, including the distribution of class sizes at the school by grade level, the average
class size and the percentage of students in grades K-3 participating in the Class Size Reduction Program, using California Basic Education Data System information from the most recent three-year period

(cf. 6151 - Class Size)


AR 0510(b)


SCHOOL ACCOUNTABILITY REPORT CARD (continued) AR 0510(b)


5. The total number of the school's credentialed teachers, the number of teachers relying upon emergency credentials, the number of teachers working without credentials and any assignment of teachers outside their subject areas of competence for the most recent three-year period

6. Quality and currency of textbooks and other instructional materials

(cf. 6161 - Equipment, Books and Materials)

7. Availability of qualified personnel to provide counseling and other student support services

(cf. 6164.2 - Guidance/Counseling Services)

8. Availability of qualified substitute teachers

(cf. 4121 - Temporary/Substitute Personnel)

9. Safety, cleanliness and adequacy of school facilities

10. Adequacy of teacher evaluations and opportunities for professional improvement, including the annual number of school days dedicated to staff development for the most recent three-year period

(cf. 4115 - Evaluation/Supervision)

11. Classroom discipline and climate for learning, including suspension and expulsion rates for the most recent three-year period

(cf. 5144 - Discipline)
(cf. 5144.1 - Suspension and Expulsion/Due Process)
(cf. 5144.1 - Suspension and Expulsion/Due Process (Students with Disabilities))

12. Teacher and staff training and curriculum improvement programs

(cf. 4131 - Staff Development)

13. Quality of school instruction and leadership


AR 0510(c)


SCHOOL ACCOUNTABILITY REPORT CARD (continued) AR 0510(c)


14. The degree to which students are prepared to enter the work force

(cf. 6030 - Integrated Academic and Vocational Instruction)

15. The total number of instructional minutes offered in the school year, separately stated for each grade level, as compared to the total number of the instructional minutes per school year required by state law, separately stated for each grade level

16. The total number of minimum days in the school year, as specified in Education Code 46112, 46113, 46117 and 46141

17. Beginning July 2000, the status of its school safety plan, including a description of the plan's key elements.

School accountability report cards shall also include the following information: (Education Code 41409.3)

1. The beginning, median and highest salary paid to teachers in the district, as reflected in the district's salary scale

2. The average salary for school-site principals in the district

3. The salary of the Superintendent

4. The percentage of the district's budget allocated to teachers' salaries

5. The percentage of the district's budget allocated to administrative salaries

6. As provided by the state, for items #1-5 above, the statewide average in districts of the same size and type

Every three years the Board shall compare district report cards with the State Board of Education model report card. (Education Code 35256)

Notifications

The Board of Trustees shall annually issue a school accountability report card for each school site, publicize such reports, and notify parents/guardians that a copy will be provided upon request. (Education Code 35256)

AR 0510(d)

SCHOOL ACCOUNTABILITY REPORT CARD (continued) AR 0510(d)


(cf. 5145.6 - Parental Notifications)

The Superintendent or designee shall ensure that the district makes the information contained in the school accountability report card accessible on the Internet. He/she shall ensure that this information is updated annually. (Education Code 35258)

Regulation approved: December 14, 1999 COMPTON UNIFIED SCHOOL DISTRICT Revised: January 18, 2000 Compton, California


Philosophy-Goals-Objectives and Comprehensive Plans BP 0520(a)

INTERVENTION FOR UNDERPERFORMING SCHOOLS

If any district school participates in the state's intervention program for underperforming schools, the Board of Trustees shall support the school in developing and implementing plans for immediate action in order to improve student achievement. Such plans shall be based on an evaluation of achievement data for various groups of students, a comprehensive review of the school environment and learning experience provided to students, and the identification of specific barriers to student learning. These action plans shall be approved by the Board at a regularly scheduled public meeting.

(cf. 0400 - Comprehensive Plans)
(cf. 0500 - Accountability)
(cf. 0510 - School Accountability Report Card)
(cf. 6141 - Curriculum Development and Evaluation)
(cf. 6190 - Evaluation of the Instructional Program)

Upon application to or selection by the Superintendent of Public Instruction to participate in the state's intervention program for underperforming schools, the Board shall, by October 1 of the year that the school participates: (Education Code 52054)

1. Appoint a broad-based school-site and community team consisting of a majority of non-school-site personnel, with at least 20 percent of team members consisting of parents/ guardians of students enrolled at the school

(cf. 1220 - Citizen Advisory Committees)

2. Contract with an external evaluator from the list of qualified external evaluators approved by the State Board of Education

In selecting an external evaluator to work with a school, the Board shall consider the evaluator's knowledge of evaluation processes, curriculum and instruction, school management and other school issues; experience with similar schools and student populations; interpersonal skills; communication skills; and any other criteria determined by the Board to be important in meeting the needs of that school.

If the school's student population is at least 40 percent limited English proficient, the Board shall select an evaluator with demonstrated experience in working with English language learners. (Education Code 52054)


BP 0520(b)

INTERVENTION FOR UNDERPERFORMING SCHOOLS (continued)

The Superintendent or designee shall provide the Board with frequent reports on the status and results of implementation efforts.

(cf. 2122 - Superintendent of Schools: Responsibilities and Duties)
(cf. 9000 - Role of the Board)

Legal Reference:
EDUCATION CODE
33126 School accountability report card
33400-33407 CDE evaluation of district programs
51041 Evaluation of the educational program
52050-52058 Public Schools Accountability Act, especially:
52053-52055.5 Immediate intervention with underperforming schools
60640-60647 Standardized Testing and Reporting (STAR) program

Management Resources:
CSBA POLICY ADVISORIES
0811.99 Public School Accountability Act: Considerations for Volunteering by August 20, 1999
WEB SITES
CDE: http:llwww.cde.ca.gou
CSBA: http:llwww.csba.org

Policy adopted: December 14, 1999 COMPTON UNIFIED SCHOOL DISTRICT
Revised: January 18, 2000 Compton, California
Philosophy-Goals-Objectives and Comprehensive Plans AR 0520(a)

INTERVENTION FOR UNDERPERFORMING SCHOOLS

Action Plan

By March 15 of the year that follows the year the school is selected to participate in the state's intervention program for underperforming schools, the school-site and community team and the external evaluator shall develop an action plan to improve the academic achievement of the students enrolled at the school. The action plan shall focus on improving student academic performance, improving the involvement of parents/guardians, improving the effective and efficient allocation of resources and management of the school, and identifying and developing solutions that take into account the underlying causes for low performance by students. (Education Code 52054)

(cf. 6020 - Parent Involvement)

At a minimum, the action plan shall: (Education Code 52054)

1. Review and include the school and district conditions identified in the school accountability report card.

(cf. 0510 - School Accountability Report Card)

2. Identify the current barriers at the school and district toward improvements in student achievement.

3. Identify schoolwide and districtwide strategies to remove these barriers.

4. Review and include school and district crime statistics.

(cf. 3515.1 - Crime Data Reporting)

5. Examine and consider disaggregated data regarding student achievement and other indicators to consider whether all groups and types of students made progress toward short-term growth targets and long-term goals. The disaggregated data shall, at a minimum, provide information regarding the achievement of English learners, economically disadvantaged students and other groups of students by race, ethnicity and gender.

(cf. 6162.5 - Student Assessment)


AR 0520(b)

INTERVENTION FOR UNDERPERFORMING SCHOOLS (continued)

6. Set two-year academic objectives that will allow the school to make adequate progress toward its growth targets for student achievement as measured by all of the following to the extent that data are available for the school:

a. Results of the statewide Standardized Testing and Reporting (STAR) achievement tests

b. Graduation rates for grades 7 through 12

c. Attendance rates for students and school personnel for elementary, middle and secondary schools

d. Any other indicators approved by the State Board of Education

The action plan shall include percentage growth targets at least as high as the annual growth targets adopted by the State Board of Education. It also shall include an expenditure plan that does not require expenditure of funds in excess of those provided through the intervention program or otherwise available to the school. (Education Code 52054)

In the development of the action plan, the school-site and community team shall consult with the exclusive representatives of employees and shall consider the opinions of parents/ guardians' of students at the participating school and recommendations submitted in writing and solicited at a public meeting. (Education Code 52054)

(cf. 414014240 - Bargaining Units)

Upon completion, the action plan shall be submitted to the Board for approval. No later than April 15, the approved plan shall be submitted to the Superintendent of Public Instruction with a request for funding to implement the program. (Education Code 52054)

Consequences Based on Progress

If a school fails to meet its annual short-term growth target within 12 months after receiving funding for the intervention program, the Board shall hold a public hearing at a regularly scheduled meeting to ensure that the members of the school community are aware of the lack of progress. Upon consultation with the external evaluator and the school-site and community team, the Board shall choose from a range of interventions for the school, including reassignment of school personnel to the extent authorized by law, negotiation of site-specific amendments to collective bargaining agreements, or other changes deemed appropriate in order to continue implementation of the action plan. (Education Code 52055)

(cf. 4114 - Transfers)
(cf. 414114241 - Collective Bargaining Agreement)
(cf. 4314 - Transfers)

AR 0520(c)

INTERVENTION FOR UNDERPERFORMING SCHOOLS (continued)


A school that demonstrates significant growth but has not met its performance goals 24 months after receiving funding shall continue to participate in the program for an additional year. (Education Code 52055.5)

If a school does not meet its performance goals and has not demonstrated significant progress within 24 months of receiving funding, the legal rights, duties and powers of the Board with respect to that school shall be assumed by the Superintendent of Public Instruction. (Education Code 52055.5)

If a school meets or exceeds its annual growth target for 24 months and receives a monetary award under the Governor's Performance Award Program, the school shall use the funds at its discretion. (Education Code 52055.5)

Regulation approved: December 14, 1999 COMPTON UNIFIED SCHOOL DISTRICT
Revised: January 18, 2000 Compton, California

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