Grove School Renewal Charter FINAL Version - 2019

The Charter of
The Grove School
A California Public Charter School
Original Charter granted July 1999
Charter Petition renewed August 2004, July 2009, and January
2014
Current Renewal Petition submitted December 5, 2018 to
Redlands Unified School District
For Charter Term: July 1, 2019 – June 30, 2024

Table of Contents
Charter Renewal Petition 2019: Affirmations and Declaration ...................................................... v
Introduction and Executive Summary ............................................................................................ 1
Accomplishments from Previous Charter Term (2014-2018) .....................................................3
Charter Renewal Criteria .............................................................................................................6
Element 1: The Grove School Educational Program .................................................................... 17
The Grove School’s Mission, Vision and Values ......................................................................17
Targeted Student Population ......................................................................................................18
Attendance .................................................................................................................................20
What it means to be an Educated Person in the 21st Century ...................................................22
Description of How Learning Best Occurs ................................................................................27
Course Requirements by Year or Level .....................................................................................39
Effectiveness of the Montessori Instructional Design for Learning ..........................................45
Serving Special Student Populations .........................................................................................47
Student Support and Intervention Programs at TGS .................................................................61
Charter School Annual Goals and Actions to Achieve State Priorities .....................................65
Charter Schools Serving High School Students ........................................................................66
Element 2: Measurable Student Outcomes ................................................................................... 69
Goals, Actions, and Measurable Outcomes Aligned with Eight State Priorities .......................69
How pupil outcomes will address state content and performance standards .............................69
Student Academic Achievement Outcomes ..............................................................................71
Objective Means of Measuring Growth .....................................................................................73
Exit Outcomes ............................................................................................................................74
Applying Data ............................................................................................................................74
Element 3: Methods for Measuring Student Progress .................................................................. 76
Methods of Assessment .............................................................................................................76
Element 4: Governance Structure ................................................................................................. 83
Board of Directors .....................................................................................................................83
Board Meetings and Duties ........................................................................................................84
Parent Participation ....................................................................................................................85
Organization Chart .....................................................................................................................86
Element 5: Employee Qualifications ............................................................................................ 87
Administrators ...........................................................................................................................87
Instructional Staff ......................................................................................................................87
Adjunct Faculty and Non-Core Course Instructors ...................................................................88
Support Staff and Other Personnel ............................................................................................88
Employee Evaluation Procedures ..............................................................................................88
Professional Development .........................................................................................................88
Employee Rights ........................................................................................................................88
Element 6: Health and Safety Procedures ..................................................................................... 89
Element 7: Racial and Ethnic Balance .......................................................................................... 94
Element 8: Admissions Policies and Procedures .......................................................................... 95
ii

Element 9: Financial Audits .......................................................................................................... 98
Element 10: Pupil Suspension and Expulsion Procedures ............................................................ 99
A. Grounds for Suspension and Expulsion of Students ...........................................................101
B. Enumerated Offenses ..........................................................................................................101
C. Suspension Procedure .........................................................................................................109
D. Authority to Expel ...............................................................................................................110
E. Expulsion Procedures ..........................................................................................................110
F. Special Procedures for Expulsion Hearings Involving Sexual Assault or Battery Offenses111
G. Record of Hearing ...............................................................................................................112
H. Presentation of Evidence .....................................................................................................112
I. Written Notice to Expel ........................................................................................................113
J. Disciplinary Records ............................................................................................................113
K. No Right to Appeal .............................................................................................................113
L. Expelled Pupils/Alternative Education ...............................................................................113
M. Rehabilitation Plans ............................................................................................................113
N. Readmission ........................................................................................................................113
O. Notice to Teachers ..............................................................................................................114
P. Special Procedures for the Consideration of Suspension and Expulsion of Students with
Disabilities ...............................................................................................................................114
Element 11: Employee Retirement Systems ............................................................................... 118
Element 12: Public School Attendance Alternatives .................................................................. 119
Element 13: Employee Return Rights......................................................................................... 120
District Employees ...................................................................................................................120
Element 14: Dispute Resolution Procedures............................................................................... 121
Disputes Between the Charter School and the District ............................................................121
Internal Disputes ......................................................................................................................122
Element 15: Closure Procedures ................................................................................................. 123
Miscellaneous Charter Provisions ............................................................................................... 125
A. Budgets and Financial Reporting ........................................................................................125
B. Administrative Services ......................................................................................................126
C. Facilities ..............................................................................................................................126
D. Potential Civil Liability Effects ..........................................................................................126
E. Insurance .............................................................................................................................127
F. Oversight .............................................................................................................................127
iii

Appendix A: CDE DataQuest/CAASPP Reports
Appendix B: Enrollment and Outreach Plan
Appendix C: 2018-19 Annual Calendar
Appendix D: Montessori and CCSS Alignment Samples
Appendix E: Memorandum of Understanding between TGS and RUSD regarding Special
Education Services
Appendix F: Intervention and Referral Process Chart
Appendix G: LCAP
Appendix H: TGS Schoolwide Learner Outcomes
Appendix I: California Dashboard Report and Local Indicators
Appendix J: SARC
Appendix K: Parent Survey Results for 2018 and 2017
Appendix L: Sample Transcript and Trimester Grade Report
Appendix M: Articles of Incorporation, Corporate Bylaws, and Conflict of Interest Code
Appendix N: Job Description for the Head of School
Appendix O: TGS Organizational Chart
Appendix P: Emergency Procedures
Appendix Q: TGS’s Comprehensive Complaint Policies
Appendix R: Projected Budget, Financial Projections and Cash Flow
Appendix S: TGS Lease Agreements
Appendix T: Certificate of Liability Insurance
iv

Charter Renewal Petition 2019:
Affirmations and Declaration
As the authorized lead petitioner, I, Benedict Moudry, hereby certify that the information
submitted in this petition for renewal of a California public charter school, The Grove School
(“TGS,” “Grove,” or the “Charter School”), which is located within the boundaries of the
Redlands Unified School District (“RUSD” or the “District”) and authorized by Redlands
Unified School District, is true to the best of my knowledge and belief; I also certify that this
renewal petition does not constitute the conversion of a private school to the status of a public
charter school; and, I understand that if awarded the charter renewal, TGS will follow any and all
federal, state, and local laws and regulations that apply to TGS, including but not limited to the
following:
The Charter School shall meet all statewide standards and conduct the student
assessments required, pursuant to Education Code Section 60605, and any other
statewide standards authorized in statute, or student assessments applicable to students in
non-charter public schools. [Ref. Education Code Section 47605(c)(1)]
The Grove High School declares that it shall be deemed the exclusive public school
employer of the employees of TGS for purposes of the Educational Employment
Relations Act. [Ref. Education Code Section 47605(b)(6)]
The Charter School shall be non-sectarian in its programs, admissions policies,
employment practices, and all other operations. [Ref. Education Code Section
47605(d)(1)]
The Charter School shall not charge tuition. [Ref. Education Code Section 47605(d)(1)]
The Charter School shall admit all students who wish to attend TGS, unless the Charter
School receives a greater number of applications than there are spaces for students, in
which case it will hold a public random drawing to determine admission. Except as
required by Education Code Section 47605(d)(2), admission to the Charter School shall
not be determined according to the place of residence of the student or his or her parents
within the State. Preference in the public random drawing shall be given as required by
Education Code Section 47605(d)(2)(B)(i)-(iv). In the event of a drawing, the chartering
authority shall make reasonable efforts to accommodate the growth of the Charter School
in accordance with Education Code Section 47605(d)(2)(C). [Ref. Education Code
Section 47605(d)(2)(A)-(C)]
The Charter School shall not discriminate on the basis of the characteristics listed in
Section 220 (actual or perceived disability, gender, gender expression, gender identity,
nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that
is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code,
v

including immigration status, or association with an individual who has any of the
aforementioned characteristics). [Ref. Education Code Section 47605(d)(1)]
The Charter School shall adhere to all provisions of federal law related to students with
disabilities including, but not limited to, Section 504 of the Rehabilitation Act of 1973,
Title II of the Americans with Disabilities Act of 1990 and the Individuals with
Disabilities Education Improvement Act of 2004.
The Charter School shall meet all requirements for employment set forth in applicable
provisions of law, including, but not limited to credentials, as necessary. [Ref. Title 5
California Code of Regulations Section 11967.5.1(f)(5)(C)]
The Charter School shall ensure that teachers in the Charter School hold a Commission
on Teacher Credentialing certificate, permit, or other document equivalent to that which a
teacher in other public schools are required to hold. As allowed by statute, flexibility will
be given to non-core, non-college preparatory teachers. [Ref. Education Code Section
47605(l)]
The Charter School shall at all times maintain all necessary and appropriate insurance
coverage.
The Charter School shall, for each fiscal year, offer at a minimum, the number of minutes
of instruction per grade level as required by Education Code Section 47612.5(a)(1)(A)-
(D).
If a pupil is expelled or leaves the Charter School without graduating or completing the
school year for any reason, the Charter School shall notify the superintendent of the
school district of the pupil’s last known address within 30 days, and shall, upon request,
provide that school district with a copy of the cumulative record of the pupil, including
report cards or a transcript of grades, and health information. If the pupil is subsequently
expelled or leaves the school district without graduating or completing the school year for
any reason, the school district shall provide this information to the Charter School within
30 days if the Charter School demonstrates that the pupil had been enrolled in the Charter
School. [Ref. Education Code Section 47605(d)(3)]
The Charter School may encourage parental involvement, but shall notify the parents and
guardians of applicant pupils and currently enrolled pupils that parental involvement is
not a requirement for acceptance to, or continued enrollment at, the Charter School. [Ref.
Education Code Section 47605(n)]
TGS shall maintain accurate and contemporaneous written records that document all
pupil attendance and make these records available for audit and inspection. [Ref.
Education Code Section 47612.5(a)(2)]
TGS shall, on a regular basis, consult with its parents and teachers regarding the Charter
School's education programs. [Ref. Education Code Section 47605(c)]
vi

TGS shall comply with any applicable jurisdictional limitations to the locations of its
facilities. [Ref. Education Code Sections 47605 and 47605.1]
TGS shall comply with all laws establishing the minimum and maximum age for public
school enrollment. [Ref. Education Code Sections 47612(b) and 47610]
TGS shall comply with all applicable portions of the Elementary and Secondary
Education Act (“ESEA”), as reauthorized and amended by the Every Student Succeeds
Act (“ESSA”).
TGS shall comply with the Public Records Act.
TGS shall comply with the Family Educational Rights and Privacy Act.
TGS shall comply with the Ralph M. Brown Act.
TGS shall meet or exceed the legally required minimum number of school days. [Ref.
Title 5 California Code of Regulations Section 11960]
vii

Introduction and Executive Summary
With the support and approval of Redlands Unified School District (RUSD), The Grove School
was first chartered as a The Grove High School in 1999 by a passionate group of parents and
community members who wanted to bring the opportunity of a Montessori education to
adolescents in the Inland Empire. From its inaugural community of 37 9 th and 10 th graders, the
school has grown to offer the full spectrum of adolescent education (7 th -12 th grades) to 230
students.
This growth has been matched physically. From an initial classroom, to a full high school
building, to two campuses and 9 acres of farmland, the school has come to fully embody Dr.
Maria Montessori’s vision for adolescent education. Her vision was to help children and young
adults find what is necessary for their individual development, and to participate in real-life
experiences to learn
What it means to live a fulfilled life in the company of others
What it means to exercise freedom of choice while taking responsibility for the impact of
their actions on the well-being of their local and global community
The RUSD has been instrumental in supporting the success of The Grove School. We see The
Grove School as a compliment to the excellent middle and high schools already present in
Redlands, nurturing individuals and families looking for an alternative form of education that
meets their needs and passions. Unique characteristics of The Grove School include
The opportunity to learn on a working farm and participate in agricultural programs
such as Future Farmers of America. Students interested in agricultural science and
economics have raised animals from chickens to pigs to cows over the years, many of
which win awards at county fairs.
The opportunity to practice entrepreneurial skills in a real-world setting. The Grove
farm is a functioning business run by students. Produce grown and harvested by students
is sold within the local community from restaurants to Gerrard’s grocery store. Running
of The Grove School Farmers Market is also supported by the students.
The opportunity to participate in project-based learning. Project-based learning is a
key component of the curriculum at The Grove School and serves to meet adolescents’
developmental need for community and social learning.
The Grove School is especially appreciative of the RUSD’s support in continuing to approve its
charter as the school grew to encompass the VanGrouw Dairy as well as its development of the
historic Barton Schoolhouse. This growth was key to building and strengthening the foundation
of The Grove School’s unique programming.
We feel that The Grove School continues to be a model for a successful charter school/district
partnership. We look forward to continuing to partner with the RUSD for the next charter
renewal period in supporting the success of the students and families who choose The Grove
School for middle and high school.
TGS Charter Renewal PAGE 1 of 127

To better understand The Grove School’s programs, it is helpful to understand some key
principles about Montessori education.
Montessori Educational Philosophy for Adolescents
“Our principle concern must be to educate humanity—the human beings of all nations—in order
to guide it toward seeking common goals. We must turn back and make the child our principal
concern. The efforts of science must be concentrated on him, because he is the source of and the
key to the riddles of humanity.” (Dr. Montessori, Education and Peace)
Dr. Maria Montessori (1870-1952) was one of the first female physicians in Italy. Shortly after
she graduated from University of Rome, she chose to apply her medical and anthropological
training to study how humans learn. Dr. Montessori studied children in all conditions (poor,
privileged, developmentally delayed/living in institutions) throughout the world, and discovered
universal principles underlying their development:
Children have a natural desire and drive to learn.
Children absorb all aspects of their culture and civilization without effort or fatigue.
If given the freedom to explore and make choices, children are self-motivated to learn.
This desire to learn through self-discovery will continue throughout their lifetime if
nurtured.
Her research and work with children grew into an educational approach that applies the child's
natural developmental stages as the framework for their education.
Key features of Montessori programs for all ages:
A “Prepared Adult” (educator) who is knowledgeable of the developmental stage of the
children, young adults, and adults that they are interacting with.
A “Prepared Environment” that is beautiful, ordered, and designed for multi-age
groupings, containing activities that respond to the specific needs of the age group. The
prepared environment encompasses both classrooms and outdoor spaces.
Key features of Montessori programs for adolescents:
Montessori education at the adolescent level changes dramatically from earlier ages to respond to
the very different needs of adolescents based on the significant psychological, emotional, and
social changes that happen during the transition from childhood to adulthood. Features include:
Learning in a social setting, working with others often, to focus and satisfy the
adolescent’s natural drive to be social.
Helping children follow their interests and passions to develop strong skills in academics,
leadership, self-discipline, responsibility, independence, and initiative.
Learning in an agricultural setting (preferably a farm) to help children understand the
symbiotic relationship of humans to the land and to practice practical, applied studies.
Opportunities for learning economics through producing items to sell or learning services
and hospitality skills to learn about working in a community
Working with and learning from a variety of adults in an apprenticeship model.
Opportunities to be away from home to develop more independent practical skills, socialemotional
skills, and a healthy psychological foundation.
TGS Charter Renewal PAGE 2 of 127

We extend an open invitation the RUSD board to visit The Grove School campus to see this
model of adolescent education in action.
Accomplishments from Previous Charter Term (2014-2018)
Academics, Learning, and Co-Curricular
Increased enrollment 3-5% annually, growing from 200 to 230 students
Average Daily Attendance increased from 95% to 96%
o Maintaining average chronic absenteeism rate over four years of less than 3%
Maintaining average suspension rate over four years of less than 1%
Graduation Rate Average from 2014-2018 = 99.4%
o 2014 = 100%
o 2015 = 97%
o 2016 = 100%
o 2017 = 100%
o 2018 = 100%
Post-Secondary Statistics of Graduates from 2015-2018
o 57.5% of graduates enrolled in a four-year college
o 27.5% of graduates enrolled in a two-year college
Graduation statistics by year from 2015-2018:
o 2015 - 28 graduates (one non-graduate), 19 students (68%) enrolled into a 4-yr, 8
students (29%) enrolled into a 2-yr, 1 no record
o 2016 - 32 graduates, 19 enrolled into a 4-yr (59%, 6 into a 2-yr (19%), 1 mission,
6 no record
o 2017 - 28 grads, 17 enrolled into a 4-yr (61%), 8 into a 2-yr (29%), 1 military, 2
no record
o 2018 - 24 graduates, 10 enrolled into a 4-yr (42%), 8 into a 2-yr (33%), 6 no
record
Implementation of new Schoolwide Learner Outcomes
o 81% of students earned a proficient rating or above on portfolios and student led
conference presentations with new Schoolwide Learner Outcomes
Support of Socioeconomically Disadvantaged Students
o Improved math scores overall by 64.3 points and English Language Arts (“ELA”)
by 77.5 points from 2016-2017 according to CA Dashboard Fall 2017
o No suspensions from 2014-2018
o 100% graduation rate from 2014-2018
o 36.4% indicated as College / Career ready according to CA Dashboard Fall 2017
Support of Hispanic Students
o Improved math scores overall by 45.6 points and English Language Arts by 32.2
points from 2016-2017 according to CA Dashboard Fall 2017
o No suspensions from 2014-2017
High achievement on SAT for 12 th graders in 2017-2018
o 100% met English Language Arts benchmarks
o 83% met Math benchmarks
National Merit Scholarship Achievement
TGS Charter Renewal PAGE 3 of 127

o 2018 = 2 Semi-Finalists and 2 Commended Scholars
o 2017 = 1 Finalist Scholar, 1 National Hispanic Recognition Scholar
o 2015 = 3 Commended Scholars
Increased percentage of students scoring 3+ on Advanced Placement Tests
o 2014 = 66% 2015 = 78% 2016 = 96% 2017 = 93% 2018 = 92%
11% of graduates were Advanced Placement Scholars in 2018
Created system for identifying low performing students in math and supporting them with
specialized classes
Added honors classes for 9-12 grade students in seven different classes
Added Advanced Placement Biology and Government classes
Added afterschool study hall and tutoring available for all students for 1.5 hours four
days a week
Created a system for using the Mathematics Diagnostic Testing Project (“MDTP”) that
was designed by the California State University system
Improved quality of all Key Experiences and Programs by setting clear expectations,
adding training for faculty, and providing support and supervision
o Orientation Week and Campouts, Winterims/Creative Academic Week-long
Experiences (“CAWE”), Mentoring, Senior Projects, Capstone Projects, and
Project Week
Added an orientation class for new students (16 hours) and teachers (3 hours) about the
critical elements of Grove, as well as the Montessori educational philosophy and
practices
Improved arts programs and offerings
o Added instrumental music and choir
o Enhanced visual arts program with ceramics studio
o Added arts performances—additional theater performance, new arts show, and
music performances three times a year
Improved athletics program by hiring an athletics director
o Added 2 high school sports
o Added 3 middle school sports
o Increased athletic involvement by more than 40%
Created new weeklong enrichment experience for high school students which required
more student input and control with clear connections to improved learning objectives
Partnered with the Armantrout Montessori Education Foundation to host a summer
program for young adolescents (students entering grades 7-9)
Continued Career Technical Education (CTE) skills development through wood shop,
metal shop, welding, blacksmithing, and agriculture integrated with the Montessori
curriculum
Facilities
Improved facilities on Farm Campus and High School
o Completed capital campaign raising more than $200,000 from parents and more
than $250,000 from community members such as the San Manuel Band of
Mission Indians
o Implemented renovation of the farmhouse annex, the school entrance, and the
ceramics studio
TGS Charter Renewal PAGE 4 of 127

Completed full renovation of the Barton School House
Partnered with the City of Redlands to add the crosswalk spanning Orange Avenue
Improved quality of furniture overall and matching furniture in 14 of 15 classrooms
Finances
Continued financial stability with fund balance of more than 10% while completing
significant capital improvements and increasing academic, arts, and athletic offerings
Personnel and Professional Development
Added key leadership positions (Program Coordinator, Level Coordinators) and a
communications position
Created salary schedule and increased pay for teachers
Created system for all teachers to have four hours of preparation time each week
Strong and responsive counseling program for students and parents, including contracting
with a private counseling group to support the needs of students and parents
Facilitated hosting the Association Montessori International Adolescent Orientation at
The Grove School, making it the only place to host the course in the United States
outside of the traditional location of the Hershey Farm School in Ohio.
o Supported six of eight eligible Grove teachers to attend the training
Agricultural Program Achievements
Successfully awarded agriculture incentive grant for two plus years
Students attended National FFA conference in 2015
Students attend the California State FFA conference annually
Students have been voted High Desert Section FFA officers four out of the last five years.
Successful breeding and raising of annual Boar goat herd.
Annual raising of market hogs for showing and sale at the San Bernardino County fair or
through private sales
Initiated a market calf program at the school with the successful raising, showing, and
sale of calves
Continued development of the Grove School orchard with citrus, stone fruit, and figs.
Completion of a rabbit project
Market garden and row crops maintained and expanded for use in school kitchen, sale to
local restaurants, sale to Gerrard’s grocery store, and sale at the weekly farmer’s market
Partnerships and Accreditations
Western Association of Schools and Colleges (“WASC”) Six Year Accreditation (2015)
and successful mid-term review (2017)
Increased parent involvement by more than 10% (as reported on parent surveys)
High level of parent satisfaction with overall program and all aspects of the school
Developed and deepened positive relationships with the RUSD administration, the RUSD
school board, the City of Redlands, Esri, the Wildlands Conservancy (Oak Glen), and
Redlands Conservancy
Department meetings for 16 hours each year
TGS Charter Renewal PAGE 5 of 127

Increased percentage of full time teachers at The Grove School who hold theh Montessori
Orientation credential by 36%, to 71%
Improved the reputation of The Grove School within the Montessori community locally,
nationally, and internationally by hosting professional development workshops and
conferences. The Grove School leaders have been invited to speak at national and
international conferences in 2016, 2017, and 2018
Created a partnership with Claremont Graduate School’s Psychology department to
evaluate autonomy support and independent learning at The Grove School
Charter Renewal Criteria
Evidence of Meeting Charter Renewal Standards Pursuant to Education Code Section
47607(b) and the California Code of Regulations, Title 5, Section 11966.4(a)(1)
Education Code Section 47607(b) requires that a charter school must meet at least one of the
following renewal criteria prior to receiving a charter renewal:
1) Attained its Academic Performance Index (API) growth target in the prior year or in two
of the last three years both schoolwide and for all groups of pupils served by the charter
school.
2) Ranked in deciles 4 to 10, inclusive, on the API in the prior year or in two of the last
three years.
3) Ranked in deciles 4 to 10, inclusive, on the API for a demographically comparable school
in the prior year or in two of the last three years.
4) The entity that granted the charter determines that the academic performance of the
charter school is at least equal to the academic performance of the public schools that the
charter school pupils would otherwise have been required to attend, as well as the
academic performance of the schools in the school district in which the charter school is
located, taking into account the composition of the pupil population that is served at the
charter school.
5) Has qualified for an alternative accountability system pursuant to Education Code
Section 52052.
The following shall serve as documentation confirming that the Charter School meets the
statutory criteria required for renewal as set forth in Education Code Section 47607(b)(1)-(4)
(Also see Appendix A: CDE DataQuest/CAASPP Reports):
*Note on Testing Data:
Assembly Bill 1808 amended Education Code Section 52052(f) to allow schools that utilized the
former API to apply the 2013 growth calculation for those purposes, and to use alternative
measures that show increases in pupil academic achievement for all groups of pupils schoolwide
and among numerically significant pupil subgroups for purposes of Education Code Section
47607(b)(1)-(3).
TGS Charter Renewal PAGE 6 of 127

Analysis of the Most Recent API Calculation
Legal Requirements for Charter Renewal
Education Code Section 47607(b) – Charter School Must Meet at Least ONE Criteria for
Renewal
Renewal Criteria
Criteria Met
Attained its Academic Performance Index (API) growth target in the
prior year or in two of the last three years, both school wide and for all
groups of pupils served by the charter school.
Ranked in deciles 4 to 10, inclusive, on the API in the prior year or in
two of the last three years.
Ranked in deciles 4 to 10 inclusive, in the API for a demographically
comparable school in the prior year or in two of the last three years.
The entity that granted the charter determines that the academic
performance of the charter school is at least equal to the academic
performance of the public schools that the charter school pupils would
otherwise have been required to attend, as well as the academic
performance of the schools in the school district in which the charter
school is located, taking into account the composition of the pupil
population that is served at the charter school.
Has qualified for an alternative accountability system pursuant to
subdivision (h) of Education Code Section 52052
(Source: CDE DataQuest, accessed October 30, 2018)
Yes; most recent API (2013) is
870; met growth targets
schoolwide and for all
subgroups
See below for analysis of
alternative measures of
increases in academic
achievement
See below for analysis of
alternative measures of
increases in academic
achievement
Yes; see below
Not Applicable
TGS Charter Renewal PAGE 7 of 127

Analysis of Comparison Schools Data
The Grove School California Assessment of Student Performance and Progress
(“CAASPP”) Scores, 2015-18: Percentage of Students Meeting or Exceeding Standards
The Grove School – Grades 7, 8, and 11
Demographic Assessment 2015 2016 2017 2018 Average
Schoolwide ELA 74% 72% 69.90% 68.10% 71%
Math 57% 54% 45.63% 39.65% 49%
Hispanic or Latino ELA 48% 59% 73.68% 40% 55%
Math 16% 21% 47.37% 30% 29%
White ELA 75% 78% 67.21% 72.22% 73%
Math 66% 65% 39.34% 37.5% 52%
Economically
Disadvantaged
ELA 52% 50% 71.43% 38.89% 53%
Math 35% 25% 28.57% 27.78% 29%
The Grove School – Grade 7 and 8 Averaged Together*
Demographic Assessment 2015 2016 2017 2018 Average
Schoolwide ELA 66% 65% 67.13% 65.49% 66%
Math 59% 56% 45.73% 38.12% 50%
The Grove School – Grade 11*
Demographic Assessment 2015 2016 2017 2018 Average
Schoolwide ELA 75% 92% 79.16% 75.01% 80%
Math 51% 50% 45.84% 43.75% 48%
*The Grove School does not have enough students within any subgroup at a grade level to report
results for any subgroup. This means that The Grove School schoolwide data will have to be
used in comparing results to schools within Redlands Unified School District.
Due to a fairly small number of students in 11 th grade, of an average of 35 students, a few
students and their individual CAASPP results can change the schoolwide test results
dramatically. This can be seen in the 2016 results, where the percentage increased 17% from
2015 and then decreased 13% in 2017. Another example of abnormal changes in results due to
small numbers of students is in the Economically Disadvantaged subgroup where the percentage
of students meeting the standard fluctuates up 20% and then down 30% within three years. With
smaller numbers of students, it often makes it challenging, if not inaccurate, to generalize some
of the results to the how TGS is doing as a whole school. This is why it is important to look at
three or four year averages, in order to get a larger sample size from which to work.
TGS Charter Renewal PAGE 8 of 127

Comparison Schools That the Grove School Students Would Otherwise be Required to
Attend
Cope Middle School
Demographics Schoolwide 2015 2016 2017 2018 Average
Assessment
Schoolwide ELA 33% 62% 60.64% 59.97% 54%
Math 44% 55% 44.75% 43.89% 47%
Hispanic or ELA 43% 51% 48.27% 46.63% 47%
Latino
Math 26% 29% 29.29% 17.07% 25%
White ELA 70% 72% 68.82% 71.04% 70%
Math 58% 57% 56.71% 54.27% 56%
Economically ELA 46% 51% 47.07% 46.74% 48%
Disadvantaged Math 30% 32% 31.11% 30.55% 31%
Clement Middle School
Demographic Schoolwide 2015 2016 2017 2018 Average
Assessment
Schoolwide ELA 41% 45% 44.30% 50.37% 45%
Math 58% 32% 29.91% 30.40% 38%
Hispanic or Latino ELA 34% 40% 38.41% 44.76% 39%
Math 26% 27% 23.63% 22.85% 25%
White ELA 54% 59% 56.28% 61.33% 58%
Math 43% 41% 40.21% 47.19% 43%
Economically ELA 32% 38% 35.8% 42.03% 37%
Disadvantaged Math 25% 25% 23.23% 23.59% 24%
Redlands Senior High School
Demographic Schoolwide 2015 2016 2017 2018 Average
Assessment
Schoolwide ELA 77% 76% 79.66% 81.64% 79%
Math 44% 45% 52.68% 57.44% 49%
TGS Charter Renewal PAGE 9 of 127

Comparison of Four-Year Averages between Middle Schools:
Percentage of Students Meeting or Exceeding Standards for CAASPP
Demographic
Schoolwide
Assessment
Grove
(7, 8, & 11 grade)
Cope
(6-8 grade)
Clement
(6-8 grade)
Schoolwide ELA 71% 54% 45%
Math 49% 47% 38%
Hispanic or Latino ELA 55% 47% 39%
Math 29% 25% 25%
White ELA 73% 70% 58%
Math 52% 56% 43%
Economically
ELA 53% 48% 37%
Disadvantaged
Math 29% 31% 24%
In comparing the four-year averages for students meeting or exceeding the standards for
CAASPP, the percentage of students from TGS who meet or exceed the standard for CAASPP,
as a whole group and for every sub-group, are above or similar than the comparative schools.
Comparison of Four-Year Average between Grove and Redlands Senior High:
Percentage of Students Meeting or Exceeding Standards for CAASPP
Demographic
Schoolwide Grove
Redlands Senior High
Assessment (11 th grade)
(11 th grade)
Schoolwide ELA 80% 79%
Math 48% 49%
In comparing the four-year averages for students meeting or exceeding the standards for
CAASPP, the percentage of students from TGS who meet or exceed the standard for CAASPP,
as a whole group are similar to the comparative school.
Comparison Schools That Are Demographically Similar in the District
Cope School and Redlands Senior High School are the schools that are the most similar
demographically to The Grove School. The scores are reported above in the section comparing
scores for a school that students otherwise would be attending.
Alternative Measures of Success
All students in grades 8-11 at TGS take the Preliminary Scholastic Aptitude Test (PSAT),
including all students in subgroups. There are less than 2% of the students who opt out of taking
the PSAT annually. TGS students have scored well in the PSAT, specifically when comparing
data to California averages, national averages, and district averages (when available). The
percentage of 8 th and 9 th grade students at TGS who meet the benchmark is 40% points higher
than the state average in ERW and 20% points higher in Math. In 10 th and 11 th grade, the
percentage of TGS students who meet the benchmark are 12-14% points higher than the state
average in ERW and 1% point higher in Math.
TGS Charter Renewal PAGE 10 of 127

This data supports the goal to improve performance on mathematics tests with the percentage of
students meeting the benchmark being significantly lower than the ERW percentages, yet similar
to the state and district results when comparing results for all students in a grade level.
PSAT Results for 2017
Percentage of students who met the benchmarks for English Reading and Writing
8 th Grade 9 th Grade 10 th Grade 11 th Grade
The Grove School 83% 82% 65% 73%
Redlands Unified NA NA 61%* 87%**
California 43% 43% 53% 59%
United States & World 54% 57% 63% 68%
Percentage of students who met the benchmarks for Mathematics
8 th Grade 9 th Grade 10 th Grade 11 th Grade
The Grove School 43% 49% 32% 37%
Redlands Unified NA NA 34%* 61%**
California 26% 27% 31% 36%
United States & World 37% 40% 40% 46%
*There were 1534 students in the 10 th grade who completed the PSAT, which is likely most of
the 10 th graders within RUSD. This would be a comparative score since all students at TGS take
the PSAT.
**There were 604 students in 11 th grade who completed the PSAT, which is around one-third of
the 11 th graders within RUSD. This would not be a comparative score since not all District 11 th
grade students took the PSAT, whereas all 11 th grade students at TGS took the PSAT.
Scholastic Aptitude Test (“SAT”) Data
There are a high percentage of students at TGS who meet the SAT benchmarks in ELA and Math
annually with an average of 84% of TGS 12 th grade students completing the SAT. TGS students
also consistently outperform RUSD, San Bernardino County and California students on the SAT.
These high scores are especially impressive when considering that an average of 84% of TGS
12 th grade students complete the test, compared to less than 50% of the 12 th grade students in
RUSD, San Bernardino County and California who complete the SAT. This indicates that TGS
is doing very well in preparing a much larger percentage of its students for college.
TGS Charter Renewal PAGE 11 of 127

SAT Results 2017-2018
Name
Grade
12
Enrollment
No.
Tested
No. Mtg
Current
ELA
Benchmark
No. Mtg
Previous
ELA
Benchmark
Total
No.
Meeting
ELA
Benchmarks
Percent
Mtg ELA
Benchmarks
No. Mtg
Current
Math
Benchmark
No. Mtg
Previous
Math
Benchmark
Total
No.
Meeting
Math
Benchmarks
Percent
Mtg
Math
Benchmarks
Grove 28 24 17 7 24 100.00
%
13 7 20 83.33%
Redlands
Unified
San
Bern.
County
Statewide
1,861 865 669 50 719 83.12% 465 47 512 59.19%
32,139 13,261 8,973 223 9,196 69.35% 5,601 185 5,786 43.63%
484,169 221,433 144,893 15,103 159,996 72.25% 98,504 13,887 112,391 50.76%
2015-2016
2014-2015
TGS Charter Renewal PAGE 12 of 127

2013-2014
Advanced Placement Test Results
TGS offers Advanced Placement (“AP”) classes to 11 th and 12 th grade students annually, and
students may choose to complete AP exams annually. AP exams are scored on a scale of 1 to 5
with five being the top score and a score of three demonstrating proficiency. TGS students have
improved their scores over the past four years and are currently maintaining over 90% of the
students earning scores of three or above. See the chart below for details.
Additional Justification for Charter Renewal
Analysis of Charter Renewal Criteria – Student Subgroups
Education Code Section 47607(a)(3) states: The authority that granted the charter shall consider
increases in pupil academic achievement for all groups of pupils served by the charter school
(defined as “a numerically significant pupil subgroup, as defined by paragraph (3) of subdivision
TGS Charter Renewal PAGE 13 of 127

(a) of Section 52052.” EC §47607(a)(3)(B)) as the most important factor in determining whether
to grant a charter renewal.
Suspension Rate
Grove
Redlands Senior Cope
Clement
High
All Students 0.5% 2.7% 5.0% 3.2%
Socioeconomically 0.0% 3.5% 7.2% 3.6%
Disadvantaged
Hispanic / Latino 0.0% 4.1% 6.3% 4.1%
White 0.8% 1.2% 3.5% 0.9%
TGS is a very safe school with a few serious discipline issues annually. Students in our
numerically significant subgroups are usually not involved in the more serious discipline
situations. The percentage of students being suspended annually is incredibly low as
demonstrated in the above table.
Graduation Rate
Grove
Redlands Senior
High
All Students 100% 95.9%
Socioeconomically
Disadvantaged
100% 93.5%
Hispanic / Latino 100% 97.3%
White 100% 94.7%
TGS has 100% of its students graduate annually. Students in subgroups also have a 100%
graduation rate. TGS does an excellent job in supporting all students to graduate from high
school.
LCAP Achievements – Highlights from 2017-2018
Goal #1 – Document skill and knowledge objectives for each subject
Develop six-year schoolwide competency objectives, and a six-year plan to achieve the
competency objectives within each academic discipline that align with Montessori education.
Six of seven eligible teachers completed the Montessori Orientation to Adolescent
Studies in 2018
99% of parents and guardians attended student led conferences
Average Daily Attendance increased to 96%
The new Schoolwide Learner Outcomes were implemented in all classes and used in
student led conferences and portfolios
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Goal #2 – Improve learning environments
Create learning environments that follow the principles of Montessori education and support the
specific needs of each discipline.
The Barton School House was opened, adding four new classrooms with the flexibility of
transforming the classrooms into one large assembly space
A ceramic studio was added to the learning environment for the visual arts program
Goal #3 – Identify and support students with academic challenges
and students seeking more challenges
To improve student learning, engagement and preparation for college and life Grove will create
and implement an action plan to support students through appropriately challenging courses,
opportunities, and materials for either “low-performing” or “high-performing” students.
*Grove will identify students as “high” or “low” performing through a data review that includes
performance on key assessments (SBAC, PSAT, summative class assessments), work
completion, grades in classes, and attendance.
Identification system and process was implemented to identify high and low performing
students
Created honors classes for students to increase opportunity for academic challenge
Goal #4 – Increase the understanding of Montessori education
and Grove’s mission, vision and values
Increase the understanding of Montessori educational philosophy, the school’s mission, vision,
and values, as well as the practical information and work related to being a member of The
Grove School and a community centered on working with adolescents.
Orientation class for all new students was implemented
Over 80% of new families attended the New Family Orientation in August
Increased professional development about Grove’s Key Experiences for teaching faculty
Added a staff retreat to support development of cohesive professional relationships and
work on specific professional development goals for the year
WASC Goal Achievements from 2015-2017
The LCAP and WASC goals are mostly aligned, but the achievements that are different are
identified below:
Provide each teacher with four hours of preparation time each week
Contract with outside counseling service to provide additional social, emotional, and
mental health support for students
Moved middle school core classes to the morning to support more focused academic time
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Developed rotation of courses to enable more consistent planning by students and the
school counselor
Established new positions to support improved academic standards (Program
Coordinator) and outdoor learning facilities (Farm Coordinator)
Added one part time English teacher, one part-time science teacher, one part-time social
science teacher, one part-time choir teacher, one part-time athletic director
Increased number of mentors for middle school students
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Element 1: The Grove School
Educational Program
Governing Law: The educational program of the charter school, designed, among other things,
to identify those whom the charter school is attempting to educate, what it means to be an
“educated person” in the 21 st century, and how learning best occurs. The goals identified in that
program shall include the objective of enabling pupils to become self-motivated, competent, and
lifelong learners. Education Code Section 47605(b)(5)(A)(i).
The annual goals for the charter school for all pupils and for each subgroup of pupils identified
pursuant to Section 52052, to be achieved in the state priorities, as described in subdivision (d)
of Section 52060, that apply for the grade levels served, or the nature of the program operated,
by the charter school, and specific annual actions to achieve those goals. A charter petition may
identify additional school priorities, the goals for the school priorities, and the specific annual
actions to achieve those goals. Education Code Section 47605(b)(5)(A)(ii).
If the proposed charter school will serve high school pupils, the manner in which the charter
school will inform parents about the transferability of courses to other public high schools and
the eligibility of courses to meet college entrance requirements. Courses offered by the charter
school that are accredited by the Western Association of Schools and Colleges may be
considered transferable and courses approved by the University of California or the California
State University as creditable under the “A” to “G” admissions criteria may be considered to
meet college entrance requirements. Education Code Section 47605(b)(5)(A)(iii).
The Grove School’s Mission, Vision and Values
Mission
The Grove School is a public Montessori community that guides adolescents in their work of
self-construction, as they become engaged and respectful world citizens.
Vision
The Grove School relies on the framework for adolescent education defined by Maria
Montessori. At the core of her vision is the expectation that students will “pass from one stage of
independence to a higher [one], by means of their own activity, through their own effort or will.”
The Grove School’s unique, rich, safe, challenging, relevant and comprehensive program is
valued as a vital part of Redlands heritage and legacy. All members of our community model
respect and clear communication in order to foster collaboration and cooperation.
Grove’s student-centered model allows students to practice the principle of freedom with
responsibility. Montessori’s vision of Erdkinder underlies our program, providing a prepared
farm environment for students to engage in purposeful and meaningful work that helps lead them
towards independence through real-life challenges. This work has to engage the hands, they need
TGS Charter Renewal PAGE 17 of 127

to be active, moving, be physically involved. At the same time they need to be engaging their
intellect in the same task, to plan what their activity is, to analyze the best way to carry it out, to
test it, use trial and error to work towards mastery. At the high school level, students in Grove
classrooms will work with skilled and dedicated teachers who use project-based instruction,
frequent group work, and real-life application of concepts to prepare students for the challenges
of university education. Grove teaching is based on intrinsic motivation; providing a rigorous
curriculum with high expectations for individual achievement.
A Grove student will be the architect of her own future; learning from peers and teachers how to
live an authentic life beyond perceived boundaries.
We Value
Creation of curious, observant, flexible, confident, courageous and independent citizens
Contributions to community through internships
Community Partnerships
Adults modeling responsible, optimistic adulthood where everyone pursues work with
passion
Efforts to make the world a better place than when we entered it
Prepared environments that allow students to learn and appreciate stewardship of the
natural world
A community that respects all members as agents for change and promoters of peace
Post-secondary education
Targeted Student Population
Student Enrollment and Grade Levels Served
The Grove School currently serves 230 students in grades 7 through 12. The Grove Middle
School program consists of grades 7 through 9, while the High School consists of grades 10
through 12. TGS anticipates serving approximately 230-250 students annually with the
possibility of continued slow growth to a higher number of students over time, if such growth is
determined to support TGS in meeting its mission and vision. The exact enrollment capacity will
be determined annually by Grove’s governing board (see Enrollment and Outreach Plan in
Appendix B).
Student Demographics
In accordance with the requirements of the Charter Schools Act of 1992, TGS shall continue to
maintain an open enrollment policy. However, TGS will also be particularly interested in
attracting students who potentially hold the following abilities, capabilities, and interests:
1. Interested and capable in having more autonomy in their education to follow their
interests in a more inquiry project-based model
TGS Charter Renewal PAGE 18 of 127

2. Interested in and capable of learning in a social setting and building a strong and wellfunctioning
community
3. Desire to do and learn practical and manual work that demonstrates new knowledge and
skills
4. Working in collaboration to learn and improve themselves and the community
5. Restoring and resolving problems and issues with other people directly
2018-2019 TGS Student Demographics (Race and Ethnicity)
Ethnic Codes Female Male Total Percent
Hispanic or Latino 36 22 58 25.11%
700 – White (non-
Hispanic)
66 64 130 56.28%
200 – Asian (non-
Hispanic)
14 8 22 9.52%
300 – Pacific
Islander
1 0 1 0.43%
400 – Filipino 3 2 5 2.16%
600 – Black 2 2 4 1.73%
Multi-Ethnic 5 6 11 4.76%
TOTALS 127 104 231
2017-2018 Enrollment by Ethnicity from Data Quest
TGS Charter Renewal PAGE 19 of 127

2014-2018 TGS Student Demographics (Race and Ethnicity)
(CDE Data Quest – Accessed 9/10/2018)
Student Sub-Groups
Sub-groups have stayed consistent at TGS over the past five years. The most fluctuation is in the
socioeconomically disadvantaged group. This may be attributed to accepting more ninth grade
students and giving a high priority to students who live in the attendance area of the local
elementary school (Mission Elementary).
Sub group 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019
English Learners 4 4 2 4 4
Foster Youth 0 0 0 0 0
Homeless 7 10 5 2 1
Migrant Youth 0 0 0 0 0
Students with Disabilities 29 24 22 25 28
Socioeconomically Disadvantaged 42 56 34 35 37
All Students 212 214 216 224 231
Attendance
School year, academic calendar, number of school days, and instructional minutes
The school year begins one or two weeks before Labor Day depending on when winter and
spring break are scheduled. There are three longer breaks in the school year: Fall, Winter, and
Spring. Fall break occurs the third week of November, Winter Break is usually the last week of
December and the first week of January, and Spring Break is usually the third week of March.
TGS uses trimesters for its academic calendar to allow for flexibility for its enrichment classes
and arts and physical education and health class rotation for 7th and 8th graders.
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Grove offers 180 school days each year and 65,400 instructional minutes in the 2018-2019
school year, and intends to offer the same number of school days and instructional minutes for
the next charter term.
2018-2019 Annual Calendar
School Starts at 8:00 AM
School Ends at 3:00 PM
2018-2019 Annual Calendar – Important Dates
August 23
Back to School Night
August 27
First Day of School
August 29-31
Middle School Camp Out
October 18–20
Student Led Conferences
November 19 Fall Break (1 week) , End of Trimester 1
November 28-30
High School Camp Out
Dec. 24 – Jan. 4
Winter Break (2 weeks) - NO SCHOOL
January 7
In-service - NO SCHOOL
January 8
School Resumes (Wednesday)
March 7 – 14
CAWE / Winterim
March 15 (4-6 PM)
Presentations by CAWE / Winterim Groups
March 18-22
Spring Break = (1 week) - NO SCHOOL, End of
Trimester 2
May 22 – 24
Student Led Conferences
June 13 Last Day of School, End of Trimester 3
A copy of the 2018-19 annual calendar is attached as Appendix C.
Weekly Schedule
The weekly schedule is a mix of conventional schedule, block scheduling, mini-courses and
mentorship.
Time Monday Tuesday Wednesday Thursday Friday
7:30 AM Faculty Arrives
8:00 AM Morning Meeting
8:15 AM Class 1 Class 1 Class 3 Class 5 Class 1
9:15 AM Class 2 Class 2
10:15 AM Class 3 Class 2 Mentorship Class 6 Class 3
11:15 AM Class 4 Class 4
12:15 PM LUNCH
1:00 PM Class 5 Mini-Course 1 Class 4 Mini-Course 2 Class 5
2:00 PM Class 6 Class 6
2:55 PM Classes End and Cleaning / Restoration of Environments Begins
3:00 PM Students Get Picked Up
3:15 PM Middle School Students = Study hall (ends at 4:30 pm)
High School Students = Study hall (ends at 4:30 pm) or parking lot for pick up
3:30 PM Faculty Day Officially Over
TGS Charter Renewal PAGE 21 of 127

Attendance expectations and requirements
TGS has an attendance policy and it is in the TGS School Handbook
What it means to be an Educated Person in the 21st Century
California is a member of the Partnership for 21st Century State Leadership Network that helps
prepare students for Common Core State Standards and Career Readiness Standards.
As stated on the California Department of Education (“CDE”) website (https://www.cde.ca.gov/
eo/in/cr/p21cskls.asp):
The P21 Framework was developed to help practitioners integrate skills into the teaching of core
academic subjects. The Partnership has developed a unified, collective vision for learning known
as the Framework for 21st Century Learning. This Framework describes the skills, knowledge,
and expertise students must master to succeed in work and life: it is a blend of content
knowledge specific skills, expertise, and literacies. The essential skills for success in today’s
world include the following:
Learning and Innovation Skills (The Four C’s: Critical thinking, Communication,
Collaboration, and Creativity)
Life and Career Skills
Information, Media, and Technological Skills
These skills are learned across the expanded core subjects, essential for all students in the 21st
Century. These include:
English, Reading, or Language Arts
World Languages
Arts
Mathematics
Economics
Science
Geography
History
Government and Civics
In addition to these subjects, the Partnership for 21st Century Skills believes schools must move
to include not only a focus on mastery of core skills, but also promote understanding of academic
content at much higher levels by weaving 21st Century interdisciplinary themes into core
subjects. 21st Century Themes include:
Global Awareness
Financial, Economic, Business, and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy
TGS Charter Renewal PAGE 22 of 127

Enabling students to become self-motivated, competent, lifelong learners
TGS believes an educated person in the 21 st century is someone who is liberally educated in
academic subjects, who knows who they are as a person, and who understands how their
individual interests and skills can be used to improve their community for the betterment of
society. They will also learn how to be motivated and confident as well as think critically, work
collaboratively, and communicate effectively.
As a scholar, each individual should be proficient in all disciplines, specifically social studies,
mathematics, science, languages, and the arts. Because educated individuals are members not
only of a local community but a global society, they should be proficient in at least one other
language in addition to English.
As an athlete, each individual should be able to pursue appropriate physical challenges and hold
knowledge of the fundamentals of safe and healthy living and lifestyle.
As a citizen, each individual must understand the framework of our constitutional democracy and
the rights and responsibilities of each citizen in the democratic process, as well as an awareness
of important political issues.
As a community member, an educated person is able to collaborate with others, cooperate on
projects, and knows how to provide meaningful service to others.
Finally, as a member of an increasingly technical and information-based world, each individual
should be competent with using digital and electronic technology.
TGS seeks to assist all of its students to become well educated according to these criteria by
providing developmentally appropriate activities and challenges for each student to experience
and master. In accordance with Montessori theory, TGS endeavors to provide learning
environments where students may freely choose to engage in activities appropriate to their
intrinsic motivation to learn. These experiences will encourage and promote the gaining of skills
and competencies, confidence, and knowledge, that will enable students to master the outcomes
listed above.
TGS is committed to the objective of enabling its students to become self-motivated, competent,
and lifelong learners. TGS’s educational program is designed to promote individual initiative,
critical thinking, and community awareness in its students. Specific tools to bring about this selfmotivated
learning development include:
Individualized tutoring and learning in small group settings
Student-initiated off-campus learning opportunities
Community service and internship project requirements
Biannual portfolio review
Senior project requiring demonstration of skills and knowledge
TGS also recognizes that access to and use of technology is essential to preparing students for
post-secondary education as well as for productive positions in the business and professional
TGS Charter Renewal PAGE 23 of 127

world. TGS has therefore adopted and is implementing a comprehensive technology plan that
includes the following elements:
Plan for the acquisition of appropriate software, hardware, and internet capability
Plan for the implementation of computers in the educational programs
Plan for student competencies in computer literacy
Plan for the use of computer technology in core instructional activities
Appropriate safeguards for the use of and access to information databases
Specific tools to bring about this self-motivated learning development include:
Relevant and meaningful curriculum aligned to California state standards
Individualized tutoring and learning in small group settings
Student-initiated off-campus learning opportunities
Community service and internship project requirements
Biannual portfolio review for all students
Projects requiring demonstration of skills and knowledge
Age appropriate language and citizenship requirements
Academic skills and qualities important for an educated person
In 2017, TGS wrote new Schoolwide Learner Outcomes (“SLOs”) to replace the previous
Expected Schoolwide Learner Results (“ESLRs”). The new outcomes are explained and
documented below:
Outcomes and Expectations for a Grove Graduate
“For this would result in a valorization of his personality, in making him feel himself capable of
succeeding in life by his own efforts and on his own merits, and at the same time it would put him
in direct contact with the supreme reality of social life.”-- Montessori, Maria. From Childhood
to Adolescence. Clio Press. 2005. Pgs. 102-103.
In preparation for adult life, Grove students will pursue activities that enhance their capabilities
through work that is done in the classroom, on the land, and in the student community, with the
guidance of experts and specialists. This work can be understood through the student’s psychic
development, community involvement, creative expression, physical expression, and conscious
actions to prepare for life after Grove.
A Grove graduate actively participates in their psychic (academic) development.
As a scholar, a Grove graduate is able to connect knowledge in the areas of social studies,
mathematics, science, languages, and the arts.
A Grove graduate constructs knowledge through inquiry-based, cross-curricular activities
and assignments.
As members of not only a local community, but a global society, a Grove graduate is
knowledgeable in at least one language other than English.
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Evidence / Artifacts
Students will:
Determine and understand Key Vocabulary.
Successfully Analyze Texts, Problems, Artifacts and Situations, from Multiple
Perspectives.
Successfully Synthesize Information from various sources and disciplines.
Defend a Position with evidence and properly cite their evidence.
Reflect on Successes and Failures and create goals to further their development.
A Grove graduate is an active community member
As a community member, a Grove graduate connects a combination of academic pursuits
with meaningful experiences in the school, local, and global communities, and
understands that this pursuit is necessary to provide the greatest benefit to society and
themselves.
A Grove graduate understands that to be an active community member, they need to
actively pursue opportunities to work with experts and specialists.
A Grove graduate knows that participating in community service is necessary to have a
well-functioning community.
Evidence / Artifacts
Students will:
Provide examples of their service and participation in community-oriented service and
events.
Actively take steps to pursue career interests.
Demonstrate awareness of community issues.
A Grove graduate expresses ideas creatively
A Grove graduate understands that creative expression is an important part of the human
experience.
A Grove graduate actively cultivates an appreciation for, and skill sets in, different forms
of artistic and creative self-expression.
Evidence / Artifacts
Students will:
Effectively and creatively communicate when presenting information.
Create and use a variety of tools to complete a project.
Creatively relate concepts and ideas through multiple perspectives.
Express emotions and ideas through original creations.
A Grove graduate is involved in physical expression
A Grove graduate understands the importance of physical activity and healthy living.
A Grove graduate actively pursues a healthy and active lifestyle.
TGS Charter Renewal PAGE 25 of 127

Evidence / Artifacts
Students will:
Create a personal plan for better physical health.
Actively pursue activities that allow for physical expression.
A Grove graduate is prepared for life as an adult
A Grove graduate demonstrates what it means to have economic and social
independence.
A Grove graduate is prepared for life after high school beyond academic requirements.
A Grove graduate has set goals and designed a plan to achieve them.
A Grove graduate is skilled at creating and being peace.
Evidence / Artifacts
Students will:
Demonstrate an understanding of financial independence and entrepreneurial endeavors.
Demonstrate an understanding of social independence.
Demonstrate good study habits and practices.
Create goals and design a plan to achieve them.
Demonstrate an understanding of how their actions and plans will make a more peaceful
world.
Non-academic skills and qualities important for an educated person
In the documentation above for Partnership for 21st Century Skills, the following non-academic
skills and qualities are identified as being important:
Learning and Innovation Skills (The Four C’s: Critical thinking, Communication,
Collaboration, and Creativity)
Life and Career Skills
Information, Media, and Technological Skills
TGS agrees that the skills that P21 lists are important non-academic skills and qualities. TGS
also focuses on creating opportunities for students to learn and develop the following skills in
order to be an educated person and this list is supported in multiple studies related to skills
employers and colleges view as important or lacking in current graduates:
Leadership
Work ethic
Initiative, self-motivation, drive
Planning and organizing
Time management
Listening, compassion, understanding multiple perspectives
Responsibility, dependability
Flexibility
Sense of humor
TGS Charter Renewal PAGE 26 of 127

Description of How Learning Best Occurs
Instructional Design
TGS seeks to educate adolescent students using the Montessori approach as developed by Dr.
Maria Montessori during the first half of the 20th century.
The Montessori approach is most familiar for younger children; however, Dr. Montessori was
interested in the full continuum of childhood. For 12 to 18-year-olds, Dr. Montessori noted that
adolescents are in a special stage of life, on the threshold of adulthood. Because of this, the
environment should reflect all aspects of adult life, providing children with the opportunities to
not only pursue academic interests, but also to participate in real adult practical work in a social
setting as close to a real society as possible. Through experiences of everyday life and its
responsibilities, adolescents practice what it takes to become a contributing member of a wider
society. This experience includes an initiation into economics and an understanding of its
importance for everyday life. Another important aspect of the environment is that it should put
the adolescents in close contact with nature to instill an appreciation and understanding of the
symbiotic relationship between people and the planet on which we live and are a part of.
This instructional design is structured with three aspects: the adult (facilitator), the
child/adolescent (learner), and the learning environment (classroom, outdoors, community, land,
etc.). This type of natural or organic education where students have freedom to move, freedom to
choose work, and freedom to collaborate, requires a tremendous amount of structure to support
these freedoms to allow for engaged learning.
This model recognizes the needs of secondary-age students to engage in what Dr. Montessori
called, “a rigorous course of academic study” combined with meaningful, hands-on experiences
and, for the younger students, daily work outdoors. Montessori believed that a combination of
intellectual and hands-on activities was the best curriculum for the dynamic stages of adolescent
development.
Specific tools to bring about this self-motivated learning development include:
Relevant and meaningful curriculum aligned to California state standards (including the
Common Core State Standards, Next Generation Science Standards, and History-Social
Science Frameworks)
Projects requiring demonstration of skills and knowledge
Problems to solve that require new knowledge and practical skills to address the issue at
the school, on the campus, or in the local community
Engagement through opportunities of self-expression
Opportunities for production and exchange on campus or with the local community
Age appropriate language and citizenship requirements
Individualized micro-lessons and learning in small group settings
Student-initiated off-campus learning opportunities
Community service and internship project opportunities
Biannual portfolio review for all students
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The emphasis on freedom with responsibility in Montessori education for adolescents supports
the development of children’s executive functioning, which has been proven by research to be
one of the most crucial requirements for college and career readiness, and life as a successful
contributing member of society. Harvard University’s Center on the Developing Child calls
adolescence “a vital ‘window of opportunity’ for building core life skills—and for practitioners
to provide support.” Research compiled by UNICEF shows that “a growing body of scientific
knowledge shows that experience and environment also combine with genetics to shape the
brains of adolescents. This presents a second, crucially important window of opportunity to
influence the development of children’s brains – and thus, their futures.” (Emphasis added.) For
research related to adolescent development, TGS recommends the UNICEF study titled The
Adolescent Brain: A second window of opportunity - A Compendium (available for download at
https://reliefweb.int/report/world/adolescent-brain-second-window-opportunity-compendium as
of November 2018).
TGS will provide students with the opportunity to develop and maintain their individual potential
by allowing them to explore a wide range of interests. Students will do so within a small school
environment with access to the resources of the greater community. TGS provides a stable and
committed learning environment with long-term, individualized attention for each student. The
faculty is held accountable for ensuring that TGS students achieve the high academic and
community standards set for them.
TGS also recognizes that access to and use of technology is essential to preparing students for
post-secondary education as well as for productive positions in the business and professional
world.
Following the Montessori educational model, students may pursue a combination of traditional
and non-traditional high school curricula within a small school environment, provided they meet
the core subject requirements listed below. Students will also combine their academic pursuits
with meaningful experiences through internships with professionals in the community, local
businesses, research organizations, and academic communities.
Each student will work under the guidance of an assigned teacher (the student’s mentor) to
design a course of study that contains both material of personal interest and core course work.
Students will also be members of small learning groups on the campus. Working with their
mentor, students will be responsible for recruiting guest teachers and specialists and also for
arranging additional, off-site learning. Mentors will help students set goals, support their social
and emotional development, meet state and post-secondary requirements, and make reasonable
progress toward graduation. Core subjects will be offered on campus by credentialed faculty
(teachers). Students will also have opportunities to study off-site with field specialists or on
alternate campuses, such as local colleges and universities for the high school students or
internships and service opportunities for junior high school students.
Students will also participate in the Montessori tradition of community service at different points
in their educational experience. Working with the guidance of their mentors, students will design
community-based experiences on the farm or in the local community that will help them meet
TGS Charter Renewal PAGE 28 of 127

their individual competency goals. These experiences will be assessed as part of each student’s
biannual competency review.
A senior project will serve to synthesize and focus the student’s secondary experience while
providing a venue for the demonstration of skills and knowledge. A panel consisting of the
student’s mentor, other educators, and community members will review this project.
TGS Curriculum
Dr. Montessori’s Plan of Study and Work for Adolescents (12-18 Year olds)
Dr. Montessori’s writings about the adolescent level are consolidated into a simple chart (below)
to see the general plan of study for the adolescent level. The chart is divided into two aspects:
Practical Considerations of Social Organization, and Educational Syllabus.
The Practical Considerations of Social Organization are a list of aspects that will bring students
into contact with social situations that will help them engage in meaningful learning. TGS has
elements of each of these practical considerations, but not always in totality or at the ideal level.
Specifically, TGS does not have a residential program, but it does have opportunities for students
to travel together on multi-day trips, go on camping trips, or stay late at school for evening
events.
The Educational Syllabus is a list of curriculum topics with a slant towards progression of
humanity with the lens of positivity and optimism to encourage engagement, initiative, and
contribution to the community. It is important to note that the term “moral education” is in
reference to character education and how the individual can follow their own interests that are
also supportive of and responsible to the community.
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Dr. Maria Montessori’s Plan of Study and Work for 12-18 Year Olds
A. Practical Considerations of Social Organization B. Educational Syllabus
Prepared Environment (work that requires
new knowledge and practical skills to
complete for benefit of school and/or local
community)
o Physical Environment/Occupations as
Materials
Residence for Young People/Their Community
Homes (community building, learning
independence from parents/guardians)
o Practical Life Skills, Jobs Required in a
Household/House Cleaning and
Chores/ Domestic Arrangement
o Organizing for Comfort and Order
Farm (applied science, math, & other subjects)
o Organic Produce and Livestock
o Natural Resource Management
o Machine Use and Maintenance
o House and Building Maintenance
o Trail and Woodlot Maintenance
Store (business and entrepreneurial
experience)
o Shop of Produce/Goods
o Commerce and Exchange
o Craft Production
Guesthouse / Rental Business (business and
entrepreneurial experience)
Museum of Machinery (understand history of
technology)
Adolescents
o 12–18 years or 12–15 years/15–18
years
Adults (as materials in the environment for
adolescents to learn from about being an
adult)
o House Parents
o Teachers Living There
o Visiting Teachers
o Technical Instructors
o Workmen and Work Women
o Parents / Guardians
1. Self-Expression
a. Music
b. Language
c. Art
2. Psychic Development
a. Moral Education
b. Mathematics
c. Language
3. Preparation for Adult Life
a. The Study of the Earth and Living
Things
(geology, geography including
prehistoric periods, biology,
cosmology, botany, zoology,
physiology, astronomy, and
comparative anatomy)
b. The Study of Human Progress and the
Building Up of Civilization
(physics, chemistry, mechanics,
engineering, and genetics integrated
into the history of science and
technology—“supranature” )
c. The Study of the History of Humanity
(scientific discoveries, geographical
explorations, relation of humans to the
environment, contact between
different peoples, war, religion,
patriotism, a detailed study of one
period, the life of one person, the
present day and nation, law and
government, literature)
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Broad outline of curriculum content
Students at all levels will be expected to gain proficiency in the following core subjects:
Mathematics: Students must demonstrate the ability to reason logically and to understand
arithmetic, algebraic and geometric concepts, and other practical and theoretical mathematical
concepts.
Social Studies: Students explore the history of humanity in relation to life’s purpose. Students
must demonstrate an understanding of historical, economic, and geographic concepts and possess
a basic knowledge of the world’s diverse cultures, and must have a working knowledge of civics,
government, and American history.
Languages: Students must demonstrate strong communication skills including reading, writing,
and listening skills. Students must understand and appreciate literature from various periods and
cultures. Students will gain proficiency in at least one language in addition to English.
Science: Students will utilize research and inquiry methods to demonstrate and understand major
concepts underlying biology, environmental science, chemistry, physics, and earth science, in
addition to their own areas of interest.
Arts: Students will cultivate an appreciation for and/or skill in one or more forms of artistic self
expression (e.g., music, choir, literary/visual/studio arts, drama, dance, etc.).
These core subject areas will be further subdivided into a list of specific skills in each of the
above areas at different skill levels and depending on individual course of study. These specific
skill-level standards will align with California state content and performance standards, including
the Common Core State Standards (“CCSS”), Next Generation Science Standards (“NGSS”),
History-Social Science Framework, English Language Development (“ELD”) Standards, and
any other applicable state content standards (hereinafter, collectively “State Standards”).
Students will take all state-mandated standardized assessments, including the California
Assessment of Student Performance and Progress Assessments (“CAASPP”), which includes the
Smarter Balanced Assessment Consortium (“SBAC”) tests, California Science Test (“CAST”),
California Alternate Assessments (“CAAs”), the English Language Proficiency Assessments for
California (“ELPAC”), the Physical Fitness Testing (“PFT”), and any other applicable statemandated
standardized assessments and schoolwide assessments.
Students graduating from the high school are expected to meet or exceed the entrance
requirements for college or university, including the “A-G requirements” of the University of
California. In addition to attaining specific content areas and skill-level standards, students will
also demonstrate overall progress toward graduation readiness through a series of portfolio and
competency reviews at both the junior and senior high school levels.
To best serve our students and community, TGS will continue to examine and refine its list of
core subjects over time to reflect the Charter School’s mission and any changes in state or local
standards that affect this mission. In addition, students will be required to satisfactorily complete
TGS Charter Renewal PAGE 31 of 127

other such core courses that TGS Governing Board deems appropriate. Staff and/or the Grove
School Governing Board will periodically review college entrance requirements and state
standards to determine which changes shall be introduced to the core curriculum.
Students will meet or exceed state expectations for scores on standardized tests.
Signature Practices
Scheduling
Grove operates on a modified block schedule, with 6 periods of core classes, one block of
mentoring per week, and two blocks of Minicourses. This schedule supports students having
time to work in-depth, learn by doing, work collaboratively, connect with local experts, and work
on interdisciplinary projects. The schedule also can be flexed and altered for whole school events
that help to build the community at TGS.
Mentoring
All teachers are assigned 12-20 students to mentor each year. Mentoring consists of supporting
the assigned group of mentees in their academic, personal, and professional development.
Mentoring consists of:
Supporting students in academic, community (social), civic (community
service/internship), health-related (athletic), and technological (skill building and
organizational) goals
Interfacing with parents, other faculty, and the adult world when necessary, always
remembering to foster independence
Imparting information
Guiding goal setting
Monitoring progress and intervening when necessary
Celebrating successes
Advocating when necessary (special services, discipline, academic interventions)
Providing enrichment and resources, sharing personal experiences, and encouraging
exploration of new opportunities and options
Student Led Conferences
All student complete two conferences annually with their mentor, parents or guardians, and
invited community members, such as friends or extended family. The conferences are led by the
students, with the students giving a presentation about their work and progress in classes and in
the community, as well as goal setting in the fall conference and a review of their goals at the
spring conference. More information about Student Led Conferences is in Element 2.
Interdisciplinary Projects
Twice a semester an alternate schedule will be run, for a time period of two consecutive weeks.
During this time, six hours of each week will be dedicated to students completing Humanities
and Occupation Projects. These project weeks are designed to increase student participation in
interdisciplinary projects. Students will be able to spend more uninterrupted time exploring
topics of interest and creating artifacts demonstrating a deeper understanding of subject matter
and application of ideas by working through the scientific process.
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Humanities Projects involve academic research from multiple academic disciplines (Math,
Science, Foreign Language, Literature, Social Studies, and Arts) which results in understanding
an issue or problem.
Occupations Projects involve an academic study of a specific problem, related to a school
discipline, that also addresses an issue concerning economic independence, a national or global
issue that has a local connection, or aspect of the “farm” that results in completing a plan of
action. An artifact or record of actions will be completed.
The schedule is designed to have a minimum impact on regular scheduled classes, and the
project weeks are designed to replace some classroom projects. For example, a student may have
a large project in math, history, and science at the same time because of the enrollment in 6
classes. The project week would combine the goals and objects of these multiple large projects
and provide school time to complete them.
Minicourses
Minicourses are a 1 unit elective course designed by teachers and students to expand students’
interest in specific subject matter and to allow for greater physical and creative expression. With
the modified block schedule, whole school events can be added during the week without taking
time away from core classes.
Minicourses are one of the keys for TGS to meet its mission as a Montessori school for
adolescents. They are significant because they allow for TGS to bring in outside experts, involve
parents in classes, students to have more control of their education, students to have a truly broad
education with depth, teachers to share their passions and topics of interests, and students to take
on the role of teaching classes with teachers giving them authentic responsibility.
Winterim and Creative Academic Week-long Experiences
Each spring Grove students participate in week-long intensive studies that culminate with a
demonstration day to which the whole community is invited.
Middle school students help design week-long intensive studies called Winterims. Staff take the
lead in the organization and planning of Winterims. The purpose of a Winterim is to provide an
opportunity for students to gain experience in leadership, event and project planning, budgeting,
collaboration, and intense study. Winterims can include outside experts, interdisciplinary
objectives, staff and student accountability, and travel. The Winterim includes 5-7 full days of
continuous activities during the last two weeks of trimester 2, and a presentation of
knowledge/skill and/or a demonstration of activity to the whole community on the last day of
Winterim week.
High school students (grade 10-12) participate in courses they help to design called Creative
Academic Weeklong Experience. The ideas for these one-unit courses come from both students
and faculty members. The CAWEs are collaboratively designed by a small group of students
with a faculty member. The purpose of a CAWE is to provide an opportunity for students to gain
experience in leadership, event and project planning, budgeting, collaboration, and intense study.
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Each CAWE is required to spend time away from campus and work with an outside expert in a
field of study related to the topic of the CAWE. A CAWE will include outside experts,
interdisciplinary objectives, staff and student accountability, travel outside the local area, 12
hours of class sessions serving as project weeks for Trimester 2, 5-7 days of continuous activities
during the last two weeks of Trimester 2, a presentation of knowledge/skill and/or a
demonstration of activity to the whole community, and the completion of an academic paper that
demonstrates mastery of the interdisciplinary objectives.
Montessori Education and the CCSS Curriculum
Montessori pedagogy supports a developmental approach to learning and includes many
elements that naturally lend themselves to align with the Common Core State Standards. These
include:
Multi-age groupings that foster peer teaching and learning
Long, uninterrupted blocks of work time
Choice of activity
Hands on materials
Cooperative learning and peer teaching
Authentic topics and problem-based learning
Interdisciplinary teaching and learning
At the center of Montessori theory are beliefs that support CCSS concepts. These include the
following:
Each student is valued as a unique individual
Students are recognized as having individual learning styles, and activities are designed
with these in mind
Students are free to learn at their own pace, guided by a teacher
Order, coordination, concentration, and freedom are valued in Montessori classrooms
Daily routines and choice support the student’s emerging “self-regulation” without
rewards, praise or punishment
There is a deeply held belief in the ability of the student to “educate oneself” through trial
and error and discovery
In Montessori curriculum, the natural developmental proclivity of the adolescent toward
socialization is valued with a strong emphasis on community.
There is a three-year age span in many activities and classes that creates a natural vertical
spiral in the curriculum.
Material is taught and re-presented at different levels and accessible at the student’s own
level of understanding.
Mentoring between students is valued and modeled, which naturally builds confidence.
The dignity and respect for the students translates to a non-competitive learning
environment where each person’s success is important to the whole and conflicts can be
resolved thoughtfully.
Montessori students enjoy freedom within limits, which builds intrinsic motivation and selfcontrol.
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Teachers strive to reinforce student’s internal satisfaction with their work.
Montessori teachers use Socratic methods that reinforce a student’s natural curiosity and
desire to learn for the sake of learning.
Students are supported to become active seekers of knowledge and to pursue their own
answers to their own questions.
Students are active participants in deciding what knowledge to seek and how they will
seek it.
Students have access to research tools to broaden the possibilities for self-learning.
Self-correction and self-assessment are integral to the program.
Students learn to look critically at their own work and to recognize, correct, and learn
from their errors.
Students become comfortable giving and accepting constructive feedback and see
collaboration as a positive way to solve academic and social problems.
TGS’s curriculum and instructional practices are aligned with the State Standards.
See Appendix D for Montessori and CCSS alignment samples (scope and sequence) for English
Language Arts and Mathematics.
College and Career Readiness
The Montessori approach requires students to demonstrate independence through choice, open
exploration, and self and peer-correction.
Students build strong content knowledge across a wide range of subject matter in
academic and applied subjects including sciences, arts, communication, practical life
activities, mathematics, and language.
Students use technology as a tool for learning and are able to self-regulate, explore, and
self-teach new applications as they arrive.
Students are open, respectful, and accepting of diversity in all of its forms, having
worked in constantly changing small groups with mixed ages and abilities.
Through presentation-based demonstrations of knowledge, students learn to respond to
varying demands of audience, task, purpose, and discipline.
Group problem solving with multi-age and multi-ability groups reinforces adaptive
communication skills.
Critical thinking tasks promote the value of evidence and foster curiosity.
Strategic use of technology and digital media encourage self-initiated research strategies.
Use of primary sources as well as trips outside the classroom help promote understanding
and appreciation of diverse cultural perspectives.
Description of Instructional Approaches and Strategies
A basic structure for lessons and learning process in Montessori education is called the “Three-
Period Lesson structure.” It is similar to the conventional structure of a lesson in that it starts
with an anticipatory set, progresses to a didactic lesson, then provides time for students to work
individually or in groups followed by a check-in at the end of a class for understanding of the
objective for the lesson. The Three-Period Lesson is different in that it lasts for a whole unit, a
set of weeks, an individual week or even just one day. It depends on the decision of the teacher.
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The Three-Period Lesson Overview
1 st Period = captivating
introduction that generates
interest and questions,
invitation to work
2 nd Period = exploration,
experimentation, and
investigation of topic in general
and area of interest for individual
student
3 rd Period = Presentation of
knowledge and skills that student
has gained, as well as
interdisciplinary connections and
opportunities for further study
The three-period lesson should balance collective learning, individual learning, and provide an
opportunity to contribute work to the community.
1st Period – Engagement of student is priority, achieved through sensorial experience, engaging
problem to investigate, topic that is developmentally important, sweeping story to give overview
of topic and issues.
2nd Period – Teacher creates opportunities for the student to choose something that is
interesting to them and take responsibility for their learning. They will manipulate and develop
the knowledge or skills related to the topic (project or hands-on manipulation). Student
manipulates knowledge (often within the context of solving a problem or creating a project).
3rd Period – Student demonstrates knowledge (assessment). This can be through a written
exam, a presentation, or the creation of a physical piece of work. (Examples include a student
solving r=d/t problems on a test or as part of a project demonstration, or a student presenting
multimedia running project to a group, etc.)
Other Instructional Approaches and Strategies
Problem and Project Based Learning
Inquiry Based Learning
Cooperative Learning
Student choices in their work
Peer teaching and collaborative learning
Character Education
Socratic Seminar
Authentic assessments - Community partnerships and connections
Structured Debates - structured academic debates, structured academic controversy
Self and peer evaluation of work
Formative assessments
Presentations to community members
Unit Plans for Each Class
Teaching faculty are expected to create unit plans for each unit in their classes. The unit structure
is outlined below. The unit plans connect to the Schoolwide Outcomes and the Three-Period
Structure.
Unit Plans: Overview of Requirements for Unit Plans for Teachers
Required Aspects
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Title of Unit
Length of Unit (in weeks)
Essential or Guiding Questions
Main topics covered
Learning Objectives
Key concepts learned
Brief explanation for:
Introductory Lessons (1st period lessons) the first day and throughout the unit
Work students choose (2nd period) and work they are required to complete
How students will demonstrate what they know (3rd period)
Examples of how schoolwide objectives will be used throughout unit
Students will create questions.
Students will determine and understand Key Vocabulary.
Students will successfully Analyze Texts, Problems, Artifacts and Situations, from Multiple Perspectives.
Students will analyze change over time.
Students will successfully Synthesize Information from various sources.
Students will Defend a Position with evidence and properly cite their evidence.
Students will Effectively Communicate when presenting information.
Students will Reflect on Successes and Failures.
Students will Create and Evaluate Project Plans and use a Variety of Tools to complete a project.
SAMPLE Unit Plan - Chart Style
Title of Unit:
Essential / Guiding Questions:
Key Concepts:
Learning Objectives:
Length of Unit:
Main Topics:
Key Vocabulary:
Assessments:
Outline of Three-Period Structure
First Period - Introductory Experiences
Second Period - Choice Work
Third Period - Evidence of Learning
Description of Learning Setting
TGS runs a site-based educational program on two campuses that are across the street from each
other. TGS leases 9.5 acres of land from the City of Redlands that has five buildings that are old
farm buildings and an historic schoolhouse. The buildings were renovated to be educational
buildings. It also leases one building from Montessori in Redlands, a private Montessori school.
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The main learning environments for TGS are its farm and its consistent connections to the local
community. Students work and manage the farm campus and often connect their work to the
local community and larger society. On the farm campus, students put their hands-on history,
experience an evocative and romantic view of nature, have the opportunity for scientific
exploration and discovery, apply mathematics, and create a vision of a sustainable future.
The farm is not just a farm; it is a learning material that engages the mind, hand, and heart
through authentic experiences. The farm supports adolescents in:
learning content,
learning about themselves,
developing important social and working skills,
connecting to their community
building knowledge, practical skills, and self-confidence,
developing through practice the critical soft skills like communication, collaboration,
perseverance, critical thinking, problem solving, multidiscipline approach
learning about finance and business
being civically minded and experienced in contributing to a community
living a healthy life: physically, nutritionally, mentally, and emotionally
These learning environments assist students in learning the State Standards in a way that inspires
students to learn and construct themselves through work and experiences to become their best
selves within a caring and supportive community.
The high school students have most of their classes in the one building leased from Montessori in
Redlands. The high school students have the ability to go back to the farm to support and enrich
their learning in all subjects and they are more exposed to how subject matter content is
important to authentic projects and/or problems in a multidiscipline approach. High school
classes also make regular connections with contemporary global, national and local issues to help
students understand the relevance of the subject matter. They access and use the local area of
Redlands and southern California when it is appropriate and supportive of student learning.
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Course Requirements by Year or Level
7 th and 8 th Grade Curriculum
Social Science English Math Science World Language
& Arts
Year
1
World History
Paleoanthropology
and Neolithic
Revolution
Ancient
Civilizations
Old World /
Classical Age
Empires
Feudalism &
Religion
Trade and
Technology
Renaissance &
Reformation
Scientific
Revolution &
Enlightenment
Reading for
Literature and
Informational Texts
Key Ideas and
Details
Craft & Structure
Integration of
Knowledge and
Ideas
Range of Reading
and Level of Text
Complexity
Writing
Text types and
purposes
(journaling,
essay, etc.)
Production and
distribution of
writing
(techniques and
revision)
Research to build
and present
knowledge (note
taking, sources,
etc.)
Range of writing
Math 7
Rations and
Proportional
Relationships
Number
System -
Operations
with rational
numbers -
operations
with fractions,
decimals,
percentages
Expressions
and Linear
Equations
Geometry
Measurement
Introduce
Statistics and
Probability
Introduce
working with
variables
Patterns
Logic
Life Science
From Molecules to
Organisms:
Structures and
Processes
Heredity:
Inheritance and
Variation of Traits
Biological
Evolution: Unity
and Diversity
Earth and Space
Science
Earth’s Place in
the Universe
Physical Science
Matter and its
Interactions
Intro to Art
Intro to Music
Intro to Theater
Woodshop
Metal Shop
Business
Physical
Education (PE)
Speaking and
Listening
Comprehension
and Collaboration
Presentation of
Knowledge and
Ideas
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Social Science English Math Science World Language
& Arts
Year
2
American History
Age of Exploration
Native American
History & Culture
Colonial America &
Revolutionary War
Civil War, Slavery,
& Reconstruction
Industrial
Revolution
20 th Century
Contemporary
Issues
Reading for
Literature and
Informational Texts
Key Ideas and
Details
Craft & Structure
Integration of
Knowledge and
Ideas
Range of Reading
and Level of Text
Complexity
Writing
Text types and
purposes (poetry,
essay, story, etc.)
Production and
distribution of
writing
(techniques and
revision)
Research to build
and present
knowledge (note
taking, sources,
etc.)
Range of writing
Pre-Algebra
The Number
System –
Expressions
and Linear
Equations
Functions
Geometry –
including
Pythagorean
Theorem
Statistics and
Probability –
bivariate data
Applications
through
graphing
- OR -
Algebra 1
Life Science
Ecosystems:
Interactions,
Energy, and
Dynamics
Physical Science
Motion and
Stability: Forces
and Interactions
Waves and Their
Applications in
Technologies for
Information
Transfer
Engineering,
Technology and
Application to
Science*
Science &
Engineering
Practices*
Crosscutting
Concepts*
Intro to Art
Intro to Music
Intro to Theater
Woodshop
Metal Shop
Business
PE
*Addressed and presented each year
Speaking and
Listening
Comprehension
and Collaboration
Presentation of
Knowledge and
Ideas
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9 th Grade Curriculum
Social Science English Math Science World Language &
Arts
Human Geography
Human and Physical
geography
Geography of each
continent and key
countries (e.g US,
Canada, Mexico &
Latin America)
Population
Culture
Politics and
Boundaries
Agricultural Land
Use
Industrialization and
Economic
Development
Urban Environment,
Land Use and
Economic
Development
English 9
Reading for
Literature and
Informational Texts
Key Ideas and
Details
Craft & Structure
Integration of
Knowledge and
Ideas
Range of Reading
and Level of Text
Complexity
Writing
Text types and
purposes (poetry,
essay, story, etc.)
Production and
distribution of
writing
(techniques and
revision)
Research to build
and present
knowledge (note
taking, sources,
etc.)
Range of writing
Algebra 1
Number and
Quantity
Algebra
Functions
Statistics and
Probability
Quadratics
Application Theory
Biology
Living Things
Cells
Genetics
Evolution
Ecosystems
Anatomy
Animal Husbandry
Agricultural Science
College Prep Art
Ceramics
Choir
Spanish I
Speaking and
Listening
Comprehension
and Collaboration
Presentation of
Knowledge and
Ideas
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High School Curriculum (10 th -12 th Grade)
English
3 Years (college prep)
Math
2 Years (college prep)
Science
2 Years (college prep)
Social Studies
2-3 Years (college prep)
(depends on completing
Human Geography 9 th gr)
World Language
3 Years (college prep)
Fine Arts
1 year (college prep)
Health
1 Semester
PE
2 Years
Internship/Service
English – 10 (World Literature), Honors English 10
English – 11 (American Literature), EAP English
AP English/ Language and Composition, AP English /Lit
Practical Math, Algebra 1, Geometry, Algebra 2,
Pre-Calculus, Statistics
Environmental Science (Regular, Honors or Agricultural)
Chemistry (Regular, Honors or Agricultural), Physics
AP Environmental Science, AP Biology, AP Physics
World History (Regular or Honors), American History (rotational)
Government and Economics (rotational)
AP U.S. History (rotational)
AP American Government & Politics (rotational)
Spanish I,II, III
College Prep Art, Studio Art or Ceramics
Drama / Theater, 3-D Design or AP Art
Choir
Health
PE at TGS
Participation in Athletic Teams
Off Campus PE
Work Study
Internship coordination
Electives
Senior Project
Woodshop
Metal Shop
Culinary Arts
This culminating project reflects a student’s interests, abilities and
potential and includes writing, and product or service components.
REQUIRED FOR GRADUATION.
*Requirements can be altered for students with IEP or 504 plans in place.
Social Sciences
o 9 th grade = Human Geography (optional)
o 10 th grade = continue with World History every year
o 11 th and 12 th grades = will take Government and Economics in 2017-2018 an
2019-2020, as well as AP Government and US History in 2018-2019 and 2021-
2022, along with AP US History.
Science
o 2015-2016 = Chemistry, AP Chemistry, AP Biology, Agricultural Biology
TGS Charter Renewal PAGE 42 of 127

o 2016-2017 = Physics and AP Physics, AP Environmental Science, Agricultural
Environmental Science, Agricultural Chemistry
o 2017-2018 = Chemistry, Honors Chemistry, AP Biology, Veterinary Science,
Agricultural Biology, Environmental Science (10th grade), Biology (9th grade)
o 2018-2019= Physics, Physics Honors, AP Environmental Science, Biology (9th
grade), Environmental Science (10th grade), Agricultural Chemistry, Agricultural
Environmental Science
o 2019-2020= Chemistry, Honors Chemistry, AP Biology, Veterinary Science,
Agricultural Biology, Environmental Science (10th grade), Biology (9th grade)
English Language Arts
o 2015-2016 = English 9, 10th World Literature, 11th US Literature, 12th EAP, AP
Literature
o 2016-2017 = English 9, 10th World Literature, 11th US Literature, 12th EAP, AP
Language
o 2017-2018 = English 9 or English 9 Honors, 10th World Literature, 11th & 12th
EAP, AP Literature
o 2018-2019= English 9 or English 9 Honors, 10th World Literature, 11th & 12th
EAP, AP Composition
o 2019-2020= English 9 or English 9 Honors, 10th World Literature, 11th & 12th
EAP, AP Literature
Art
o 2015-2016 = Art College Preparatory, Ceramics, Studio Art, AP Art, Choir
o 2016-2017 = Design, Ceramics, Studio Art, AP Art, Choir
o 2017- Art CP, Ceramics, Studio Art, AP Art, Choir offered yearly
Foreign Language
o Spanish 1, 2 and 3 offered yearly- AP Spanish dependent on student interest
Mathematics
o 2015-2016 = Algebra 1, Geometry, Algebra 2, Pre-Calculus, AP Calculus AB
o 2016-2017 = Algebra 1, Geometry, Algebra 2, Pre-Calculus, AP Calculus AB
o 2017-2018 = Algebra 1, Geometry, Algebra 2, Pre-Calculus, AP Calculus AB
o 2018-2019= Algebra 1, Geometry, Algebra 2, Pre-Calculus, Statistics
o 2019-2020= Algebra 1, Geometry, Algebra 2, Pre-Calculus, Statistics
*In 2018, TGS decided to offer Statistics instead of AP Calculus in order to serve more of its
students, specifically students wanting to take four years of math.
There will be more structure for schedules for 9 and 10 grade students to meet graduation
th th
requirements. Sample schedules:
9 th grade = English 9, math, Spanish 1, Health & PE, Biology or Ag Biology, elective
10 th grade = English 10, math, Spanish 2, Environmental Science, World History, elective
Honors tracks for select classes for grades 9-12.
TGS Charter Renewal PAGE 43 of 127

Grove has added Honors tracks in English 9 and Chemistry for the 2017-2018 school
year.
The honors tracks are intended to provide additional academic challenge for students
seeking a more rigorous level of study and to prepare them for taking Advanced
Placement classes.
Grove will evaluate how these classes are working during the 2017-2018 school year and
decide on keeping or adding classes for future years with the goal of having a standard set
of honors tracks for specific classes as part of the academic options for students.
Graduation Requirements
TGS’s graduation requirements for all students include the following:
225 credits
A passing average score of 70% or above earns 3.33 credits per trimester.
AP classes for juniors
and seniors only.
English
4 years college prep
Mathematics
3 years college prep
Lab Science
3 years college prep
Social Studies
3 years college prep
Foreign Language
2 years college prep
Visual and Performing
Arts
1 year college prep
Health
1 semester
PE
2 years
Electives
Senior Project
English 9, Honors English 9,
English 10, Honors English 10,
English 11
EAP (English 12)
Algebra I, Geometry, Algebra II,
Pre-Calculus
Biology, Honors Biology,
Environmental Science, Honors Env. Science
Chemistry, Physics
Chemistry Honors, Physics Honors
Agricultural Environmental Science,
Agricultural Biology, Agricultural Chemistry
Human Geography, Honors Human Geography
World History, Honors World History
United States History, US Government & Economics
Spanish I, Spanish II, Spanish III
Drama, Design I, Art CP, Studio Art,
Ceramics, Music: Choir
PE class, participation in Grove athletics,
or off campus PE
Economics, Veterinary Science, Culinary Arts, Work
Experience
Completion is required for graduation.
AP English Literature
AP English Language
AP Calculus AB
AP Biology
AP Environmental
Science
AP Physics 1
AP US History
AP US Gov. & Politics
AP Studio Art: 2-D
Design
TGS Charter Renewal PAGE 44 of 127

Effectiveness of the Montessori Instructional Design for Learning
The Montessori educational method of instruction explained above, along with the farm site as a
laboratory and educational material, work together to form an effective educational setting
because of how it meets the needs of the targeted student populations. The educational practices
that are currently being promoted as most effective are the same or similar to the Montessori
educational practices.
An example of current best practices of educating middle school students as promoted by the
Association for Middle Level Education is listed below. They are a list of key practices for
middle school education. TGS follows every one of these practices because they are
developmentally appropriate and, therefore, fit with the Montessori approach to education.
The Association for Middle Level Education (“AMLE”) promotes the following as their This We
Believe statement of keys to educating young adolescents:
To become a fully functioning, self-actualized person, each young adolescent should . . .
Become actively aware of the larger world, asking significant and relevant questions
about that world and wrestling with big ideas and questions for which there may not be
one right answer.
Be able to think rationally and critically and express thoughts clearly.
Read deeply to independently gather, assess, and interpret information from a variety of
sources and read avidly for enjoyment and lifelong learning.
Use digital tools to explore, communicate, and collaborate with the world and learn from
the rich and varied resources available.
Be a good steward of the earth and its resources and a wise and intelligent consumer of
the wide array of goods and services available.
Understand and use the major concepts, skills, and tools of inquiry in the areas of health
and physical education, language arts, world languages, mathematics, natural and
physical sciences, and the social sciences.
Explore music, art, and careers, and recognize their importance to personal growth and
learning.
Develop his or her strengths, particular skills, talents, or interests and have an emerging
understanding of his or her potential contributions to society and to personal fulfillment.
Recognize, articulate, and make responsible, ethical decisions concerning his or her own
health and wellness needs.
Respect and value the diverse ways people look, speak, think, and act within the
immediate community and around the world.
Develop the interpersonal and social skills needed to learn, work, and play with others
harmoniously and confidently.
Assume responsibility for his or her own actions and be cognizant of and ready to accept
obligations for the welfare of others.
Understand local, national, and global civic responsibilities and demonstrate active
citizenship through participation in endeavors that serve and benefit those larger
communities.
TGS Charter Renewal PAGE 45 of 127

Essential Attributes
To guide and support students in their quest to achieve these goals, Association for Middle Level
Education affirms that educational programs for young adolescents must be:
Developmentally responsive: using the distinctive nature of young adolescents as the
foundation upon which all decisions about school organization, policies, curriculum, instruction,
and assessment are made.
Challenging: ensuring that every student learns and every member of the learning community is
held to high expectations.
Empowering: providing all students with the knowledge and skills they need to take
responsibility for their lives, to address life’s challenges, to function successfully at all levels of
society, and to be creators of knowledge.
Equitable: advocating for and ensuring every student’s right to learn and providing
appropriately challenging and relevant learning opportunities for every student.
These four essential attributes of successful middle level education can be realized and achieved
best through programs and practices that are in line with the following 16 characteristics. These
characteristics or qualities, while identified independently, are interdependent and need to be
implemented in concert.
Characteristics
To comprehend their breadth and focus, the characteristics are grouped in three general
categories:
Curriculum, Instruction, and Assessment Characteristics
Educators value young adolescents and are prepared to teach them.
Students and teachers are engaged in active, purposeful learning.
Curriculum is challenging, exploratory, integrative, and relevant.
Educators use multiple learning and teaching approaches.
Varied and ongoing assessments advance learning as well as measure it.
Leadership and Organization Characteristics
A shared vision developed by all stakeholders guides every decision.
Leaders are committed to and knowledgeable about this age group, educational research,
and best practices.
Leaders demonstrate courage and collaboration.
Ongoing professional development reflects best educational practices.
Organizational structures foster purposeful learning and meaningful relationships.
Culture and Community Characteristics
The school environment is inviting, safe, inclusive, and supportive of all.
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Every student’s academic and personal development is guided by an adult advocate.
Comprehensive guidance and support services meet the needs of young adolescents.
Health and wellness are supported in curricula, school-wide programs, and related
policies.
The school actively involves families in the education of their children.
The school includes community and business partners.
Research studies and extensive, cumulative, empirical evidence have confirmed that when
programs implement these characteristics over time, higher levels of student achievement and
improved overall development of students result.
Supporting Research
Richard Lerner – Positive Youth Development
Ryan and Deci – Self-Determination Theory
Human’s Three Basic Needs:
o Competence – the need to be effective in dealing with one’s environment
o Autonomy – need to control the course of their lives
o Relatedness – need to have close, affectionate relationship with others
Serving Special Student Populations
Students with Disabilities
The Charter School shall comply with all applicable state and federal laws in serving students
with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act (“Section
504”), the Americans with Disabilities Act (“ADA”) and the Individuals with Disabilities
Education Improvement Act (“IDEA”).
The Charter School shall be categorized as a public school of the District in accordance with
Education Code Section 47641(b), unless and until it makes verifiable written assurances that it
will participate as a local educational agency (“LEA”) in a state approved Special Education
Local Plan Area (“SELPA”) in conformity with Education Code Section 47641(a).
The Charter School shall comply with all state and federal laws related to the provision of special
education instruction and related services and all SELPA policies and procedures; and shall
utilize appropriate SELPA forms.
The Charter School shall be solely responsible for its compliance with Section 504 and the ADA.
The facilities to be utilized by TGS shall be accessible for all students with disabilities.
TGS’s Section 504 compliance coordinator is the Program Coordinator.
TGS Charter Renewal PAGE 47 of 127

TGS provides experiential instruction for its special education students on an individualized
basis through full inclusion, collaborative and Specialized Academic Instruction (“SAI”) models
with additional support where appropriate.
Measurable outcomes will be tied to the State Standards through implementation of standardsbased
formative and summative assessments and outcomes. These will be included when
appropriate in the student’s Individualized Education Program (“IEP”) in benchmarks and goals.
Also see below, “Charter School Annual Goals and Actions to Achieve State Priorities.”
TGS will contract for medical support for Grove’s special needs students who require medical
support, including:
Credentialed nursing services
Annual screening for scoliosis, hearing, and vision
Paraprofessional assistance when necessary
Section 504 of the Rehabilitation Act
The Charter School recognizes its legal responsibility to ensure that no qualified person with a
disability shall, on the basis of disability, be excluded from participation, be denied the benefits
of, or otherwise be subjected to discrimination under any program of TGS. A student who has a
physical or mental impairment that substantially limits one or more major life activities, has a
record of such an impairment, or is regarded as having such an impairment, is eligible for
protections under Section 504.
A 504 team will be assembled by the 504 Coordinator (Program Coordinator) and shall include
the parent/guardian, the student (where appropriate) and other qualified persons knowledgeable
about the student, the meaning of the evaluation data, placement options, and accommodations.
The 504 team will review the student’s existing records; including academic, social and
behavioral records, and is responsible for making a determination as to whether an evaluation for
504 services is appropriate. If the student has already been evaluated under the IDEA but found
ineligible for special education instruction or related services under the IDEA, those evaluations
may be used to help determine eligibility under Section 504. The student evaluation shall be
carried out by the 504 team, which will evaluate the nature of the student’s disability and the
impact upon the student’s education. This evaluation will include consideration of any behaviors
that interfere with regular participation in the educational program and/or activities. The 504
team may also consider the following information in its evaluation:
Tests and other evaluation materials that have been validated for the specific purpose for
which they are used and are administered by trained personnel.
Tests and other evaluation materials including those tailored to assess specific areas of
educational need, and not merely those which are designed to provide a single general
intelligence quotient.
Tests are selected and administered to ensure that when a test is administered to a student
with impaired sensory, manual or speaking skills, the test results accurately reflect the
student’s aptitude or achievement level, or whatever factor the test purports to measure,
rather than reflecting the student’s impaired sensory, manual or speaking skills.
TGS Charter Renewal PAGE 48 of 127

The final determination of whether the student will or will not be identified as a person with a
disability is made by the 504 team in writing and notice is given in writing to the parent or
guardian of the student in their primary language along with the procedural safeguards available
to them. If during the evaluation, the 504 team obtains information indicating possible eligibility
of the student for special education per the IDEA, a referral for assessment under the IDEA will
be made by the 504 team.
If the student is found by the 504 team to have a disability under Section 504, the 504 team shall
be responsible for determining what, if any, accommodations or services are needed to ensure
that the student receives a free and appropriate public education (“FAPE”). In developing the
504 Plan, the 504 team shall consider all relevant information utilized during the evaluation of
the student, drawing upon a variety of sources, including, but not limited to, assessments
conducted by TGS’s professional staff.
The 504 Plan shall describe the Section 504 disability and any program accommodations,
modifications or services that may be necessary.
All 504 team participants, parents, guardians, teachers and any other participants in the student’s
education, including substitutes and tutors, must have a copy of each student’s 504 Plan. The site
administrator will ensure that teachers include 504 Plans with lesson plans for short-term
substitutes and that he/she review the 504 Plan with a long-term substitute. A copy of the 504
Plan shall be maintained in the student’s file. Each student’s 504 Plan will be reviewed at least
once per year to determine the appropriateness of the Plan, needed modifications to the plan, and
continued eligibility.
Services for Students under the “IDEA”
TGS and the District shall continue to work together to provide special education and related
services for TGS’s students in accordance with state and federal law, and with the specific
delineation of duties as described in the Memorandum of Understanding that has been mutually
agreed upon by TGS and the District.
Included in Appendix E, please find the current Memorandum of Understanding between TGS
and RUSD regarding Special Education Services.
Overview
TGS will adhere to all laws affecting individuals with exceptional needs, including all provisions
of the Individuals with Disabilities in Education Improvement Act of 2004, Section 504 of the
Rehabilitation Act, and the Americans with Disabilities Act. All students will be given equal
access to the school, regardless of disabilities, and TGS will not discriminate against any student
based on his or her disabilities. TGS shall not require the modification of an Individualized
Education Program (IEP) or 504 Plan as a condition of enrollment at the charter school.
Commitment to Serving Students with Special Needs
TGS recognizes the importance of providing educational opportunities to all students regardless
of physical challenges or special needs. To that end, the school pledges to work in cooperation
TGS Charter Renewal PAGE 49 of 127

with the SELPA and Redlands Unified School District, as needed, ensure that students enrolled
in TGS are served in accordance with applicable federal and state laws. TGS shall follow all
policies and procedures of the SELPA.
The TGS dedicated staff shall follow the IDEA/IDEIA guidelines (IDEA, 1997/IDEIA 2004) by
(1) having high expectations for students with disabilities and ensuring them access to the
general education curriculum to the maximum extent possible, (2) strengthening the role of
parents and ensuring that families have meaningful opportunities to participate in their child’s
education, (3) coordinating the IDEIA requirements with other school improvement efforts to
ensure that students benefit from those efforts as well as other special education and related
services, aids, and supports in the regular classroom whenever possible, (4) providing incentives
for whole-school approaches and pre-referral interventions to reduce the need to label children to
obtain services, and (5) focusing resources on teaching and learning while reducing paperwork
and requirements that do not assist in improving educational results.
TGS shall provide planned staff development activities and participate in available appropriate
SELPA trainings to support access by students with disabilities to the general education
classroom, general education curriculum, integration of instructional strategies, curriculum
adaptations to address the diverse learner, and interaction with non-disabled peers. Timely
communications between the RUSD’s special education personnel and TGS teachers and staff
will ensure that all who provide services to a student with disabilities are knowledgeable of the
content of the student’s IEP. All students will receive educational services in the least restrictive
environment (LRE). Removal from regular classes is to occur only when the student cannot be
successfully educated in that setting even with the assistance of supplemental aides and services.
The TGS educational program will be appropriate to meet the student’s individual needs.
Staffing
All special education services at TGS shall be delivered by individuals or agencies qualified to
provide special education services as required by the California Education Code and the IDEA.
TGS staff shall participate in SELPA in-service training relating to special education.
TGS shall be responsible for the hiring, training, and employment of site staff necessary to
provide special education services to its students, including, without limitation, special education
teachers, paraprofessionals, and resource specialists. TGS shall ensure that all special education
staff hired or contracted by TGS is qualified pursuant to SELPA policies, as well as meet all
legal requirements. TGS shall be responsible for the hiring, training, and employment of itinerant
staff necessary to provide special education services to TGS students, including, without
limitation, speech therapists, occupational therapists, behavioral therapists, and psychologists.
Notification and Coordination
TGS shall follow SELPA policies as they apply to all SELPA schools for responding to
implementation of special education services. TGS shall adopt and implement policies relating to
all special education issues and referrals.
TGS Charter Renewal PAGE 50 of 127

Identification and Referral
TGS shall have the responsibility to identify, refer, and work cooperatively in locating TGS
students who have or may have exceptional needs that qualify them to receive special education
services. TGS shall implement SELPA policies and procedures to ensure timely identification
and referral of students who have, or may have, such exceptional needs. A pupil shall be referred
for special education only after the resources of the regular education program have been
considered, and where appropriate, utilized.
TGS shall follow SELPA child-find procedures to identify all students who may require
assessment to consider special education eligibility and special education and related services in
the case that general education interventions do not provide a free appropriate public education
to the student in question.
Assessments
The term “assessments” shall have the same meaning as the term “evaluation” in the IDEA, as
provided in Section 1414, Title 20 of the United States Code. TGS shall determine what
assessments, if any, are necessary and arrange for such assessments for referred or eligible
students in accordance with applicable law. TGS shall obtain parent/guardian consent to assess
TGS students.
Information gathered will be used as tools to determine the student’s disability, eligibility for
services, and determining the nature and extent of required services. Assessment procedures will
be conducted in the student’s primary language, and an interpreter will be provided if needed.
The types of assessments that may be used for determining eligibility for specialized instruction
and services will include, but are not limited to:
Individual testing
Teacher observations
Interviews
Review of school records, reports, and work samples
Parent input
Unless conflicting with SELPA or RUSD policies and procedures, TGS will follow the following
assessment guidelines.
Parents or guardians of any student referred for assessment must give their written
consent for the school to administer the assessment.
The assessment will be completed and an Individualized Education Plan (IEP) meeting
held within 60 days of receipt of the parent’s written consent for assessment.
The student must be evaluated in all areas related to his/her suspected disability.
Assessments must be conducted by a person with knowledge of the student’s suspected
disability and administered by trained and knowledgeable personnel and in accordance
with any instructions provided by the producer of the assessments. Individually
administered tests of intellectual or emotional functioning must be administered by a
credentialed school psychologist.
Assessments must be selected and administered so as not to be racially, culturally, or
sexually discriminatory.
TGS Charter Renewal PAGE 51 of 127

Assessments will be delivered in the student’s primary language, and a qualified
interpreter will be provided if needed.
Assessment tools must be used for purposes for which the assessments or measures are
valid and reliable.
Assessments will be adapted as necessary for students with impaired sensory, physical, or
speaking skills.
A multidisciplinary team will be assembled to assess the student, including a teacher
knowledgeable in the disability.
Determination of Eligibility
Upon completion of the assessment, an IEP team will be assembled to review the results of the
assessment and determine the student’s need for special education. This meeting will be the
determination meeting. TGS will be responsible for scheduling, coordinating, and facilitating
the IEP meeting. Educators and school psychologists qualified to interpret test results will
present the assessment data at the IEP meeting. A nurse might also be a part of a determination
meeting, if needed. Parents will be provided with written notice of the IEP meeting, and the
meeting will be held at a mutually agreeable time and place.
IEP Meetings
TGS shall arrange and notice the necessary Individualized Education Program (“IEP”) meetings.
IEP team membership shall be in compliance with state and federal law. TGS shall be
responsible for having the following individuals in attendance at the IEP meetings: the Executive
Director and/or the TGS designated representative with appropriate administrative authority as
required by the IDEA; the student’s special education teacher; the student’s general education
teacher if the student is or may be in a regular education classroom; the student, if appropriate;
the student’s parent/guardian; and other TGS representatives who are knowledgeable about the
regular education program at TGS and/or about the student. TGS shall arrange for the attendance
or participation of all other necessary staff that may include, but are not limited to, an appropriate
administrator to comply with the requirements of the IDEA, a speech therapist, psychologist,
resource specialist, and behavior specialist; and shall document the IEP meeting and provide
notice of parental rights.
IEP Development and Implementation
TGS understands that the decisions regarding eligibility, goals/objectives, program, services,
placement, and exit from special education shall be the decision of the IEP team, pursuant to the
IEP process. Programs, services and placements shall be provided to all eligible TGS students in
accordance with the policies, procedures and requirements of the SELPA and State and Federal
law.
Every student who is assessed by TGS will have an IEP that documents assessment results and
eligibility determination for special education services.
TGS will ensure that all aspects of the IEP and school site implementation are maintained. TGS
will provide modifications and accommodations (outlined within each individual’s IEP) in the
general education environment taught by the general education teacher. Students at the school
who have IEP’s will be served in the Least Restrictive Environment (“LRE”).
TGS Charter Renewal PAGE 52 of 127

As part of this responsibility, TGS shall provide parents with timely reports on the student’s
progress as provided in the student’s IEP at least as frequently as report cards are provided for
TGS’s non-special education students. TGS shall also provide all home-school coordination and
information exchange. TGS shall also be responsible for providing all curriculum, classroom
materials, classroom modifications, and assistive technology.
Each student who has an IEP will have an IEP team that oversees the IEP development,
implementation, and progress of the student. All decisions concerning the special education
programs and services to be provided to a student with a disability are to be made by the IEP
team. The IEP team must include at least the following members:
The parent or guardian of the student for whom the IEP was developed
The student, if appropriate
The Principal/Assistant Principal or administrative designee
At least one special education teacher
A general education teacher, usually the mentor, who is familiar with the curriculum
appropriate to the student
A District Special Education Representative, if needed
If the child was recently assessed, the individual who conducted the assessment or who is
qualified to interpret the assessment results, usually the school psychologist
Other people familiar with the student may be invited as needed. TGS views the parent/guardian
as a key stakeholder in these meetings and will make every effort to accommodate parents’
schedules and needs so that they will be able to participate effectively on the IEP team. The
school will provide an interpreter if necessary to ensure that all parents/guardians understand and
can participate in the IEP process. If a parent cannot attend an IEP meeting, the school will
ensure his/her participation using other methods, such as conferencing by telephone or meeting
at the parent’s home.
A copy of the IEP will be given to the parent in accordance with state laws and District policies.
Upon the parent’s or guardian’s written consent, the IEP will be implemented by TGS and the
SELPA in which TGS is a member.
Upon the parent’s/guardian’s written consent, the IEP will be implemented by TGS. The IEP will
include all required components and be written on RUSD forms.
The student’s IEP will include the following:
A statement of the student’s present levels of academic achievement and functional
performance
The rationale for placement decisions
The services the student will receive and the means for delivering those services
A description of when services will begin, how often the student will receive them, who
will provide them, and where they will be delivered
Measurable annual goals and short-term objectives focusing on the student’s current level
of performance
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A description of how the student’s progress toward meeting the annual goals will be
measured and monitored and when reports will be provided
Accommodations necessary to measure the academic achievement and functional
performance of the pupil on state and district assessments
IEP meetings will be held according to the following schedule:
Yearly to review the student’s progress and make any necessary changes
Every three years to review the results of a mandatory comprehensive reevaluation of the
student’s progress
After the student has received a formal assessment or reassessment
When a parent or teacher feels that the student has demonstrated significant educational
growth or a lack of anticipated progress (consistent with state and federal law, IEP
meetings will be held within 30 days of a parent’s request)
When an Individual Transition Plan (“ITP”) is required at the appropriate age
When TGS seeks to suspend or remove the student for a period of 10 days or more for the
same behavior, in order to determine if the student’s misconduct was a manifestation of
his/her disability
Interim and Initial Placements of New Charter School Students
TGS shall comply with Education Code Section 56325 with regard to students transferring into
TGS within the academic school year. In accordance with Education Code Section 56325(a)(1),
for students who enroll in TGS from another school district within the State, but outside of the
SELPA with a current IEP within the same academic year, TGS shall provide the pupil with a
free appropriate public education, including services comparable to those described in the
previously approved IEP, in consultation with the parent, for a period not to exceed thirty (30)
days, by which time TGS shall adopt the previously approved IEP or shall develop, adopt, and
implement a new IEP that is consistent with federal and state law.
In accordance with Education Code Section 56325(a)(2), in the case of an individual with
exceptional needs who has an IEP and transfers into TGS from a district operated program under
the same special education local plan area of TGS within the same academic year, TGS shall
continue, without delay, to provide services comparable to those described in the existing
approved IEP, unless the parent and TGS agree to develop, adopt, and implement a new IEP that
is consistent with federal and state law.
For students transferring to TGS with an IEP from outside of California during the same
academic year, TGS shall provide the pupil with a free appropriate public education, including
services comparable to those described in the previously approved IEP in consultation with the
parents, until TGS conducts an assessment pursuant to paragraph (1) of subsection (a) of Section
1414 of Title 20 of the United States Code, if determined to be necessary by TGS, and develops
a new IEP, if appropriate that is consistent with federal and state law.
IEP Review
The IEP team will formally review the student’s IEP at least once per year to determine how the
IEP is meeting his/her needs. In accordance with IDEA regulations, the IEP team will also
TGS Charter Renewal PAGE 54 of 127

conduct a formal review of the IEP once every three years, in which the student is reassessed and
the IEP is reviewed as part of an overall comprehensive reevaluation of the student’s progress.
If a parent or faculty member feels the student’s educational needs are not being met, they may
request a reassessment or a review of the IEP by the IEP team at any time during the year via
written notice to the school. Once the request is received, TGS will have 30 days, not including
vacations greater than five days, to hold the IEP meeting.
English Learners
TGS will meet all applicable legal requirements for English Learners (“EL”), including longterm
English Learners or English Learners at risk of becoming long-term English Learners, as it
pertains to annual notification to parents, student identification, placement, program options, EL
and core content instruction, teacher qualifications and training, reclassification to fluent English
proficient status, monitoring and evaluating program effectiveness, and standardized testing
requirement. TGS will implement policies to assure proper placement, evaluation, and
communication regarding ELs and the rights of students and parents.
Home Language Survey
TGS will administer the home language survey upon a student’s initial enrollment into TGS (on
enrollment forms).
English Language Proficiency Assessment
All students who indicate that their home language is other than English will be tested with the
English Language Proficiency Assessments for California (“ELPAC”). The ELPAC has four
proficiency levels (Level 4: well developed; Level 3: moderately developed; Level 2: somewhat
developed; and Level 1: minimally developed) and is aligned with the 2012 California ELD
Standards.
The ELPAC consists of two separate assessments:
Initial Assessment (“IA”)
The ELPAC IA is used to identify students as either an English Learner, or as fluent in English.
The IA is administered only once during a student’s time in the California public school system
based upon the results of the home language survey. The locally scored IA will be the official
score. The IA is given to students in grades K–12 whose primary language is not English to
determine their English proficiency status.
Summative Assessment (“SA”)
ELs will take the SA every year until they are reclassified as fluent English proficient. The
ELPAC SA is only given to students who have previously been identified as an EL based upon
the IA results, in order to measure how well they are progressing with English development in
each of the four domains. The results are used as one of four criteria to determine if the student is
ready to be reclassified as fluent English proficient, to help inform proper educational placement,
and to report progress for accountability.
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Both the ELPAC SA and IA are paper–pencil assessments administered in seven grade spans—
K, 1, 2, 3–5, 6–8, 9–10, and 11–12. In kindergarten and grade 1, all domains are administered
individually. In grades 2–12, the test is administered in groups, exclusive of speaking, which is
administered individually.
Testing times will vary depending upon the grade level, domain, and individual student. Both
the ELPAC IA and SA are given in two separate testing windows through the school year.
The IA testing window will be year-round (July 1–June 30). Any student whose primary
language is other than English as determined by the home language survey and who has not
previously been identified as an English Learner by a California public school or for whom there
is no record of results from an administration of an English language proficiency test, shall be
assessed for English language proficiency within 30 calendar days after the date of first
enrollment in a California public school, or within 60 calendar days before the date of first
enrollment, but not before July 1 of that school year.
The SA testing window will be a four-month window after January 1 (February 1–May 31). The
English language proficiency of all currently enrolled English Learners shall be assessed by
administering the test during the annual assessment window.
TGS will notify all parents of its responsibility for ELPAC testing and of ELPAC results within
thirty days of receiving results from the publisher. The ELPAC shall be used to fulfill the
requirements under the Every Student Succeeds Act for annual English proficiency testing.
Reclassification Procedures
Reclassification procedures utilize multiple criteria in determining whether to classify a pupil as
proficient in English, including, but not limited to, all of the following:
Assessment of language proficiency using an objective assessment instrument including,
but not limited to, the ELPAC.
Participation of the pupil’s classroom teachers and any other certificated staff with direct
responsibility for teaching or placement decisions of the pupil to evaluate the pupil’s
curriculum mastery.
Parental opinion and consultation, achieved through notice to parents or guardians of the
language reclassification and placement including a description of the reclassification
process and the parents opportunity to participate, and encouragement of the participation
of parents or guardians in the reclassification procedure including seeking their opinion
and consultation during the reclassification process.
Comparison of the pupil’s performance in basic skills against an empirically established
range of performance and basic skills based upon the performance of English proficient
pupils of the same age that demonstrate to others that the pupil is sufficiently proficient in
English to participate effectively in a curriculum designed for pupils of the same age
whose native language is English.
Strategies for English Learner Instruction and Intervention
TGS is committed to using a comprehensive curriculum model for English Learners that is
research-based, compatible with State Standards, and that complements and supports Montessori
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methods using observation, hands-on experiences, student driven discovery, and formative
assessment. This model draws on the material provided by Sheltered Instruction Observation
Protocol (“SIOP”) as well as University of Nebraska “Cultural Links” and the Affective Filter
work done by Stephen Krashen at the University of Southern California. The model will
continue to evolve and take advantage of cutting edge research and best practices in
implementing State Standards for English Learners.
Preparation
Clearly defined content objectives for students
Clearly defined language objectives for students
Content concepts appropriate for age and educational background
Supplementary materials used to a high degree, making the lesson clear and meaningful
(e.g., graphs, models, visuals)
Adaptation of content (e.g., text, assignment) to all levels of student proficiency
Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing,
simulations, constructing models) with language practice opportunities for reading,
writing, listening, and/or speaking
The Building Background Knowledge
Concepts explicitly linked to students’ background experiences
Links explicitly made between past learning and new concepts
Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for
students to see)
The Comprehensible Input component of the SIOP Model has the following elements
Speech appropriate for students’ proficiency level (e.g., slower rate, careful enunciation,
and simple sentence structure for beginners)
Clear explanation of academic tasks
A variety of techniques used to make content concepts clear (e.g., modeling, visuals,
hands-on activities, demonstrations, gestures, body language)
Strategies
Ample opportunities for students to use strategies
Consistent use of scaffolding techniques throughout lesson, assisting and supporting
student understanding
A variety of question types used, including those that promote higher-order thinking
skills throughout the lesson (e.g., literal, analytic, and interpretive questions)
Interaction
Frequent opportunities for interactions and/or discussion between teacher/student and
among students that encourage elaborated responses about lesson concepts
Grouping configurations support language and content objectives of the lesson
Sufficient wait time for student response
Ample opportunities for students to clarify key concepts
Practice and Application
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Hands-on materials and/or manipulatives for students to practice using new content
knowledge
Activities for student to apply content and language knowledge in the classroom
Activities that integrate all language skills (reading, writing, listening, and speaking)
Lesson Delivery
Content objectives clearly supported by lesson delivery
Language objectives clearly supported by lesson delivery
Students engaged approximately 90-100% of the period
Pacing of the lesson appropriate to the students’ ability level
Review and Assessment
Comprehensive review of key vocabulary
Comprehensive review of key content concepts
Regular feedback to students on their output
Assessment of student comprehension and learning of all lesson objectives (e.g., spot
checking, group response) throughout the lesson
Monitoring and Evaluation of Program Effectiveness
The Charter School evaluates the effectiveness of its education program for ELs by:
Adhering to Charter School-adopted academic benchmarks by language proficiency level
and years in program to determine annual progress.
Monitoring teacher qualifications and the use of appropriate instructional strategies based
on program design.
Monitoring student identification and placement.
Monitoring parental program choice options.
Monitoring availability of adequate resources.
In compliance with ESSA, TGS shall monitor students reclassified as English proficient
(“RFEP”) for four (4) years.
Addressing Students with Mental Health Challenges
TGS contracts with outside counseling services to provide additional support for the mental and
emotional well-being of students. During 2016 to 2018, Grove contracted with Creative Insight
Counseling. Creative Insight Counseling offered free workshops for middle school students and
high school students during the school day. Students completed an anonymous survey at the
beginning of the school year to determine the topics that are most relevant to the students. The
topics were: understanding your emotions, grades & perfectionism, and online media. TGS will
continue to work with outside counseling services, which may include Creative Insight
Counseling or another counseling group, to support the social, emotional, and psychological
needs of the students.
The school counselor is available for students during the school day. The school counselor also
provides parents with resources, such as counselors, therapists, and low-cost options. If students
are a danger to themselves, the crisis team is called to do a thorough suicide assessment.
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Students returning from hospitalization meet with the counselor, mentor and/or the
administration and 504 plans are put in place if necessary.
Students Achieving Substantially Above Grade Level Expectations
All students at TGS receive progress reports at regular intervals (in addition to trimester reports).
These reports are also distributed to the student’s mentors. All students complete pre-flective and
reflective essays to evaluate goals and design individual strategies for achieving them. These are
shared with parents, peers and community members during student led conferences. All students
in grades 8-11 take the PSAT each fall to help identify students’ academic strengths and
challenges.
In 10 th and 12 th grades, students who are making progress toward graduation will meet with a
college counselor or administrator to make post-secondary plans and design individualized
strategies for achieving personal goals.
Students who would benefit from further challenges are encouraged to attend University of
California, Riverside Program for Accelerated High School Students during the summer months.
UC (or other college level) courses can be used to supplement regular courses.
TGS also offers a series of SAT prep courses throughout the year and is collaborating with
BeCollegeWise.com to provide test prep throughout the school year.
In 2017, Grove added two new honors classes for students in grades 9-12 and added five more in
2018 to support students who are looking for increased academic challenges. These classes are
not separate sections of classes, they are groups of students within regular classes and it is the
teacher’s responsibility to differentiate the expectations and work for those students who are
taking the class at an honors level. Some examples of instructional strategies teachers use to
differentiate expectations and workload are:
Determine prior knowledge with a pre-test
Provide more challenging readings/texts with separate expectations or seminars for those
readings
Support students to challenge themselves with more advanced and complex topics or
resources when given the opportunity to choose their work
Provide opportunities for students to design their work and projects when appropriate so
they can follow their interests
Separate lessons that focus on more complicated and in-depth material
Find opportunities to work with outside experts (professors from local colleges and
universities, ESRI employees with GIS, etc.)
Assign projects and assignments that have more higher order thinking required
Ask questions that require clear analysis and synthesis and often connect to real world
situations
Allow for students seeking more challenge to work together on projects
Encourage goal setting and self-assessment
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TGS identifies students working substantially above grade level in 7 th grade and discusses the
possibility of advancing from 7 th grade to 9 th grade. TGS has found this to be developmentally
appropriate at times supporting the student in staying challenged academically, as well as
connected socially.
Students Achieving Substantially Below Grade Level Expectations
Interventions are provided at TGS for students who are experiencing difficulties in their
academic performance. Many issues can be addressed, including attendance, truancy, poor
classroom performance, low motivation, substance abuse, family problems, and mental health.
Resource providers gather written information, interview students, parents/guardians, coaches,
evaluate and assess problems, provide diagnostic services and suggest alternatives for
improvement to the student and parents. Students may also seek help through a teacher, staff
member, counselor, administrator, or mentor.
All students at TGS receive progress reports at regular intervals (in addition to final trimester
reports). These reports are also distributed to the student’s mentors. An intervention will be
scheduled in cases where a student is underperforming, including:
performing below his or her ability as perceived by the mentor
exhibiting failure to thrive behaviors (low attendance, disruptive behavior or lack of
participation or preparation for class)
failing to pass a core or pre-college class with a C- or above
These interventions are progressive and generally proceed according to the following format:
1. Mentor meets with student to discuss and counsel regarding performance Mentor
strategizes with student
a. Mentor intervenes with student and other teachers to provide new strategies for
success (accommodations, study skills, organizational options, etc.)
b. Mentor informs parent of strategies and interventions
c. Mentor reviews progress and decides if they have been successful (if not, mentor
moves to step two)
2. Mentor, Parent, Teachers and/or Student meet to find alternative solutions
a. Mentor strategizes with student, administrators, other teachers and parents to
provide solutions and strategies (peer tutoring, after school tutorials, behavioral
strategies, natural and logical consequences, technological interventions, etc.)
b. Outside agencies, experts and consultants (i.e. counselor) may be contacted to
help with intervention. (All Student Study Team (“SST”) meetings include follow
ups to evaluate strategy success)
3. If repeated interventions prove unsuccessful, parents, teachers or students may suggest
further evaluation, testing or placement options. This may include:
a. Psycho-educational testing
b. Medical evaluation
c. Individual or family counseling
d. Modifications to curriculum
e. Exploration of alternative placements
See Appendix F for the Intervention and Referral Process Chart
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Student Support and Intervention Programs at TGS
Mentoring
Each Grove student is assigned a mentor teacher who monitors their academic progress weekly.
The mentor is the person who often first identifies when a student is struggling. The following
components of the Grove’s mentor program are also described in the Grove’s Mentor Handbook:
A Grove mentor is a student’s “go to” person. In the absence of a homeroom teacher the mentor
is especially acquainted with students in his/her mentor group. The relationship between the
mentor and his or her student is one of advisor, experienced supporter and guide. Mentors help
students by encouraging behaviors and habits of mind that work for them and letting them know
when they are wrong. Mentors help their students set appropriate goals and then coach them to
achieve these goals.
Attendance and Mentors
Mentors take roll daily and record and report absences on roll sheets to the main office by 8:15.
Students and parents must clear all absences by a phone call or personal contact with an
administrator. Whenever possible, this contact should occur on the day of the absence or the day
immediately following the absence. A written note from a parent or guardian must accompany
the student back to school. Absences of more than ten days, or chronic truancy will be referred to
the SART board and local truancy authority. It is a student’s responsibility to arrange for makeup
work following any type of absence. Teachers require at least 24 hours to prepare make-up
work following a request by the student or parent.
Counseling Services and Mentors
All students are encouraged to use their mentor for discussing or resolving academic, social,
emotional, career, and personal issues that are considered low in scale or seriousness. For more
serious or higher scale issues, students will be referred to the school counselor who will meet
with the student and his/her family to support the student. Appointments to see a counselor are
made to accommodate their schedule and are available to every student. The school counselor,
mentors, teachers or TGS administrator can assist students in educational planning,
social/personal development, and career planning.
Mentor Tasks
A mentor is responsible for being aware of all aspects of a student’s needs, beyond just their
academics. As such, TGS requests the following from its mentors:
Check your students’ transcripts and cumulative files, including the new family meeting
notes for any students who are new to TGS
Know your students’ birthdays and acknowledge them
Know about his or her family and any life details the student feels comfortable sharing
Share any professional/educational/ or details about your discipline with your students
that you feel comfortable sharing
Interact with his or her other teachers as an advocate, intercessor and/or collaborator
Be eager and enthusiastic when it comes to informing parents about your students’
progress (or lack of progress)
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Orientation Week – Get to know your mentors
Each year, students and mentors have the opportunity to get to know each other during an
orientation week. Some of the key goals of the orientation week include the following:
Goal setting discussion
Transcript Check
Level focus for upcoming assessments
o Sophomores (Upcoming PSAT given on the second Wednesday of October for
Sophomores and Juniors)
o Attendance at College recruiting sessions on and off campus
o Juniors (Registering all Juniors for SAT/ACT - Grove is now a test site)
• Upcoming scholarship workshop with Counselor (evening meeting)
• EAP (Explain to students and parents the importance of this portion of
STAR testing)
o Seniors – Favorite Five (top five colleges you want to attend)
• Letter of recommendation
Pre-flective “Essays”: Setting goals for the year for each of the Schoolwide Outcomes:
o Psychic (Academic) Development
o Active Community Member
o Creative Expression
o Physical Expression
o Preparation for Adult Life
Mentors can ask students to
o Write an essay
o Write a set of bullet points
o Do a presentation
o Or have a discussion
Set short- and long-term goals
Determine and write down both short- and long-term goals for portfolio presentations. Shortterm
goal examples include:
Do better in math by handing in ALL homework and taking careful notes (be ready to
check on this)
Become more physically active
Eat nutritionally
Take part in a club or athletic team
Take a leadership role in an aspect of TGS (ASB mentor Group Rep, Club leader, etc.)
Learn to use a specific digital technology application
The goals can be shared with the mentor, a person in the mentor group, and/or the whole group.
Sharing of goals is important because it increases the likelihood of meeting the goals.
Academic Content Support
Students who are struggling academically are identified by teachers and mentors and brought to a
roundtable discussion (which is a weekly “student issues” agenda item for teachers at level
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meetings). Teachers, including the student’s mentor, brainstorm ideas and strategies and discuss
possible interventions. Sometimes this meeting leads to an individual Student Study Team
meeting where parents, student and teachers are in attendance to create a plan for interventions
and their implementation.
Montessori Curriculum Support
Grove provides for students who are struggling with Montessori curriculum in a number of ways
including:
TGS offers two family orientations, one in May and another in August
Provide parents with multiple opportunities to participate in Montessori Parent education,
including events on weekends and evenings
Increased parent communication, including weekly written communication and/or online
progress notes from teachers
Increased scaffolding and supervision which diminishes as students demonstrate
independence (i.e. preferential seating)
Clearly defined physical and behavioral boundaries – verbally and in writing
Written behavior contracts
Peer intervention, shadowing and mentoring
Increased family involvement including parent participation in field trips, classroom
activities, etc.
Digital Technology
Students at Grove have access to school laptops throughout the day (they are “checked out” and
returned at the end of the day). Struggling students have access to take home laptops on an asneeded
basis. The Charter School provides site-based internet for all students and teachers.
School Information System
The Aeries School Information System is accessible by students and parents online. Aeries
provides students and parents with an online gradebook, access to see previous, current and
upcoming assignments, links to Google classroom, Google classroom websites, documents
related to assignments, disciplinary notes, and graduation progress with credits.
Parents and guardians receive an email from TGS twice a trimester to inform them that grades
and evaluation of student work in Aeries has been updated and they should take time to review it
with their adolescent.
All Grove students (and their teachers) have a Grove Google email account and access to the full
Google suite of applications. Teachers and students use this tool to communicate, send drafts of
work and provide ongoing feedback for work in progress.
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After School Tutoring/Work Sessions
TGS offers after school study hall from 3:15-4:30 on Monday, Tuesday, Wednesday and
Thursday throughout the school year that is staffed by a credentialed teacher. All teachers are
available until 3:30 pm by their contract to assist students academically.
Individual Student Study Team Meeting
At this meeting, the student, parent(s), mentor, and teachers develop a plan for intervention.
Interventions might include schedule changes, seating assignment changes, Montessori
curriculum modifications, accommodations for testing, alternative readings, supplemental
reading, tutoring, peer tutoring, technology (online texts, audio books, large print screens, etc.),
homework contracts, take home texts (to be kept at home), or other accommodations deemed
necessary.
Teacher Preparation
Teachers will develop student support and interventions aligned to the State Standards and the
Local Control and Accountability Plan (“LCAP”) during in-service week and monthly in-service
sessions. Strategies for students who are struggling will be discussed and planned at weekly level
meetings as well.
Academic Probation
Students at TGS have the right to pursue an education within a community of self-directed,
independent learners. To create such an environment, TGS will annually review each student’s
ability to work within and foster the presence of this learning community. A student who fails to
complete attendance or academic requirements of TGS may be placed on academic probation. A
mandatory meeting of the student, the student’s mentor, other teachers, parents and
administrative staff will then take place to develop an individualized, structured plan (“probation
plan”) to help the student become more successful. The probation plan will include clear written
and verbal guidelines showing how the student can improve academic performance and remove
himself or herself from academic probation.
A student on academic probation will be subject to at least two additional mandatory meetings
with the student’s parents and Charter School administration to review the student’s progress or
lack thereof on his or her probation plan. One of these mandatory meetings is held usually within
3-5 weeks after the student receives his/her probation plan, to determine if the modifications are
working and adjust the probation plan if necessary. The second mandatory meeting is held at the
end of the school year to discuss options for remediation, retention, or other educational
programs that align with the academic needs of the student. These may include: on-line classes
for grade recover, credit recovery from a variety of sources, including Edgenuity, BYU Online
and UC Scout. In some cases, teachers volunteer to offer students 1:1 summer remediation using
independent study contracts and in person as well as on-line meetings. Students and their
families also have the option of accessing the District’s AAA Academy and other (fee based)
summer schools.
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Parent Education
Based on the demographics of the community, TGS is focused on serving many first generation
college goers. As such, Grove offers a variety of parent education options including but not
limited to: annual lectures and guest speakers on a variety of topics for instance Steven Hughes
on Brain Research, Sir Kenneth Robinson on creativity in Montessori education, Laurie Ewert
Krocker on land based learning, and David Kahn on adolescent development to ensure that
parents are appropriately informed and given the necessary tools to support their children’s goals
to not only enter, but succeed in college.
All parents are introduced to expectations for college entrance through a series of workshops
offered annually by our PPS College Counselor. Academic expectations, testing requirements
and study habits are covered as well as application and financial aid issues. Parent Education
Workshops include two or more annual Free Application for Federal Student Aid (“FAFSA”)
Workshops and an annual private colleges and applications workshop for help with the Common
App and College Scholarship Service (“CSS”). These are well attended by parents.
Teacher Training and Professional Development
Teachers at TGS will meet and prepare for the school year for five days prior to the beginning of
each school year using time for:
Collaboration
Guest speakers
Trainings and workshops
Curriculum alignment and preparation
In addition, teachers have the opportunity to attend Montessori and other training annually to
help meet new curricular expectations.
Charter School Annual Goals and Actions to Achieve State
Priorities
Pursuant to Education Code Sections 47605(b)(5)(A)(ii) and 47605(b)(5)(B), a reasonably
comprehensive description of the Charter School’s annual goals and actions, both schoolwide
and for each subgroup of pupils, in and aligned with the Eight State Priorities as described in
Education Code Section 52060(d), can be found in the Charter School’s LCAP. Each of these
goals addresses the unique needs of all students attending the Charter School, including our
numerically significant student subgroups. The metrics associated with these goals help the
Charter School to ensure that these specific subgroups are making satisfactory progress, and are
provided with necessary additional supports made possible by additional funds from the Local
Control Funding Formula.
The current LCAP is on file with the District and is also available on our website at
(http://www.thegroveschool.org/lcap/) and/or in Appendix G. The Charter School shall annually
update and develop the LCAP in accordance with Education Code Section 47606.5 and shall use
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the LCAP template adopted by the State Board of Education. The Charter School reserves the
right to establish additional and/or amend school-specific goals and corresponding assessments
throughout the duration of the charter term through the annual LCAP update. The Charter School
shall submit the LCAP to the District and County Superintendent of Schools annually on or
before July 1, as required by Education Code Section 47604.33.
The LCAP and any revisions necessary to implement the LCAP shall not be considered a
material revision to the charter, and shall be maintained by the Charter School at the school site.
Overview of 2018-2019 LCAP
TGS identified three LCAP goals for the 2018-2019 school year. The goals are listed below
along with the stakeholder involvement in the LCAP process. For more details see TGS’s
LCAP, attached as Appendix G.
Goal 1: Prepare students for life and college by creating a developmentally optimal learning
environment for adolescents that align with the principles of Montessori education, state
standards, and Common Core
Goal 2: Maintain and improve the physical learning environments and overall facility following
the principles of Montessori education, supporting the specific needs of each discipline, and are
clean and safe
Goal 3: Create a positive school community where all stakeholders are respected, valued,
supported and feel safe; as well as understand the school’s mission, vision, and values as a
Montessori school
Stakeholder Involvement in LCAP Process
Parent and student surveys in fall and spring, including school climate and class
evaluation
Formal LCAP meetings for Parents will be held before the Parent Teacher Group
meetings in November and March
Formal LCAP meetings for faculty and staff held in December and April
LCAP was discussed at all board meetings in the spring and reviewed drafts in April and
June
Charter Schools Serving High School Students
TGS received a full six-year WASC accreditation in 2015 and passed the mid-term WASC visit
in 2017. TGS will renew its WASC accreditation in 2021. All academic high school courses at
TGS are University of California (“UC”)/California State University (“CSU”) approved as
meeting the “a-g” requirements for admission, thus ensuring their transferability to other public
high schools, pursuant to Education Code Section 47605(b)(5)(A)(iii).
TGS resubmits course changes and additions annually for UC/CSU approval and notifies
UC/CSU of the courses being offered in a given academic year. TGS is also an Advanced
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Placement School with an approved AP course list, which is updated annually. The secondary
course requirements are designed to encourage all graduates of TGS to meet or exceed
University of California Course Requirements for admissions. The transferability of coursework
to other institutions and the eligibility of courses to meet A-G requirements is listed in the School
Handbook, is discussed at every parent education night regarding the high school, and at the
initial orientation meeting for new families.
Student transcripts are available to students and their parents/guardians upon request with
reasonable notice or at the time a student exits TGS.
Description of Identifying Students
TGS reviews student progress monthly with mentors of students and the school counselor
reviewing grades and missing assignments. When a student is identified by a teacher, mentor,
school counselor or Head of School as having challenges being successful, then a Student Study
Team meeting is held. The meeting can be called by anyone, but is usually called by Charter
School personnel. The people in attendance are: the student’s mentor, parents/guardians, the
student, and any other person important to the student’s success. The mentor or administrator
documents the meeting digitally and the meeting follows the format below:
Student
Strengths
Current Information &
Accommodations
Area of
Concerns and
Questions
Brainstorms and Choice
Strategies, Modifications,
Actions
Responsibility
Who? When?
The SST decides on strategies, modifications, and actions and identifies a person or people
responsible for each one. These strategies, modifications, and actions will be put into place
immediately. The SST will also set a review meeting date to review the progress of the student
with the new strategies, modifications, and actions in place. Some examples of strategies,
modifications, and actions are: weekly check ins with mentor, going to study hall after school,
seating placement in class, check on use of planner daily or weekly, and mentor and student
emailing parent/guardian with explanation of work completed and work due.
This process will continue according to TGS’s IEP Referral Process and could result in referring
for special education assessments. See chart below for a timeline of the IEP Referral Process.
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Timeline &
Documentation
0 days
5 days:
Email Parents
intervention Plan
15 days:
Schedule SST
20 days:
Schedule SST
25 days:
Hold first SST Meeting
(can be without
administration)
40 days:
Schedule SST
45 days:
Hold second SST
Meeting
(Admin present -
Admin Coordinator will
schedule)
*Note - Timeline may be sped up for a more severe case
60 calendar days:
Referral for Special
Education
Evaluation and
Determination
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Element 2: Measurable Student
Outcomes
Governing Law: The measurable pupil outcomes identified for use by the charter school. “Pupil
outcomes,” for purposes of this part, means the extent to which all pupils of the charter school
demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the
charter school’s educational program. Pupil outcomes shall include outcomes that address
increases in pupil academic achievement both schoolwide and for all groups of pupils served by
the charter school, as that term is defined in subparagraph (B) of paragraph (3) of subdivision
(a) of Section 47607. The pupil outcomes shall align with the state priorities, as described in
subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the
program operated, by the charter school. Education Code Section 47605(b)(5)(B).
Goals, Actions, and Measurable Outcomes Aligned with Eight
State Priorities
Pursuant to Education Code Sections 47605(b)(5)(A)(ii) and 47605(b)(5)(B), a reasonably
comprehensive description of the Charter School’s annual goals, actions and measurable
outcomes, both schoolwide and for each subgroup of pupils, in and aligned with the Eight State
Priorities as described in Education Code Section 52060(d), can be found in the Charter School’s
LCAP. Each of these goals addresses the unique needs of all students attending the Charter
School, including our numerically significant student subgroups. The metrics associated with
these goals help the Charter School to ensure that these specific subgroups are making
satisfactory progress, and are provided with necessary additional supports made possible by
additional funds from the Local Control Funding Formula.
The current LCAP is on file with the District and is also available on our website at
www.thegroveschool.org/lcap and/or in the Appendix G. The Charter School shall annually
update and develop the LCAP in accordance with Education Code Section 47606.5 and shall use
the LCAP template adopted by the State Board of Education. The Charter School reserves the
right to establish additional and/or amend school-specific goals and corresponding assessments
throughout the duration of the charter term through the annual LCAP update. The Charter School
shall submit the LCAP to the District and County Superintendent of Schools annually on or
before July 1, as required by Education Code Section 47604.33.
The LCAP and any revisions necessary to implement the LCAP shall not be considered a
material revision to the charter, and shall be maintained by the Charter School at the school site.
How pupil outcomes will address state content and performance
standards
Students at all levels will be expected to gain proficiency in the following core subjects:
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Mathematics: Students must demonstrate the ability to reason logically and to understand
arithmetic, algebraic and geometric concepts and other practical and theoretical mathematical
concepts.
Social Studies: Students explore the history of humanity in relation to life’s purpose. Students
must demonstrate an understanding of historical, economic and geographic concepts and possess
a basic knowledge of the world’s diverse cultures, and must have a working knowledge of civics,
government and American history.
Languages: Students must demonstrate strong communication skills including reading, writing
and listening skills. Students must understand and appreciate literature from various periods and
cultures. Students will gain proficiency in at least one language in addition to English.
Science: Students will utilize research and inquiry methods in order to demonstrate and
understand major concepts underlying biology, environmental science, chemistry, physics and
earth science, in addition to their own areas of interest.
Arts: Students will cultivate an appreciation for and/or skill in one or more forms of artistic selfexpression
(e.g., music, choir, literary/visual/studio arts, drama, dance, etc.).
These core subject areas will be further subdivided into a list of specific skills in each of the
above areas at different skill levels and depending on individual course of study. These specific
skill-level standards will include the California State content and performance standards.
Students will take all required state assessments, in addition to other schoolwide assessments.
Students graduating from the high school are expected to meet or exceed the entrance
requirements for college or university including the “A-G requirements” of the University of
California. In addition to attaining specific content areas and skill-level standards, students will
also demonstrate overall progress toward graduation readiness through a series of portfolio and
competency reviews at both the junior and senior high school levels.
To best serve our students and community, TGS will continue to examine and refine its list of
core subjects over time to reflect TGS’s mission and any changes in state or local standards that
affect this mission. In addition, students will be required to satisfactorily complete other such
core courses that TGS Governing Board deems appropriate. Staff and/or TGS Governing Board
will periodically review college entrance requirements and state standards to determine which
changes shall be introduced to the core curriculum.
Students will meet or exceed state expectations for scores on standardized tests.
Physical Fitness: In compliance with the State Board of Education’s Physical Fitness Testing
requirements, TGS tests all students in the 7th and 9th grades and adheres to the state standards
of the Healthy Fitness Zone (“HFZ”). TGS administers the following tests on an annual basis:
1 mile run
Curl-up
Push up
Trunk lift
TGS Charter Renewal PAGE 70 of 127

Shoulder stretch
Body mass index (BMI)
Student Academic Achievement Outcomes
Student Achievement Data
The CAASPP test results (http://caaspp.cde.ca.gov/) are grouped according to achievement in
meeting the standard for the test. The groups are identified by numbers 1-4 in the charts below.
1 = Far Below Standard 3 = Met Standard
2 = Nearly Met Standard 4 = Exceeded Standard
The tables below show the percentage of students from each grade within each of the numbered
categories. The tables are also highlighted so that a group of students in a grade level can be
tracked longitudinally, in order to evaluate progress over the course of 7 th through 11 th grade.
CAASPP Results English Language Arts Percentages Rounded
2015 Results 2016 Results 2017 Results 2018 Results
Grade 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
7 18 21 45 16 10 23 48 20 7 26 48 17 15 19 51 15
8 5 24 41 30 24 14 46 16 13 18 52 15 20 15 49 17
11 9 16 44 31 0 8 42 50 16 4 33 45 6 19 34 41
Total 11 21 43 25 13 16 46 26 11 18 46 23
Analysis of English Language Arts Results
Comparing the data of the CAASPP results it can be seen that as students move from 7 th to 8 th
grade their scores remain fairly similar and consistent. For the only group of students who have
results from 8 th and 11 th grade (Class of 2019), their scores increased slightly with 5% more
students meeting or exceeding the standard for the test.
CAASPP Results Mathematics Percentages Rounded
2015 Results 2016 Results 2017 Results 2018 Results
Grade 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
7 24 21 24 32 5 35 25 35 17 41 24 17 32 26 34 8
8 11 27 30 32 32 16 16 35 18 31 23 26 40 25 30 5
11 36 12 36 15 19 31 31 19 37 16 4 41 19 38 25 19
Average 23 20 30 27 18 27 23 31 22 32 19 26
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Analysis of Math Results
Comparative data of the class of 2020 (7 th grade in 2015, 8 th grade in 2016) shows a significant
decrease in the percentage of students scoring in the “Standard Met” category (score = 3) and an
increase in the percentage of students scoring in the “Far Below Standard” category (score = 1).
The Class of 2021 shows a significant decrease in the percentage (-9%) of students scoring in the
“Exceeds Standard” category (score = 4) between 2016 and 2017, with a significant increase
(+13%) in students scoring in the “Far Below Standard” category (score = 1). The 2017 results
indicate students struggled most in concepts and procedures in the math section, which is
consistent with student achievement statewide. Please see above section titled “Challenges and
Plans to Address Them” on page 6 for a discussion of TGS’s plans to address the decline in math
scores.
Early Assessment Program (EAP – an indicator for college readiness)
In compliance with state requirements, all 11 th grade students at TGS take the Smarter Balanced
Summative Assessments for ELA and mathematics each spring. These assessments are
administered as part of the CAASPP, and serve as an indicator of readiness for college-level
coursework in English and mathematics and are used by the California State University and
participating California Community Colleges to determine EAP status. (See
https://www.cde.ca.gov/ci/gs/hs/eapindex.asp.)
Again, due to small sample size TGS has available, it is helpful to look at the four year average.
Results from 11 th Grade CAASPP
Demographic Assessment 2015 2016 2017 2018 Average
Schoolwide ELA 75% 92% 79.16% 75.01% 80%
Math 51% 50% 45.84% 43.75% 48%
2018
2017
2016
75% Met or Exceeded Standard for ELA CAASPP, indicating they are ready for College
entry level exams.
44% Met or Exceeded Standard for Mathematics CAASPP indicating they are ready for
College entry level exams.
79% Met or Exceeded Standard for ELA CAASPP, indicating they are ready for College
entry level exams.
46% Met or Exceeded Standard for Mathematics CAASPP indicating they are ready for
College entry level exams.
92% Met or Exceeded Standard for ELA CAASPP, indicating they are ready for College
entry level exams.
51% Met or Exceeded Standard for Mathematics CAASPP indicating they are ready for
College entry level exams.
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2015
50% Met or Exceeded Standard for ELA CAASPP indicating they are ready for College
entry level exams.
51% Met or Exceeded Standard for Mathematics CAASPP indicating they are ready for
College entry level exams.
Objective Means of Measuring Growth
See assessment results for CAASPP, PSAT, SAT and AP in the Charter Renewal Criteria section
and Student Academic Achievement Outcomes above.
Mentoring Program and Student Led Conferences
As discussed in Element 1, all teachers are assigned 12-20 students to mentor each year in their
academic, personal and professional development.
Through the mentoring program, students’ growth is evaluated by the use of Student Led
Conferences. Twice a year, students give a formal presentation to their mentor, parent/guardian
and a peer. In this presentation students reflect on their performance in the school outcomes and
discuss their goals. Presentations are held over one full day and two half days in both October
and May. Mentors are expected to be on campus during conference times; students need only
attend their conference. This is not a time for parents to ask questions, or hold a parent teacher
conference; however, strategies that will help the student achieve their goals may be discussed.
Students are to bring in artifacts that demonstrate their progress. All audience members of each
conference complete a Student Led Conference Rubric for the presenter. The rubric is based on
the evidence and artifacts students present for each of the schoolwide outcomes. Mentors record
the score of the rubric they completed on a shared Google document, accessible to TGS
administration and other teachers, to help monitor progress and growth.
Student Led Conferences Scores
School
Average
Score
Preparation
Articulation and
Communication
Academic Community Civic Athletic Technology Goals
Total
Score
Fall 2015 3.46 3.33 3.39 3.28 2.93 3.18 3.26 3.31 25.81
Spring
2016 3.39 3.37 3.42 3.45 2.94 3.14 3.45 3.33 21.31
Fall 2016 3.34 3.24 3.36 3.17 2.73 2.99 3.03 3.17 24.34
Spring
2017 3.26 3.29 3.36 3.21 2.62 2.99 2.92 3.19 23.16
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Beginning in the Fall of 2017 and Spring of 2018, a new rubric was used to assess the student led
conferences, to reflect new student outcomes developed through the 2015 WASC accreditation.
EP (4) - Exceptional - Demonstrates knowledge and skill beyond proficiency in the
outcome
PR (3)- Proficient - Demonstrates proficiency in outcome
BP (2)- Below Proficient - Does not demonstrate adequate proficiency in the outcome,
but is progressing towards proficiency
NC (1)- Not completed - Did not show artifact or provide discussion for the outcome
Fall 2017 and Spring 2018 SLC
Middle
F2017
Middle
S2018
High
F2017
High
S2018
MS/HS
F2017
MS/HS
S2018
A Grove graduate actively participates in their
psychic (academic) development. 2.8 3.28 2.9 3.45 2.85 3.365
A Grove graduate is an active community
member. 2.7 3.23 3.2 3.41 2.95 3.32
A Grove graduate expresses ideas creatively. 3 3.29 2.9 3.26 2.95 3.275
A Grove graduate is involved in physical
expression. 3 3.19 3.2 3.28 3.1 3.235
A Grove graduate is prepared for life as an
adult. 2.8 3.04 2.9 3.04 2.85 3.04
Professionally Dressed (CR or NC) 2.9 N/A 3 N/A 2.95 N/A
Community Member Present (CR or NC) 2.4 N/A 2.9 N/A 2.65 N/A
Student is prepared for presentation
(prepared and organized statements,
technology is arranged, etc) (CR or NC) 3.6 N/A 3.7 N/A 3.65 N/A
Exit Outcomes
Schoolwide Learner Outcomes (see above or Appendix H): Measured by Student led
conferences, project weeks, and academic rubrics.
Students will meet or exceed state expectations for scores on standardized tests.
Students will meet all graduation requirements to earn a high school diploma from The Grove
School.
Applying Data
To improve student learning, engagement, and preparation for college and life, TGS creates and
implements an action plan to support students who struggle to complete the UC A-G curriculum,
TGS Charter Renewal PAGE 74 of 127

score below proficiency on key assessments, and/or do not show improvement on key
assessments, and/or are failing classes in 7 th and 8 th grade.
A Google sheet is created and updated with data collected from the MDTP website, so that
performance can be monitored, compared and independent results can be easily accessed.
TGS ensures its staff receives MDTP training with UCSD staff to implement and interpret
MDTP results. TGS teachers and administration used the information collected to help determine
class placement and necessary intervention.
Data indicates a need to increase or improve services for low socioeconomic students
1. Through the better identification of students who are designated as low-income and better
use of data from MDTP, PSAT, and CAASPP, we are able to create targeted
interventions for students who are identified by determined measures as “low
performing” as well as low-income.
6. The middle school will implement a more structured organization and planner system to
help students stay organized and build their executive functioning skills. Help with
executive function skills is an identified need of low socioeconomic students.
7. Grove will identify lower income students at the beginning of the school year and track
their academic progress through classes monthly with the school counselor and the
mentors.
8. Students will be directed to specific tutoring during after school study hall to further help
with identified deficits.
9. Math and English support mini-courses as targeted interventions will also be used.
TGS Charter Renewal PAGE 75 of 127

Element 3: Methods for Measuring
Student Progress
Governing Law: The method by which pupil progress in meeting those pupil outcomes is to be
measured. To the extent practicable, the method for measuring pupil outcomes for state
priorities shall be consistent with the way information is reported on a school accountability
report card. Education Code Section 47605(b)(5)(C).
Assurances TGS shall meet all statewide standards and conduct all state-mandated assessments,
including the CAASPP, which includes the SBAC tests, California Science Test, California
Alternate Assessments, the English Language Proficiency Assessments for California, the
Physical Fitness Test, and any other applicable state-mandated standardized assessments and
schoolwide assessments.
To the extent practicable, the method for measuring pupil outcomes for state priorities shall be
consistent with the way information is reported on a school accountability report card.
Methods of Assessment
TGS uses a combination of formative assessments, authentic performance assessments, and more
traditional evaluative and summative assessments to document learners’ progress towards
defined outcomes. A variety of assessments are needed to provide acceptable evidence of
learners’ understanding. These assessments are driven by our curriculum and instructional
practices. Our Montessori educational approach to learning cannot be measured with traditional
or standardized assessments alone. The majority of learner assessment is ongoing, and used to
document and address learners’ skills, knowledge, behavior and progress across a wide variety of
curriculum areas (English Language Arts, Mathematics, Science, Social Studies, Second
Language, PE, etc.). As described above, assessment tools include all required state and federal
assessments. These assessments are based on State Standards and other locally developed
standards, and are tied to specific achievement targets. Assessments include, but are not limited
to, portfolios, projects, performances, exhibitions, tests, and self-reflection (see full list below).
Assessments created by TGS may be adjusted from year to year based on stakeholder and site
discussions, but the rubrics align with the Schoolwide Outcomes and/or State Standards. This
alignment allows TGS to review data and make comparisons with previous years.
Ongoing formal and authentic assessments are driven by our curriculum and instructional
practices. Our Montessori educational approach to learning cannot be measured with traditional
or standardized assessments alone. Assessments include, but are not limited to, portfolios,
projects, performances, exhibitions, tests, and self-reflection. They are used to evaluate progress
across a wide variety of curriculum areas (English Language Arts, Mathematics, Science, Social
Studies, Second Language) and address progress in cognitive and social-emotional skills.
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TGS regularly sends teachers to Montessori workshops, conferences and five week intensive
course to train new teachers and continues to support experienced teachers to develop planning
and assessment skills around Montessori educational practices.
TGS uses objective means of assessment that are frequent, sufficiently detailed and demonstrate
students are making satisfactory progress towards proficiency in the TGS Schoolwide Outcomes,
completion of UC A-G requirements, and progress towards graduation. This progress is
measured by school created rubrics, teacher made assessments, and state created tests.
Assessments, and the outcomes themselves, may be modified over time for learners with either
an IEP or 504 Plan and learners with other special needs, performance standards and assessments
will be adapted as appropriate in accordance to their plans.
Assessments, Purpose, Grade Level and Timeline
Classroom assessments (All grades, ongoing throughout the year)
o TGS will measure outcomes in core subjects according to competency goals
outlined in the State Standards for individual subjects. In addition, students must
demonstrate mastery in all core subjects. “Mastery” within a course subject is
determined by teacher created assessments and assignments that utilize both
summative and formative evaluation practices. These practices allow teachers to
adjust lessons in order to assist students in reaching “mastery” within course
subjects. “Mastery” is defined as evaluations and grades of 70% or better in all
year-end competency reviews, portfolios, and tests.
o Performance standards and assessments for students with special needs will be
adapted as appropriate to their Individualized Education Plans. Performance
standards and assessments for English Learners will be adapted in accordance
with the ELD Standards and ELPAC results.
o TGS will assess portfolios with rubrics according to school-wide standards with
input from teachers across all content areas.
PSAT (PSAT 8/9 for Grades 8 and 9; and NMSQT for Grades 10 and 11, October)
o All students in grades 8-11 have the opportunity to take the PSAT and/or NMSQT
each fall. The results of the assessment are used to assess student progress on
college preparation and to identify students who need specific academic support
and those who are capable of more challenging academic work.
SAT (Grades 11 and 12, Trimester 1)
o TGS offered students the opportunity to take the SAT at school for the first time
in October 2018 with the intention of helping more students take the SAT,
specifically students with disabilities, English learners, low income, and
homeless.
CAASPP (Grades 7,8, 11; April)
o Students complete CAASPP testing in April of each year for all required
CAASPP tests.
Mathematic Diagnostic Testing Project (all students enrolled in math classes, Trimester 2
and Trimester 3)
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o All students enrolled in math classes complete the MDTP for their specific class
at the beginning of Trimester 2 and the end of Trimester 3. The results show how
much of the content each student is learning and math skills they are retaining for
the math class in which they are enrolled.
Student Led Conference portfolios and presentations (all students, October and May)
o Students complete a Student Led Conference in October and May of each year. At
the conference, students give a formal presentation that is similar to an annual
review meeting in the professional work world. The students present to their
parents/guardians, mentor, and invited guests. In both conferences each year,
students reflect on their work in general and their performance in each of the areas
of the Schoolwide Outcomes. At the conference in October, students set goals for
themselves for the year. At the conference in May, students reflect on their year
overall and the goals they set for themselves. Mentors share their reflections and
evaluation of the students work and development and all audience members can
ask questions or ask for clarification.
Interdisciplinary Project Sessions (all students, twice a trimester)
o Students participate in an interdisciplinary project for two weeks that addresses an
area of interest of the student. Students work collaboratively to investigate a topic
and learn and practice the skills necessary to take action related to the topic.
Students will produce a final product at the end of each project week that will
demonstrate the new knowledge and skills learned related to their topic of choice.
Portfolio with Rubrics:
o Students will maintain a comprehensive portfolio of work in each area of study
which demonstrates progress in skill and acquisition of knowledge. The portfolio
will contain the student’s reflective writing about his or her learning experiences,
along with evidence of competency gained. Portfolios with rubrics have been
standardized and developed for both the middle and high school levels. Portfolios
may be comprised of mixed media, or power point presentations, including slides,
tapes or videotapes that document the student’s learning experiences. Portfolios
will be reviewed by mentors, parents and students during Student Led
Conferences, and are a prerequisite for matriculation and graduation.
Capstone Project (Grade 9, Trimester 2 and 3)
o The Capstone Project allows a student to demonstrate mastery of both a specific
topic and the relation of this topic to the broader subjects of English, math,
science, and social studies and serves as a summative expression of what a student
has learned during their middle school experience. The Capstone Project will also
demonstrate the student’s analytical and interpretive skills to examine a world
problem and suggest community responses on a local level.
Senior Project (Grade 12, all year and presented by June 1)
o The Senior Project is a graduation requirement. Students must spend at least 40
hours on the project, complete research, involve community members, and make a
contribution to a community. Students write an academic paper answering an
interdisciplinary question related to their Senior Project and present their project
to TGS community.
TGS Charter Renewal PAGE 78 of 127

Assessments for Schoolwide Outcomes
Schoolwide Outcomes
A Grove graduate actively participates in their psychic
(academic) development.
A Grove graduate is an active community member.
A Grove graduate expresses ideas creatively.
A Grove graduate is involved in physical expression.
A Grove graduate is prepared for life as an adult.
Assessment(s)
CAASPP, PSAT, MDTP, Classroom
Assessments, Completion of UC A-G
Requirements
Student Led Conference
A-G Art Requirement, Project Week,
Student Led Conferences
P.E., Graduation, Student Led
Conferences
Student Led Conferences
Data Analysis and Reporting
The TGS data team consists of the Head of School, Program Coordinator, School Counselor and
teachers by department as needed. The team members work collaboratively to review assessment
data to improve instruction. Important goals of these teams are:
Collecting and analyzing data
Comparing student outcomes across grade levels where resources are both identical and
different
Enhancing professional development opportunities targeting student outcomes and
student needs
Providing ongoing feedback about student assessment results and progress to students
and their parents
Reviewing and developing all classroom curriculum and instruction with a focus on
intervention, EL, socially disadvantaged students, and students with disabilities.
TGS reviews data on an ongoing basis due to the multiple measures for student learning and
development of skills. The teaching faculty meets weekly by middle school and high school
level. Teachers use this time to discuss students’ academic progress and behavior issues, plan
upcoming events, review data, communicate about school happenings, get feedback and make
sure teachers are informed, prepared and supported. Additionally, TGS has five full days of inservice
the week before school starts each August and six minimum days annually for
professional development. TGS uses this time for reviewing data, improving instructional
practices, collaborative planning, and use the data to improve learning. The Head of School
participates in all in-service meetings during minimum days and attends the middle and high
school level meetings regularly.
TGS uses Aeries to track and monitor students’ progress using the formative and summative
assessments in classes as well as the variety of assessments detailed above. Data for individual
TGS Charter Renewal PAGE 79 of 127

students is available to all families and students throughout the year at any time through the
Aeries Gradebook application.
The Head of School, Program Coordinator, School Counselor and teachers regularly analyze
student data to identify strengths and weaknesses and create action plans for instruction and
determine areas for intervention for individual students, as well as subgroups, whole classes,
grade levels and schoolwide to help fuel continuous improvements at every level.
The Head of School presents student achievement data and other metrics (attendance, behavior,
survey results, etc.) to TGS Board and the Parent Teacher Group twice a year. These groups
review the data to assess whether TGS is meeting its annual goals and what additional resources
or changes may be needed to ensure the Charter School’s success, specifically through the LCAP
process. Through individual report cards, school newsletters/website, Board meeting agendas
and minutes and other “official” documents (including the LCAP, the School Accountability
Report Card (“SARC”), survey results, etc.) the Charter School distributes information about the
Charter School’s progress, successes and challenges to all stakeholders. Attached as Appendices
I, J and K are TGS’s California Dashboard Report and Local Indicators, SARC, and Parent
Survey Results for 2018 and 2017.
Teacher‐created formative and summative assessments will inform daily and weekly lesson
planning. Teachers will meet in content‐area and level teams to review data generated from
regular student work. These meetings will take place during level meetings, faculty in-service,
and department meetings. This data analysis will help ensure that all students are progressing
toward mastery, and will allow teachers to adjust lessons and assignments to address students’
needs.
The Head of School monitors the progress of all subgroups (particularly language learners and
special education students), and patterns of academic achievement that may indicate declining
progress or inequitable outcomes among different subgroups. Any problematic data trends will
be directly addressed through meetings with individual teachers, departments, levels, and
through the examination of policies or curriculum that may be contributing to declining
achievement or inequities.
All student achievement data and student information is kept in the Aeries school information
system and is available for reporting purposes, including the SARC. Student achievement data
will be disaggregated annually to clearly identify the academic performance of students by
numerically significant subgroups including but not limited to ethnicity, gender, English Learner,
socio‐economically disadvantaged students, and students with disabilities.
Grading, Progress Reporting, and Promotion/Retention
TGS has always used narrative evaluations for student work for 7 th and 8 th grade students. The
purpose behind narrative evaluations is to help students and parents focus on a student’s growth,
improvement and learning of material instead of just focusing on a letter grade. Grove works on
a “growth mindset.” This means we focus on how a student is growing and developing over time,
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and take time to review individual work, not just focusing on summarizing months or an entire
year of work with a simple letter grade.
Exceptional (EP) = work that is truly uncommon and an exception to the norm, when a student
goes far above the standard level of work (for themselves and their grade level). We hope
students will strive to find one or two topics and work each trimester in each class that interest
them enough to put the uncommon effort and attention into the work.
Proficient (PR) = work that demonstrates the standard level of skill or knowledge for
themselves and their grade. This will be the most commonly used mark and will act as a simple
check for some of the work by students.
Below Proficient (BP) = work that demonstrates a student is below the standard level for
themselves and/or their grade level.
Not Completed (NC) = when the teacher has no record of the student’s work.
The following scale will be used when determining grades for 9th through 12th grade
students:
Mark % GPA* Mark % GPA* *Add one point for Honors and Advanced
Placement Classes
A+ 98-100 4.0 C+ 77-79 2.3
**Credit only for students with an IEP or 504 plans.
A 93-97 4.0 C 73-77 2.0
A- 90-92 3.6 C- 70-72 1.6
B+ 87-89 3.3 D+** 67-69 1.3
B 83-86 3.0 D** 63-66 1.0
B- 80-82 2.6 D-** 60-62 0.6
Competency Review
Teachers will finalize their grade reports at the end of each trimester and students will receive a
report card and credits earned. These reports will become part of the student’s permanent record
and used to determine a student’s placement on academic probation, if applicable.
Please see Appendix L for a sample transcript, trimester grade report, and progress report.
Semi-Annual Self-Evaluation (Pre-flective and Reflective Essays with conferences)
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Students at the middle and high school levels will perform a semi-annual self-evaluation along
guidelines developed by the core teachers. This will become part of the student’s permanent
record.
Students graduating from the high school are expected to meet or exceed the entrance
requirements for college or university including the “A-G requirements” of the University of
California. In addition to attaining specific content areas and skill-level standards, students will
also demonstrate overall progress toward graduation readiness through a series of portfolio and
competency reviews at both the junior and senior high school levels.
Accommodations for Students with Special Needs and English Learners
When giving standardized exams and other formal assessments, TGS will provide all students
with special needs with accommodations listed on their IEP. These accommodations often
include testing in a separate room, extra time, and the opportunity to take breaks. The same
philosophy will be applied with EL students and the accommodations they are offered.
Continuous Improvement
TGS is committed to using student performance data to refine and improve the educational
program. TGS is also committed to continually improving its student evaluation process to match
its Montessori educational approach. As outlined above, teachers have many different
opportunities to discuss multiple measures of student progress and collaborate to improve
lessons, unit plans, and assessments.
Students and their families are integrated into the learning process through availability and
communication of student data. They are invited to attend student led conferences, presentations
to the Parent Teacher Group, and TGS Board meetings related to assessment data and are
encouraged to share individual feedback during the presentations.
In order to assure students are making progress towards mastery in courses, progress reports are
sent out three times during a trimester. Students review their progress in courses with assigned
mentors throughout the trimester, and when students are in danger of not achieving 70% mastery,
then relevant faculty members can hold a SST meeting at which strategies can be implemented to
provide extra support to assist the student in achieving mastery. These meetings and methods can
involve, but are not limited to: classroom teachers, mentors, counselors, special education staff,
and administrators. Teachers also inform parents/guardians three weeks prior to the end of the
term if their student is in danger of failing a class. If a student fails to achieve mastery at the end
of a grading term within a course subject, a SST will work to determine a plan of action to
recovery missing academic credits.
TGS Charter Renewal PAGE 82 of 127

Element 4: Governance Structure
Governing Law: The governance structure of the charter school, including, but not limited to,
the process to be followed by the charter school to ensure parental involvement. Education Code
Section 47605(b)(5)(D).
TGS is a directly funded independent charter school and is operated by The Grove High School,
a California Non-Profit Public Benefit Corporation, pursuant to applicable California law.
TGS operates autonomously from the District, with the exception of the supervisory oversight as
required by statute and other contracted services as may be negotiated between the District and
TGS. Pursuant to Education Code Section 47604(c), the District shall not be liable for the debts
and obligations of TGS, operated by a California non-profit benefit corporation, or for claims
arising from the performance of acts, errors, or omissions by TGS as long as the District has
complied with all oversight responsibilities required by law.
Attached, as Appendix M please find The Grove High School’s Articles of Incorporation,
Corporate Bylaws, and Conflict of Interest Code.
Board of Directors
TGS is governed by a corporate Board of Directors (“Board” or “Board of Directors”) according
to its adopted corporate bylaws, which shall align with the terms of this charter.
The Board of TGS is currently composed of a minimum of nine (9) and a maximum of fifteen
(15) directors, including at least the following:
1. Two (2) parents/guardians of currently enrolled students. These positions shall be elected
by the Parent Advisory Committee.
2. One (1) member of the post-secondary educational community. This position shall be
elected by majority vote of the Board.
3. Two (2) Teachers. These positions shall be elected by the Faculty Advisory Committee.
4. One (1) Community Member. This position shall be elected by majority vote of the
Board.
5. Charter School Administrator (Head of School)
A minimum of one director shall hold a Montessori credential.
One representative of the District may, at the District’s sole discretion, serve as a director on the
Board in accordance with Education Code Section 47604(b).
Each director shall hold office unless otherwise removed from office in accordance with the
corporate bylaws for three (3) years and until a successor director has been appointed or elected
as required by the position. Terms are renewable for an additional three (3) year term upon
invitation of and approval by a majority of the Board.
TGS Charter Renewal PAGE 83 of 127

The current Board includes the following members:
Name Category Current Term
Lisa Kensok Chairperson/Parent July 1, 2018 – June 30, 2021
Wendy Blumel Vice-Chair/Community July 1, 2018 – June 30, 2021
Ben Moudry President/Head of School July 1, 2014 – June 30, 2019
Doug Claflin Finance Chair/Parent July 1, 2018 – June 30, 2019
Andy Schadwinkel
Secretary/Parent
Representative/Post-Secondary July 1, 2018 – June 30, 2021
Position to be elected by
Parent Advisory Committee. Parent Representative July 1, 2018 – June 30, 2021
Don Berry Parent July 1, 2018 – June 30, 2021
Michael Paisner Parent July 1, 2018 – June 30, 2021
Mark Sigman Community July 1, 2018 – June 30, 2021
Anke Pilz High School Representative July 1, 2017 – June 30, 2020
Beth Elliott-Hora Middle School Representative July 1, 2018 – June 30, 2021
In the upcoming charter renewal period, the Board expects to review and revise Board
composition requirements to remove employees of TGS as directors, in accordance with best
practices.
Board Meetings and Duties
All Board meetings shall be conducted according to the terms and procedures of the Ralph M.
Brown Act (Government Code Section 54950 et seq.), including the timely notice of all Board of
Directors’ meeting agendas on TGS’s website and at the Charter School’s main office, pursuant
to Government Code Section 54954.2(a). The Board of Directors is fully responsible for the
operation and fiscal affairs of TGS including but not limited to the following:
Hire, supervise, evaluate, discipline, and dismissal of the Head of School of TGS.
Approve all contractual agreements.
Approve and monitor the implementation of general policies of TGS. This includes
effective human resource policies for career growth and compensation of the staff.
Approve and monitor TGS’s annual budget and budget revisions.
Act as a fiscal agent. This includes, but is not limited to, the receipt of funds for the
operation of TGS in accordance with applicable laws and the receipt of grants and
donations consistent with the mission of TGS.
Contract with an external independent auditor to produce an annual financial audit
according to generally accepted accounting practices.
Establish operational committees as needed.
Regularly measure progress of both student and staff performance.
Involve parents and the community in school-related programs.
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Execute all applicable responsibilities provided for in the California Corporations Code.
Engage in ongoing strategic planning.
Approve the school calendar and schedule of Board meetings.
Participate in the dispute resolution procedure and complaint procedures when necessary.
Approve charter amendments as necessary and submit requests for material revisions as
necessary to the District for consideration.
Approve annual independent fiscal audit.
Appoint an administrative panel or act as a hearing body and take action on
recommended student expulsions.
Any action by the Board of Directors can only take place at a duly agendized meeting. In
accordance with Education Code Section 47604.32(a)(4), the District is responsible for
monitoring the fiscal condition of TGS.
TGS has adopted a Conflict of Interest Code which complies with the Political Reform Act,
Corporations Code Conflicts of Interest rules, and which shall be updated with any charter
school specific conflicts of interest laws or regulations. As noted above, the Conflict of Interest
Code is attached within Appendix M.
The Head of School
The Head of School is the leader of TGS. The Head of School ensures that the curriculum is
implemented to maximize student-learning experiences. The Head of School must report directly
to TGS Board of Directors, and s/he is responsible for the orderly operation of TGS and the
supervision of all employees in TGS.
See Appendix N for a full job description for the Head of School.
Parent Participation
TGS supports the parents, faculty, and students to maintain advisory committees to the
Governing Board.
TGS currently has a Parent Advisory Committee (“PAC”), which is the governing body of the
Parent-Teacher Group (“PTG”) of The Grove School. The parents or guardians of all students
enrolled in the Charter School, and all faculty and staff, are automatically members of the PTG.
The PAC is elected by the PTG and is comprised of 6-10 voting members. These include the
following:
President
Vice-President
Secretary
Treasurer
Members at large, up to four. Currently: Chairperson of Fundraising/SCRIP
Two Parent Representatives to The Grove School Board of Directors.
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The PAC represents the parent community and its needs to the administration and the governing
board. The PAC works with the Charter School administration to ensure that student needs are
equitably met, that facilities are safe and provide equal access, and that communication between
school and home is effective and frequent. The PAC shares ideas and concerns with the
administration and the governing board twice a month at the PTG and Board Meetings which are
attended by both PAC representatives and the Head of School.
In addition, parents/guardians are strongly encouraged to volunteer at the Charter School. This
volunteer service takes many forms: classroom/office volunteer hours, facilities maintenance,
board or committee work, field trip supervision, etc. TGS’s goal is to empower parents in the
educational process as partners in their children’s education. Parents are encouraged to become
active in developing their students’ learning plans and in assisting to develop TGS’s curriculum,
evaluation process, and other programs. No child will be excluded from TGS or school activities
due to the failure of his or her parent or legal guardian to volunteer. In addition, TGS also
consults with the PAC regularly regarding TGS’s educational program and policies.
Organization Chart
A copy of the TGS Organizational Chart is attached as Appendix O.
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Element 5: Employee Qualifications
Governing Law: The qualifications to be met by individuals to be employed by the charter
school. Education Code Section 47605(b)(5)(E).
Administrators
Head of School
The Head of School at TGS possesses leadership abilities and a comprehensive educational
vision that is consistent with TGS’s commitment to the Montessori educational method.
TGS’s Head of School must possess a California State Administrative credential or demonstrate
a combination of education and experience that are equivalent to this credential. It is also
preferred that the Head of School have attended Montessori Adolescent Training. Administrative
duties will encompass both the junior and senior high school programs. Please see Appendix N
for a copy of the Head of School’s job description.
Instructional Staff
Core/College Prep Teachers
TGS shall hire and employ a teaching staff who hold California teaching credentials, permits, or
other appropriate documentation issued by the Commission on Teacher Credentialing in
accordance with Education Code Section 47605(l). These documents shall be maintained on file
at TGS and shall be subject to periodic inspection by the District. Teachers will be educators
with an understanding of Montessori education and a genuine interest in self-directed learning.
These teachers will demonstrate proven, in-depth knowledge of the needs of adolescent students.
Each student will be assigned a mentor teacher who will be responsible for overseeing the
student’s academic progress and who will monitor all grading and matriculation decisions for
that student. These teachers will teach core subjects, which at a minimum will include the
subjects of social studies, mathematics, sciences, languages, and the arts. Individuals who do not
hold a valid teaching credential of an appropriate type shall not teach core or college preparatory
courses.
Instructional Aides
Instructional aides who assist teachers and other certificated personnel in instructing reading,
writing, and mathematics shall meet all applicable legal requirements under Education Code
Section 45330, and shall demonstrate at least one of the following:
(1) Completion of at least two years of study at an institution of higher education;
(2) Possession of an associate’s degree or higher; or
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(3) Through a local or state assessment, that is appropriate to the responsibilities to be
assigned to the instructional aide, knowledge of, and ability to assist in, instructing
reading, writing, and mathematics.
Adjunct Faculty and Non-Core Course Instructors
Non-core course teachers and adjunct faculty are professionals and/or experts in their field. They
also possess the willingness and the expertise to impart their knowledge to secondary school age
students. These individuals include, but are not limited to, professors, interns and emeriti from
local universities; local business people; professional artists; writers; scientists; and health-care
professionals. In accordance with Education Code Section 47605(l), TGS acknowledges it is the
intent of the Legislature that charter schools be given flexibility with regard to credentialing
requirements for instructors of non-core, non-college preparatory courses.
Support Staff and Other Personnel
TGS retains and employs non-instructional staff members including secretarial, technological,
agricultural, nutritional, and accounting personnel who possess the experience and expertise
appropriate for the position as outlined in TGS’s staffing plan and personnel policies.
Employee Evaluation Procedures
The Charter School Board has established policies and procedures for the performance
evaluations of faculty and staff. The purpose of these performance evaluations is to promote
greater accountability, which may lead to beneficial changes in professional practice and
improved student achievement.
Professional Development
Each year, as a function of the annual evaluation process, faculty and staff outline goals and
work with Charter School administration to create a professional development plan. The plan
may include training or attendance at Montessori conferences, orientations or courses and/or
other outside training (e.g. AP training or courses in instructional methodology or technology).
In addition, the Charter School provides a week of “in-service” training and hosts outside experts
in technology, curriculum and instruction, and special services as well as an annual safety
training.
Employee Rights
TGS personnel, including teachers, shall be at-will employees of TGS and may be subject to
termination at any time with or without cause and with or without notice. TGS Employee
Handbook sets forth the basis for personnel discipline. Nothing in the Employee Handbook shall
be construed as providing any employee with a permanent position with TGS.
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Element 6: Health and Safety
Procedures
Governing Law: The procedures that the charter school will follow to ensure the health and
safety of pupils and staff. These procedures shall require all of the following:
(i) That each employee of the charter school furnish the charter school with a criminal
record summary as described in Section 44237.
(ii) The development of a school safety plan, which shall include the safety topics listed in
subparagraphs (A) to (H), inclusive, of paragraph (2) of subdivision (a) of Section 32282
and procedures for conducting tactical responses to criminal incidents.
(iii)That the school safety plan be reviewed and updated by March 1 of every year by the
charter school.
Education Code Section 47605(b)(5)(F).
TGS has adopted and implemented a comprehensive set of health, safety and emergency
policies. TGS’s health and safety policies and procedures will be kept on file for review, and
staff will be trained annually on these policies and procedures. These policies have been
developed in consultation with the Charter School's insurance carriers and address the following:
Procedures for Background Checks
Employees and contractors of TGS will be required to submit to a criminal background check
and to furnish a criminal record summary as required by Education Code Sections 44237 and
45125.1. Applicants for employment must submit two sets of fingerprints to the California
Department of Justice for the purpose of obtaining a criminal record summary. The Charter
School shall not hire any person, in either a certificated or classified position, who has been
convicted of a violent or serious felony except as otherwise provided by law, pursuant to
Education Code Sections 44830.1 and 45122.1. The Head of School of TGS shall monitor
compliance with this policy by evaluating personnel records and report to TGS Board of
Directors on a regular basis. The Board Chairperson shall monitor the fingerprinting and
background clearance of the Head of School. Volunteers who will volunteer outside of the direct
supervision of a credentialed employee shall be fingerprinted and receive background clearance
prior to volunteering without the direct supervision of a credentialed employee. TGS will comply
with all applicable legal requirements for handling all confidential information obtained from the
Department of Justice, pursuant to Education Code Section 44237(n).
Tuberculosis Risk Assessment and Examination
Employees, and volunteers who have frequent or prolonged contact with students, will be
assessed and examined (if necessary) for tuberculosis prior to commencing employment and
working with students, and for employees at least once each four years thereafter, as required by
Education Code Section 49406.
Role of Staff as Mandated Child Abuse Reporters
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All employees will be mandated child abuse reporters and will follow all applicable reporting
and training laws, the same policies and procedures used by the District. The Charter School
shall provide mandated reporter training to all employees annually in accordance with Education
Code Section 44691.
Facility Safety
TGS shall comply with Education Code Section 47610 by either utilizing facilities that are either
compliant with the Field Act or compliant with the California Building Standards Code. TGS
agrees to test sprinkler systems, fire extinguishers, and fire alarms annually at its facilities to
ensure that they are maintained in an operable condition at all times. TGS shall conduct fire drills
as required under Education Code Section 32001, and in conjunction with the District (if at
District facilities). Current Grove facilities as well as the refurbishment of the Barton School
House are compliant with the American with Disabilities Act, local building / safety codes,
zoning, and asbestos screening laws.
Emergency Preparedness and Procedures
TGS shall adhere to an Emergency Procedures Handbook drafted specifically to the needs of the
school site in conjunction with law enforcement and the Fire Marshal. The Emergency
Procedures Handbook is included in Appendix P.
TGS has put in place procedures to ensure the safety of all students in an emergency. TGS trains
teachers annually on how to respond in the event of an emergency, and the Charter School holds
fire and lockdown drills throughout the school year. Instructions are posted in each classroom for
fire and earthquake emergencies and lockdown procedures. Specific procedures for different
types of emergencies are outlined in the Protocols for Emergency Situations section of the Staff
Handbook.
Each and every room has an emergency/first aid box with supplies and emergency protocols. All
staff certify and recertify every other year with the American Red Cross CPR and First Aid
training.
In the case of an emergency, TGS will first ensure the safety of students and faculty, then will
communicate with families. TGS will inform parents and guardians about the emergency as soon
as possible through email, text, website, and social media, and inform parents through email,
text, website, and social media when it is safe for students to be released, and how and where
students will be released from campus.
Immunizations
All enrolled students who receive classroom-based instruction will be required to provide records
documenting immunizations as is required at public schools pursuant to Health and Safety Code
Sections 120325-120375, and Title 17, California Code of Regulations Sections 6000-6075. All
rising 7 th grade students must be immunized with a pertussis (whooping cough) vaccine booster.
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Medication in School
TGS will adhere to Education Code Section 49423 regarding administration of medication in
school. The Charter School will adhere to Education Code Section 49414 regarding epinephrine
auto-injectors and training for staff members. TGS has an on-call contract with a registered nurse
who has trained staff members in administration of medication but does not have a health care
staff member who administers medication to students. There are two designated health clerks for
TGS, one at each campus.
All medicine (prescription and over-the-counter) will be kept in the school office in a secured
cabinet. All medication to be given to the student must have a completed “Authorization for
Administration of Medication” form signed by a medical provider. All Medication must be in the
original labeled container as dispensed or in the manufacturer’s labeled container. Annual
renewal of authorization is required.
For students who need to carry an inhaler or epi-pen with them, TGS requires a completed
“Authorization to Self-Administer Medication at School” form signed by both medical provider
and parents. Annual renewal of authorization is required.
Vision, Hearing, and Scoliosis
Students will be screened for vision, hearing and scoliosis. TGS will adhere to Education Code
Section 49450, et seq., as applicable to the grade levels served by TGS.
Diabetes
TGS will provide an information sheet regarding type 2 diabetes to the parent or guardian of
incoming 7 th grade students, pursuant to Education Code Section 49452.7. The information sheet
shall include, but shall not be limited to, all of the following:
1. A description of type 2 diabetes.
10. A description of the risk factors and warning signs associated with type 2 diabetes.
11. A recommendation that students displaying or possibly suffering from risk factors or
warning signs associated with type 2 diabetes should be screened for type 2 diabetes.
12. A description of treatments and prevention methods of type 2 diabetes.
13. A description of the different types of diabetes screening tests available.
Suicide Prevention Policy
The Charter School shall maintain a policy on student suicide prevention in accordance with
Education Code Section 215.
Nutritionally Adequate Free or Reduced Price Meal
The Charter School shall provide each needy student, as defined in Education Code Section
49552, with one nutritionally adequate free or reduced-price meal, as defined in Education Code
Section 49553(a), during each school day.
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California Healthy Youth Act
The Charter School shall teach sexual health education and human immunodeficiency virus
(“HIV”) prevention education to students in grades 7-12, at least once in junior high or middle
school and at least once in high school, pursuant to the California Healthy Youth Act (Education
Code Section 51930, et seq.).
Comprehensive School Safety Plan
The Charter School shall adopt a Comprehensive School Safety Plan, to be reviewed and
updated by March 1 of every year, which shall include, but not be limited to: (1) an assessment
of the current status of school crime committed on Charter School facilities and at Charter
School-related functions; and (2) identifying appropriate strategies and programs that will
provide or maintain a high level of school safety and address the Charter School’s procedures for
complying with applicable laws related to school safety, which shall include the development of
all of the following pursuant to Education Code Section 32282(a)(2)(A)-(J):
child abuse reporting procedures
routine and emergency disaster procedures
policies for students who committed an act under Section 48915 and other Charter
School-designated serious acts leading to suspension, expulsion, or mandatory expulsion
recommendations
procedures to notify teachers of dangerous students pursuant to Education Code Section
49079
a discrimination and harassment policy consistent with Education Code Section 200
provisions of any schoolwide dress code that prohibits students from wearing “gangrelated
apparel,” if applicable
procedures for safe ingress and egress of pupils, parents, and employees to and from the
Charter School
a safe and orderly environment conductive to learning
the rules and procedures on Charter School discipline
procedures for conducting tactical responses to criminal incidents
Blood-borne Pathogens
TGS shall meet state and federal standards for dealing with blood borne pathogens and other
potentially infectious materials in the work place. The Board shall establish a written infectious
control plan designed to protect employees and students from possible infection due to contact
with blood borne viruses, including human immunodeficiency virus (“HIV”) and hepatitis B
virus (“HBV”).
Whenever exposed to blood or other bodily fluids through injury or accident, staff and students
shall follow the latest medical protocol for disinfecting procedures.
Drug Free/Alcohol Free/Smoke Free Environment
TGS shall function as a drug, alcohol and smoke free workplace.
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TGS supports abstinence by all students so that they can reach their full physical, intellectual,
emotional, and social potential. Any use of alcohol, mind-altering drugs, tobacco, or vaporizers
will be seen as evidence that students no longer wish to be involved in TGS program and will
render students eligible for expulsion. In addition to expulsion from the program, TGS will
comply with the law by notifying law enforcement authorities if such use or possession occurs.
Comprehensive Anti-Discrimination and Harassment Policies and Procedures
TGS is committed to providing a school that is free from discrimination and sexual harassment,
as well as any harassment based upon the actual or perceived characteristics of race, religion,
creed, color, gender, gender identity, gender expression, nationality, national origin, ancestry,
ethnic group identification, genetic information, age, medical condition, marital status, sexual
orientation, sex and pregnancy, physical or mental disability, childbirth or related medical
conditions, military and veteran status, denial of family and medical care leave, or on the basis of
a person’s association with a person or group with one or more of these actual or perceived
characteristics, or any other basis protected by federal, state, local law, ordinance or regulation.
TGS has developed a comprehensive policy to prevent and immediately remediate any concerns
about discrimination or harassment at TGS (including employee to employee, employee to
student, student to student, and student to employee misconduct). Misconduct of this nature is
very serious and will be addressed in accordance with the Charter School’s comprehensive antidiscrimination
and harassment policies. Please see Appendix Q for a copy of TGS’s
comprehensive complaint policies.
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Element 7: Racial and Ethnic
Balance
Governing Law: The means by which the charter school will achieve a racial and ethnic balance
among its pupils that is reflective of the general population residing within the territorial
jurisdiction of the district to which the charter petition is submitted. Education Code Section
47605(b)(5)(G).
TGS will offer open enrollment to all students regardless of the characteristics listed in
Education Code Section 220 (actual or perceived disability, gender, gender expression, gender
identity, nationality, race or ethnicity, religion, sexual orientation, or any other characteristic that
is contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code,
including immigration status, or association with an individual who has any of the
aforementioned characteristics). TGS will endeavor to recruit a diverse student population from
Redlands and the surrounding community. It is also TGS’s intention that its students understand
and value its mission and be committed to its instructional and operational philosophy.
To achieve a racial and ethnic balance that is reflective of the general population residing within
the territorial jurisdiction of the District, TGS will implement a student recruitment strategy that
includes the following:
An enrollment timeline and process that allows a broad-based recruiting and application
process.
Distribution of promotional and informational material designed to inform and promote
TGS to diverse racial and ethnic groups in the District.
Distribution of promotional and informational materials to a broad variety of community
groups and agencies that serve the various racial, ethnic, and interest groups represented
in the District.
In addition, students in the attendance boundaries of Mission Elementary School, a very racially
and ethnically diverse area in the District, are given preference in TGS’ lottery as described in
Element 8 below.
See Appendix B for the complete Enrollment and Outreach Plan. The Head of School shall
review student demographic data on a regular basis to ensure the Charter School is meeting its
commitment to a racial and ethnic balance and make recommendations to the Board of Directors,
as necessary, regarding adjustment of the above recruitment strategies.
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Element 8: Admissions Policies and
Procedures
Governing Law: Admission policies and procedures, consistent with [Education Code Section
47605] subdivision (d). Education Code Section 47605(b)(5)(H).
TGS will be nonsectarian in its programs, admission policies, and all other operations, and will
not charge tuition nor discriminate against any student based upon any of the characteristics
listed in Education Code Section 220.
TGS shall admit all pupils who wish to attend the Charter School. No test or assessment shall be
administered to students prior to acceptance and enrollment into TGS. TGS will comply with all
laws establishing minimum and maximum age for public school attendance in charter schools.
Admission, except in the case of a public random drawing, shall not be determined by the place
of residence of the pupil or his or her parent or legal guardian within the state. In accordance
with Education Code Sections 49011 and 47605(d)(2)(B)(iv), admission preferences shall not
require mandatory parental volunteer hours as a criterion for admission or continued enrollment.
Public Random Drawing
The Charter School shall require students who wish to attend the Charter School to complete an
application. Applications will be accepted during a publicly advertised open enrollment period
each year for enrollment in the following school year. Following the open enrollment period
each year, applications shall be counted to determine whether any grade level has received more
applications than availability. In the event that this happens, the Charter School will hold a
public random drawing (or “lottery”) to determine admission for the impacted grade level, with
the exception of existing students, who are guaranteed admission in the following school year.
TGS has established an annual recruiting and admissions cycle, which shall include reasonable
time for all of the following: 1) outreach, 2) voluntary orientation and informational briefings for
parents and students, 3) admissions application period, 4) an admissions lottery if necessary, and
5) enrollment. The Charter School will fill vacancies or openings that become available after this
process through the use of a wait list established from the admissions lottery, as described below.
In the event that the number of students seeking admission exceeds the Charter School’s
maximum enrollment, admission preferences in the lottery shall be given to the following
students in the following order:
1. Children of TGS faculty* who are residents of the District
2. Children of TGS faculty* who are not residents of the District
3. Siblings of students admitted to or attending TGS who are residents of the District
4. Siblings of students admitted to or attending TGS who are not residents of the District
5. Students who are currently enrolled in Mission Elementary School and students who
reside in the Mission Elementary School attendance area (for purposes of the SB 740
Charter School Facility Grant Program)
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6. Students with upper elementary (grades 4-6) transcripts from a Montessori school who
are residents of the District. The Montessori school must be accredited and have a
demonstrated affiliation with national Montessori bodies including, but not limited to,
Association Montessori Internationale (“AMI”), the American Montessori Society
(“AMS”), and Montessori Accreditation Council for Teacher Education (“MACTE”).
7. Students with upper elementary (grades 4-6) transcripts from a Montessori school who
are not residents of the District. The Montessori school must be accredited and have a
demonstrated affiliation with national Montessori bodies including, but not limited to,
AMI and AMS, or whose teachers have an AMI, AMS, or diploma from a MACTE
accredited school.
8. Residents of the District
9. All other applicants
The Charter School and the District agree to adhere to the requirements related to admission
preferences as set forth in Education Code Section 47605(d)(2)(B)(i)-(iv).
*“Faculty” is defined as full-time teaching faculty/staff who work 30 hours or more per week at
TGS.
Typically, TGS receives applications in excess of the number of spaces available. In early
Spring, TGS conducts its lottery for admission to the Charter School for the following academic
year. To be part of the lottery, a family must complete an application. The application must be
completed and turned into TGS no later than 5:00 p.m. by the deadline set in March of the
current academic year. Each completed application will be assigned a number.
The Board of Directors will take all necessary efforts to ensure lottery procedures are fairly
executed.
Before the public lottery, each completed lottery packet is checked for completeness and to place
the student in the correct preference. Placement is independently verified by two office staff
members. The student names are entered into a spreadsheet in preference order and by grade
level; this spreadsheet is then sent to the accountant, who does an additional check for siblings
and employee preferences. The accountant then alphabetizes the list under each preference and
assigns each student in each grade level a number, and prints cards for each student with number
and name.
The lottery is conducted in public. Anyone from the community may attend the lottery. The
lottery process is explained before drawing begins, and any questions are answered both before
and after the drawing. The numbered list of names of students who have entered the lottery is
also available for inspection.
The accountant uses numbered chips that correspond to the numbers assigned to each student to
draw names. Within each grade level, students will be drawn from pools beginning with all
applicants who qualify for the first preference category, and shall continue with that preference
category until all vacancies within that grade level have been filled. Chips are placed in an
opaque container in front of attendees in order of grade level and preference. The container is
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shaken, and the chips are drawn by another person designated by the Head of School and
displayed clearly to the lottery attendees while the accountant reads the name associated with
that number. The person drawing the chips has no personal stake in the lottery.
The corresponding name card is taped to a numbered board in draw order, and a handwritten list
is also kept of the lottery draw. If there are more students in a grade level than there are spaces
available, the drawing continues and students are placed on a wait list in draw order, until all
lottery entrants for that grade level have been placed on the wait list.
After the lottery, photographs are taken of the list of names on the board, and compared to and
kept with the handwritten list. These records are scanned and shared between the accountant and
the lottery office staff, and kept in the accountant’s files and high school office files for the fiscal
year.
Students who are selected for enrollment in the lottery are informed by letter within three days of
the lottery. Students who are on the wait list are also informed within three days, as described
below, and given their position on the list.
If a student is pulled from the waiting list, families are notified of their student's available place
at Grove twice via telephone and twice via email over the course of three days. If no response is
received, we send a letter notifying the family. After one week, if no response if received from
that family, we move to the next name on the list.
Public random drawing rules, deadlines, dates and times will be communicated in the application
form and on the Charter School’s website. Public notice for the date and time of the public
random drawing will also be posted once the application deadline has passed. The Charter
School will also inform all applicants and interested parties of the rules to be followed during the
public random drawing process via mail or email at least two weeks prior to the lottery date.
Upon admission to the Charter School, prospective students and their parents/guardians must
agree to the following:
To participate in an informational orientation meeting regarding the Charter School at
which time its educational mission and student and parental duties and responsibilities
will be discussed.
All required application materials must be returned to the Charter School in a timely
manner.
The student must take responsibility for his or her education and be an independent and
self-motivated learner while at school.
The student must uphold the conditions detailed in the Student Handbook and as set forth
in the voluntary informational orientation meeting.
Both student and parent/guardian must complete a written contract with the Charter
School and agree to follow its rules and be committed to its goals, objectives and mission
statement.
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Element 9: Financial Audits
Governing Law: 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 chartering authority.
Education Code Section 47605(b)(5)(I).
An annual independent financial audit of the books and records of TGS will be conducted as
required by Education Code Sections 47605(b)(5)(I) and 47605(m). The books and records of
TGS will be kept in accordance with generally accepted accounting principles, and as required
by applicable law, the audit will employ generally accepted accounting procedures. The audit
shall be conducted in accordance with applicable provisions within the California Code of
Regulations governing audits of charter schools as published in the State Controller’s K-12 Audit
Guide.
The Finance Committee of the Grove Board will select an independent auditor through a request
for proposal format. The auditor will have, at a minimum, a CPA and educational institution
audit experience and will be approved by the State Controller on its published list as an
educational audit provider. To the extent required under applicable federal law, the audit scope
will be expanded to include items and processes specified in applicable Office of Management
and Budget Circulars.
The annual audit will be completed and forwarded to the District, the County Superintendent of
Schools, the State Controller, and to the CDE by the 15 th of December of each year. The Head of
School, along with the audit committee, will review any audit exceptions or deficiencies and
report to TGS Board of Directors with recommendations on how to resolve them. The Board will
submit a report to the District describing how the exceptions and deficiencies have been or will
be resolved to the satisfaction of the District along with an anticipated timeline for the same.
Audit appeals or requests for summary review shall be submitted to the Education Audit Appeals
Panel (“EAAP”) in accordance with applicable law.
The independent financial audit of TGS is a public record to be provided to the public upon
request.
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Element 10: Pupil Suspension and
Expulsion Procedures
Governing Law: The procedures by which pupils can be suspended or expelled from the charter
school for disciplinary reasons or otherwise involuntarily removed from the charter school for
any reason. These procedures, at a minimum, shall include an explanation of how the charter
school will comply with federal and state constitutional procedural and substantive due process
requirements that is consistent with all of the following:
(i) For suspensions of fewer than 10 days, provide oral or written notice of the charges
against the pupil and, if the pupil denies the charges, an explanation of the evidence that
supports the charges and an opportunity for the pupil to present his or her side of the
story.
(ii) For suspensions of 10 days or more and all other expulsions for disciplinary reasons,
both of the following:
(I) Provide timely, written notice of the charges against the pupil and an
explanation of the pupil’s basic rights.
(II) Provide a hearing adjudicated by a neutral officer within a reasonable
number of days at which the pupil has a fair opportunity to present testimony,
evidence, and witnesses and confront and cross-examine adverse witnesses, and
at which the pupil has the right to bring legal counsel or an advocate.
(iii) Contain a clear statement that no pupil shall be involuntarily removed by the charter
school for any reason unless the parent or guardian of the pupil has been provided
written notice of intent to remove the pupil no less than five school days before the
effective date of the action. The written notice shall be in the native language of the pupil
or the pupil’s parent or guardian or, if the pupil is a foster child or youth or a homeless
child or youth, the pupil’s educational rights holder, and shall inform him or her of the
right to initiate the procedures specified in clause (ii) before the effective date of the
action. If the pupil’s parent, guardian, or educational rights holder initiates the
procedures specified in clause (ii), the pupil shall remain enrolled and shall not be
removed until the charter school issues a final decision. For purposes of this clause,
“involuntarily removed” includes disenrolled, dismissed, transferred, or terminated, but
does not include suspensions specified in clauses (i) and (ii). Education Code Section
47605(b)(5)(J).
The Charter School maintains a comprehensive set of policies, which reflect the expectations for
student behavior and academic progress. Expectations regarding attendance, mutual respect,
substance abuse, violence, safety and work habits are clearly defined in the Charter School
Student Handbook. Upon enrollment, each student will read the Handbook and agree in writing
to abide by it. The Charter School will notify the District of any expulsions and will include
suspension and expulsion data in its annual performance report.
Suspension and Expulsion Policy and Procedures
This Pupil Suspension and Expulsion Policy has been established to promote learning and
protect the safety and wellbeing of all students at the Charter School. In creating this policy, the
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Charter School has accounted for the safety and health of the Charter School’s staff, visitors, and
students, and reviewed Education Code Section 48900 et seq. which describes the noncharter
schools’ list of offenses and procedures to establish its list of offenses and procedures for
suspensions and expulsions. The language that follows closely mirrors the language of Education
Code Section 48900 et seq. The Charter School is committed to annual review of policies and
procedures surrounding suspensions and expulsions and, as necessary, modification of the lists of
offenses for which students are subject to suspension or expulsion.
When the Policy is violated, it may be necessary to suspend or expel a student from regular
classroom instruction. This policy shall serve as the Charter School’s policy and procedures for
student suspension and expulsion and it may be amended from time to time without the need to
amend the charter so long as the amendments comport with legal requirements. Charter School
staff shall enforce disciplinary rules and procedures fairly and consistently among all students.
This Policy and its Procedures will be printed and distributed as part of the Student Handbook
and will clearly describe discipline expectations. The Charter School ensures that non-English
speaking parents/guardians and students are informed of the Charter School’s disciplinary
policies, procedures, and their due process rights during a 90-minute orientation meeting upon
enrollment, followed up by a Parent Advisory Committee-developed group forum at the
beginning of the year. Translators are also available for these meetings.
Corporal punishment shall not be used as a disciplinary measure against any student. Corporal
punishment includes the willful infliction of or willfully causing the infliction of physical pain on
a student. For purposes of the Policy, corporal punishment does not include an employee’s use of
force that is reasonable and necessary to protect the employee, students, staff or other persons or
to prevent damage to school property.
The Charter School administration shall ensure that students and their parents/guardians are
notified in writing upon enrollment of all discipline policies and procedures. The notice shall
state that this Policy and Procedures are available on request at the Charter School’s main office.
Suspended or expelled students shall be excluded from all school and school-related activities
unless otherwise agreed during the period of suspension or expulsion.
A student identified as an individual with disabilities or for whom the Charter School has a basis
of knowledge of a suspected disability pursuant to the Individuals with Disabilities Education
Improvement Act of 2004 (“IDEIA”) or who is qualified for services under Section 504 of the
Rehabilitation Act of 1973 (“Section 504”) is subject to the same grounds for suspension and
expulsion and is accorded the same due process procedures applicable to general education
students except when federal and state law mandates additional or different procedures. The
Charter School will follow all applicable federal and state laws including but not limited to the
California Education Code, when imposing any form of discipline on a student identified as an
individual with disabilities or for whom the Charter School has a basis of knowledge of a
suspected disability or who is otherwise qualified for such services or protections in according
due process to such students.
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No student shall be involuntarily removed by the Charter School for any reason unless the parent
or guardian of the student has been provided written notice of intent to remove the student no
less than five schooldays before the effective date of the action. The written notice shall be in the
native language of the student or the student’s parent or guardian or, if the student is a foster
child or youth or a homeless child or youth, the student’s educational rights holder, and shall
inform him or her of the basis for which the pupil is being involuntarily removed and his or her
right to request a hearing to challenge the involuntary removal. If a parent, guardian, or
educational rights holder requests a hearing, the Charter School shall utilize the same hearing
procedures specified below for expulsions, before the effective date of the action to involuntarily
remove the student. If the student’s parent, guardian, or educational rights holder requests a
hearing, the student shall remain enrolled and shall not be removed until the Charter School
issues a final decision. As used herein, “involuntarily removed” includes disenrolled, dismissed,
transferred, or terminated, but does not include removals for misconduct which may be grounds
for suspension or expulsion as enumerated below.
A. Grounds for Suspension and Expulsion of Students
A student may be suspended or expelled for prohibited misconduct if the act is related to school
activity or school attendance occurring at any time including but not limited to: a) while on
school grounds; b) while going to or coming from school; c) during the lunch period, whether on
or off the school campus; d) during, going to, or coming from a school-sponsored activity.
B. Enumerated Offenses
1. Discretionary Suspension Offenses. Students may be suspended for any of the following
acts when it is determined the pupil:
a) Caused, attempted to cause, or threatened to cause physical injury to another
person.
b) Willfully used force or violence upon the person of another, except self-defense.
c) Unlawfully possessed, used, or otherwise furnished, or was under the influence of
any controlled substance, as defined in Health and Safety Code Sections 11053-
11058, alcoholic beverage, or intoxicant of any kind.
d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as
defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or
intoxicant of any kind, and then sold, delivered or otherwise furnished to any
person another liquid substance or material and represented same as controlled
substance, alcoholic beverage or intoxicant.
e) Committed or attempted to commit robbery or extortion.
f) Caused or attempted to cause damage to school property or private property,
which includes but is not limited to, electronic files and databases.
g) Stole or attempted to steal school property or private property, which includes but
is not limited to, electronic files and databases.
h) Possessed or used tobacco or products containing tobacco or nicotine products,
including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes,
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smokeless tobacco, snuff, chew packets and betel. This section does not prohibit
the use of his or her own prescription products by a pupil.
i) Committed an obscene act or engaged in habitual profanity or vulgarity.
j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any
drug paraphernalia, as defined in Health and Safety Code Section 11014.5.
k) Disrupted school activities or otherwise willfully defied the valid authority of
supervisors, teachers, administrators, other school officials, or other school
personnel engaged in the performance of their duties.
l) Knowingly received stolen school property or private property, which includes
but is not limited to, electronic files and databases.
m) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially
similar in physical properties to an existing firearm as to lead a reasonable person
to conclude that the replica is a firearm.
n) Harassed, threatened, or intimidated a student who is a complaining witness or
witness in a school disciplinary proceeding for the purpose of preventing that
student from being a witness and/or retaliating against that student for being a
witness.
o) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription
drug Soma.
p) Engaged in, or attempted to engage in, hazing. For the purposes of this
subdivision, “hazing” means a method of initiation or preinitiation into a pupil
organization or body, whether or not the organization or body is officially
recognized by an educational institution, which is likely to cause serious bodily
injury or personal degradation or disgrace resulting in physical or mental harm to
a former, current, or prospective pupil. For purposes of this section, “hazing” does
not include athletic events or school-sanctioned events.
q) Made terroristic threats against school officials and/or school property, which
includes but is not limited to, electronic files and databases. For purposes of this
section, “terroristic threat” shall include any statement, whether written or oral, by
a person who willfully threatens to commit a crime which will result in death,
great bodily injury to another person, or property damage in excess of one
thousand dollars ($1,000), with the specific intent that the statement is to be taken
as a threat, even if there is no intent of actually carrying it out, which, on its face
and under the circumstances in which it is made, is so unequivocal, unconditional,
immediate, and specific as to convey to the person threatened, a gravity of
purpose and an immediate prospect of execution of the threat, and thereby causes
that person reasonably to be in sustained fear for his or her own safety or for his
or her immediate family’s safety, or for the protection of school property, which
includes but is not limited to, electronic files and databases, or the personal
property of the person threatened or his or her immediate family.
r) Committed sexual harassment, as defined in Education Code Section 212.5. For
the purposes of this section, the conduct described in Section 212.5 must be
considered by a reasonable person of the same gender as the victim to be
sufficiently severe or pervasive to have a negative impact upon the individual’s
academic performance or to create an intimidating, hostile, or offensive
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educational environment. This section shall apply to pupils in any of grades 4 to
12, inclusive.
s) Caused, attempted to cause, threatened to cause or participated in an act of hate
violence, as defined in subdivision (e) of Section 233 of the Education Code. This
section shall apply to pupils in any of grades 4 to 12, inclusive.
t) Intentionally harassed, threatened or intimidated school personnel or volunteers
and/or a student or group of students to the extent of having the actual and
reasonably expected effect of materially disrupting class work, creating
substantial disorder and invading the rights of either school personnel or
volunteers and/or student(s) by creating an intimidating or hostile educational
environment. This section shall apply to pupils in any of grades 4 to 12, inclusive.
u) Engaged in an act of bullying, including, but not limited to, bullying committed
by means of an electronic act.
1) “Bullying” means any severe or pervasive physical or verbal act or conduct,
including communications made in writing or by means of an electronic act,
and including one or more acts committed by a student or group of students
which would be deemed hate violence or harassment, threats, or intimidation,
which are directed toward one or more students that has or can be reasonably
predicted to have the effect of one or more of the following:
i. Placing a reasonable student (defined as a student, including, but is
not limited to, a student with exceptional needs, who exercises
average care, skill, and judgment in conduct for a person of his or
her age, or for a person of his or her age with exceptional needs) or
students in fear of harm to that student’s or those students’ person
or property.
ii. Causing a reasonable student to experience a substantially
detrimental effect on his or her physical or mental health.
iii. Causing a reasonable student to experience substantial interference
with his or her academic performance.
iv. Causing a reasonable student to experience substantial interference
with his or her ability to participate in or benefit from the services,
activities, or privileges provided by the Charter School.
2) “Electronic Act” means the creation or transmission originated on or off
the schoolsite, by means of an electronic device, including, but not limited
to, a telephone, wireless telephone, or other wireless communication
device, computer, or pager, of a communication, including, but not limited
to, any of the following:
i. A message, text, sound, video, or image.
ii. A post on a social network Internet Web site including, but not
limited to:
(a) Posting to or creating a burn page. A “burn page” means an
Internet Web site created for the purpose of having one or
more of the effects as listed in subparagraph (1) above.
(b) Creating a credible impersonation of another actual pupil
for the purpose of having one or more of the effects listed
in subparagraph (1) above. “Credible impersonation”
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means to knowingly and without consent impersonate a
pupil for the purpose of bullying the pupil and such that
another pupil would reasonably believe, or has reasonably
believed, that the pupil was or is the pupil who was
impersonated.
(c) Creating a false profile for the purpose of having one or
more of the effects listed in subparagraph (1) above. “False
profile” means a profile of a fictitious pupil or a profile
using the likeness or attributes of an actual pupil other than
the pupil who created the false profile.
iii. An act of cyber sexual bullying.
(a) For purposes of this clause, “cyber sexual bullying” means
the dissemination of, or the solicitation or incitement to
disseminate, a photograph or other visual recording by a
pupil to another pupil or to school personnel by means of
an electronic act that has or can be reasonably predicted to
have one or more of the effects described in subparagraphs
(i) to (iv), inclusive, of paragraph (1). A photograph or
other visual recording, as described above, shall include the
depiction of a nude, semi-nude, or sexually explicit
photograph or other visual recording of a minor where the
minor is identifiable from the photograph, visual recording,
or other electronic act.
(b) For purposes of this clause, “cyber sexual bullying” does
not include a depiction, portrayal, or image that has any
serious literary, artistic, educational, political, or scientific
value or that involves athletic events or school-sanctioned
activities.
3) Notwithstanding subparagraphs (1) and (2) above, an electronic act shall
not constitute pervasive conduct solely on the basis that it has been
transmitted on the Internet or is currently posted on the Internet.
w) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the
infliction or attempted infliction of physical injury to another person may be
subject to suspension, but not expulsion, except that a pupil who has been
adjudged by a juvenile court to have committed, as an aider and abettor, a crime
of physical violence in which the victim suffered great bodily injury or serious
bodily injury shall be subject to discipline pursuant to subdivision (1)(a)-(b).
x) Possessed, sold, or otherwise furnished any knife unless, in the case of possession
of any object of this type, the student had obtained written permission to possess
the item from a certificated school employee, with the Head of School or
designee’s concurrence.
2. Non-Discretionary Suspension Offenses: Students must be suspended and recommended
for expulsion for any of the following acts when it is determined the pupil:
a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous
object unless, in the case of possession of any object of this type, the students had
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obtained written permission to possess the item from a certificated school
employee, with the Head of School or designee’s concurrence.
b) Brandishing a knife at another person.
c) Unlawfully selling a controlled substance listed in Health and Safety Code
Section 11053, et seq.
d) Committing or attempting to commit a sexual assault or committing a sexual
battery as defined in Education Code Section 48900(n).
3. Discretionary Expellable Offenses: Students may be recommended for expulsion for any
of the following acts when it is determined the pupil:
a) Caused, attempted to cause, or threatened to cause physical injury to another
person.
b) Willfully used force or violence upon the person of another, except self-defense.
c) Unlawfully possessed, used, sold or otherwise furnished, or was under the
influence of any controlled substance, as defined in Health and Safety Code
Sections 11053-11058, alcoholic beverage, or intoxicant of any kind.
d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as
defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or
intoxicant of any kind, and then sold, delivered or otherwise furnished to any
person another liquid substance or material and represented same as controlled
substance, alcoholic beverage or intoxicant.
e) Committed or attempted to commit robbery or extortion.
f) Caused or attempted to cause damage to school property or private property,
which includes but is not limited to, electronic files and databases.
g) Stole or attempted to steal school property or private property, which includes but
is not limited to, electronic files and databases.
h) Possessed or used tobacco or products containing tobacco or nicotine products,
including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes,
smokeless tobacco, snuff, chew packets and betel. This section does not prohibit
the use of his or her own prescription products by a pupil.
i) Committed an obscene act or engaged in habitual profanity or vulgarity.
j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any
drug paraphernalia, as defined in Health and Safety Code Section 11014.5.
k) Knowingly received stolen school property or private property, which includes
but is not limited to, electronic files and databases.
l) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially
similar in physical properties to an existing firearm as to lead a reasonable person
to conclude that the replica is a firearm.
m) Harassed, threatened, or intimidated a student who is a complaining witness or
witness in a school disciplinary proceeding for the purpose of preventing that
student from being a witness and/or retaliating against that student for being a
witness.
n) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription
drug Soma.
o) Engaged in, or attempted to engage in hazing. For the purposes of this
subdivision, “hazing” means a method of initiation or preinitiation into a pupil
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organization or body, whether or not the organization or body is officially
recognized by an educational institution, which is likely to cause serious bodily
injury or personal degradation or disgrace resulting in physical or mental harm to
a former, current, or prospective pupil. For purposes of this section, “hazing” does
not include athletic events or school-sanctioned events.
p) Made terroristic threats against school officials and/or school property, which
includes but is not limited to, electronic files and databases. For purposes of this
section, “terroristic threat” shall include any statement, whether written or oral, by
a person who willfully threatens to commit a crime which will result in death,
great bodily injury to another person, or property damage in excess of one
thousand dollars ($1,000), with the specific intent that the statement is to be taken
as a threat, even if there is no intent of actually carrying it out, which, on its face
and under the circumstances in which it is made, is so unequivocal, unconditional,
immediate, and specific as to convey to the person threatened, a gravity of
purpose and an immediate prospect of execution of the threat, and thereby causes
that person reasonably to be in sustained fear for his or her own safety or for his
or her immediate family’s safety, or for the protection of school property, which
includes but is not limited to, electronic files and databases, or the personal
property of the person threatened or his or her immediate family.
q) Committed sexual harassment, as defined in Education Code Section 212.5. For
the purposes of this section, the conduct described in Section 212.5 must be
considered by a reasonable person of the same gender as the victim to be
sufficiently severe or pervasive to have a negative impact upon the individual’s
academic performance or to create an intimidating, hostile, or offensive
educational environment. This section shall apply to pupils in any of grades 4 to
12, inclusive.
r) Caused, attempted to cause, threatened to cause or participated in an act of hate
violence, as defined in subdivision (e) of Section 233 of the Education Code. This
section shall apply to pupils in any of grades 4 to 12, inclusive.
s) Intentionally harassed, threatened or intimidated school personnel or volunteers
and/or a student or group of students to the extent of having the actual and
reasonably expected effect of materially disrupting class work, creating
substantial disorder and invading the rights of either school personnel or
volunteers and/or student(s) by creating an intimidating or hostile educational
environment. This section shall apply to pupils in any of grades 4 to 12, inclusive.
t) Engaged in an act of bullying, including, but not limited to, bullying committed
by means of an electronic act.
1) “Bullying” means any severe or pervasive physical or verbal act or conduct,
including communications made in writing or by means of an electronic act, and
including one or more acts committed by a student or group of students which
would be deemed hate violence or harassment, threats, or intimidation, which are
directed toward one or more students that has or can be reasonably predicted to
have the effect of one or more of the following:
i. Placing a reasonable student (defined as a student, including, but is not
limited to, a student with exceptional needs, who exercises average care,
skill, and judgment in conduct for a person of his or her age, or for a
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person of his or her age with exceptional needs) or students in fear of harm
to that student’s or those students’ person or property.
ii. Causing a reasonable student to experience a substantially detrimental
effect on his or her physical or mental health.
iii. Causing a reasonable student to experience substantial interference with
his or her academic performance.
iv. Causing a reasonable student to experience substantial interference with
his or her ability to participate in or benefit from the services, activities, or
privileges provided by the Charter School.
2) “Electronic Act” means the creation or transmission originated on or off the
schoolsite, by means of an electronic device, including, but not limited to, a
telephone, wireless telephone, or other wireless communication device, computer,
or pager, of a communication, including, but not limited to, any of the following:
i. A message, text, sound, video, or image.
ii. A post on a social network Internet Web site including, but not limited to:
(a) Posting to or creating a burn page. A “burn page” means an
Internet Web site created for the purpose of having one or more of
the effects as listed in subparagraph (1) above.
(b) Creating a credible impersonation of another actual pupil for the
purpose of having one or more of the effects listed in subparagraph
above. “Credible impersonation” means to knowingly and without
consent impersonate a pupil for the purpose of bullying the pupil
and such that another pupil would reasonably believe, or has
reasonably believed, that the pupil was or is the pupil who was
impersonated.
(c) Creating a false profile for the purpose of having one or more of
the effects listed in subparagraph (1) above. “False profile” means
a profile of a fictitious pupil or a profile using the likeness or
attributes of an actual pupil other than the pupil who created the
false profile.
iii. An act of cyber sexual bullying.
(a) For purposes of this clause, “cyber sexual bullying” means the
dissemination of, or the solicitation or incitement to disseminate, a
photograph or other visual recording by a pupil to another pupil or
to school personnel by means of an electronic act that has or can be
reasonably predicted to have one or more of the effects described
in subparagraphs (i) to (iv), inclusive, of paragraph (1). A
photograph or other visual recording, as described above, shall
include the depiction of a nude, semi-nude, or sexually explicit
photograph or other visual recording of a minor where the minor is
identifiable from the photograph, visual recording, or other
electronic act.
(b) For purposes of this clause, “cyber sexual bullying” does not
include a depiction, portrayal, or image that has any serious
literary, artistic, educational, political, or scientific value or that
involves athletic events or school-sanctioned activities.
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3) Notwithstanding subparagraphs (1) and (2) above, an electronic act shall not
constitute pervasive conduct solely on the basis that it has been transmitted on the
Internet or is currently posted on the Internet.
w) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the
infliction or attempted infliction of physical injury to another person may be
subject to suspension, but not expulsion, except that a pupil who has been
adjudged by a juvenile court to have committed, as an aider and abettor, a crime
of physical violence in which the victim suffered great bodily injury or serious
bodily injury shall be subject to discipline pursuant to subdivision (3)(a)-(b).
x) Possessed, sold, or otherwise furnished any knife unless, in the case of possession
of any object of this type, the student had obtained written permission to possess
the item from a certificated school employee, with the Head of School or
designee’s concurrence.
4. Non-Discretionary Expellable Offenses: Students must be recommended for expulsion
for any of the following acts when it is determined pursuant to the procedures below that
the pupil:
a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous
object unless, in the case of possession of any object of this type, the students had
obtained written permission to possess the item from a certificated school
employee, with the Head of School or designee’s concurrence.
b) Brandishing a knife at another person.
c) Unlawfully selling a controlled substance listed in Health and Safety Code
Section 11053, et seq.
d) Committing or attempting to commit a sexual assault or committing a sexual
battery as defined in Education Code Section 48900(n).
If it is determined by the Administrative Panel and/or Board of Directors that a student has
brought a fire arm or destructive device, as defined in Section 921 of Title 18 of the United
States Code, on to campus or to have possessed a firearm or dangerous device on campus, the
student shall be expelled for one year, pursuant to the Federal Gun Free Schools Act of 1994. In
such instances, the pupil shall be provided due process rights of notice and a hearing as required
in this policy.
The term “firearm” means (A) any weapon (including a starter gun) which will or is designed to
or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or
receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive
device. Such term does not include an antique firearm.
The term “destructive device” means (A) any explosive, incendiary, or poison gas, including but
not limited to: (i) bomb, (ii) grenade, (iii) rocket having a propellant charge of more than four
ounces, (iv) missile having an explosive or incendiary charge of more than one-quarter ounce,
(v) mine, or (vi) device similar to any of the devices described in the preceding clauses.
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C. Suspension Procedure
Suspensions shall be initiated according to the following procedures:
1. Conference
Suspension shall be preceded, if possible, by a conference conducted by the Head of
School or his/her designee with the student and his or her parent and, whenever practical,
the teacher, supervisor or Charter School employee who referred the student to the Head
of School or designee.
The conference may be omitted if the Head of School or designee determines that an
emergency situation exists. An “emergency situation” involves a clear and present danger
to the lives, safety or health of students or Charter School personnel. If a student is
suspended without this conference, both the parent/guardian and student shall be notified
of the student’s right to return to school for the purpose of a conference.
At the conference, the pupil shall be informed of the reason for the disciplinary action
and the evidence against him or her and shall be given the opportunity to present his or
her version and evidence in his or her defense, in accordance with Education Code
Section 47605(b)(5)(J)(i). This conference shall be held within two (2) school days,
unless the pupil waives this right or is physically unable to attend for any reason
including, but not limited to, incarceration or hospitalization. No penalties may be
imposed on a pupil for failure of the pupil’s parent or guardian to attend a conference
with Charter School officials. Reinstatement of the suspended pupil shall not be
contingent upon attendance by the pupil’s parent or guardian at the conference.
14. Notice to Parents/Guardians
At the time of the suspension, an administrator or designee shall make a reasonable effort
to contact the parent/guardian by telephone or in person. Whenever a student is
suspended, the parent/guardian shall be notified in writing of the suspension and the date
of return following suspension. This notice shall state the specific offense committed by
the student. In addition, the notice may also state the date and time when the student may
return to school. If Charter School officials wish to ask the parent/guardian to confer
regarding matters pertinent to the suspension, the notice may request that the
parent/guardian respond to such requests without delay.
15. Suspension Time Limits/Recommendation for Expulsion
Suspensions, when not including a recommendation for expulsion, shall not exceed five
(5) consecutive school days per suspension. Upon a recommendation of expulsion by the
Head of School or his/her designee, the pupil and the pupil’s guardian or representative
will be invited to a conference to determine if the suspension for the pupil should be
extended pending an expulsion hearing. In such instances when the Charter School has
determined a suspension period shall be extended, such extension shall be made only
after a conference is held with the pupil or the pupil’s parents, unless the pupil and the
pupil’s parents fail to attend the conference.
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This determination will be made by the Head of School or designee upon either of the
following: 1) the pupil’s presence will be disruptive to the education process; or 2) the
pupil poses a threat or danger to others. Upon either determination, the pupil’s suspension
will be extended pending the results of an expulsion hearing.
D. Authority to Expel
As required by Education Code Section 47605(b)(5)(J)(ii), students recommended for expulsion
are entitled to a hearing adjudicated by a neutral officer to determine whether the student should
be expelled. The procedures herein provide for such a hearing and the notice of said hearing, as
required by law.
A student may be expelled either by the neutral and impartial Charter School Board of Directors
following a hearing before it or by the Charter School Board of Directors upon the
recommendation of a neutral and impartial Administrative Panel, to be assigned by the Board of
Directors as needed. The Administrative Panel shall consist of at least three members who are
certificated and neither a teacher of the pupil nor a member of the Charter School Board of
Directors. Each entity shall be presided over by a designated neutral hearing chairperson. The
Administrative Panel may recommend expulsion of any student found to have committed an
expellable offense, and the Board of Directors shall make the final determination.
E. Expulsion Procedures
Students recommended for expulsion are entitled to a hearing to determine whether the student
should be expelled. The hearing shall be held within thirty (30) school days after the Head of
School or designee determines that the pupil has committed an expellable offense.
In the event an Administrative Panel hears the case, it will make a recommendation to the Board
for a final decision whether to expel. The hearing shall be held in closed session (complying with
all pupil confidentiality rules under FERPA) unless the Pupil makes a written request for a public
hearing in open session three (3) days prior to the date of the scheduled hearing.
Written notice of the hearing shall be forwarded to the student and the student’s parent/guardian
at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be
deemed served upon the pupil. The notice shall include:
1. The date and place of the expulsion hearing;
16. A statement of the specific facts, charges and offenses upon which the proposed
expulsion is based;
17. A copy of the Charter School’s disciplinary rules which relate to the alleged violation;
18. Notification of the student’s or parent/guardian’s obligation to provide information about
the student’s status at the Charter School to any other school district or school to which
the student seeks enrollment;
19. The opportunity for the student and/or the student’s parent/guardian to appear in person
or to employ and be represented by counsel or a non-attorney advisor;
20. The right to inspect and obtain copies of all documents to be used at the hearing;
21. The opportunity to confront and question all witnesses who testify at the hearing;
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2. The opportunity to question all evidence presented and to present oral and documentary
evidence on the student’s behalf including witnesses.
F. Special Procedures for Expulsion Hearings Involving Sexual
Assault or Battery Offenses
The Charter School may, upon a finding of good cause, determine that the disclosure of either
the identity of the witness or the testimony of that witness at the hearing, or both, would subject
the witness to an unreasonable risk of psychological or physical harm. Upon this determination,
the testimony of the witness may be presented at the hearing in the form of sworn declarations
that shall be examined only by the Charter School or the hearing officer. Copies of these sworn
declarations, edited to delete the name and identity of the witness, shall be made available to the
pupil.
1. The complaining witness in any sexual assault or battery case must be provided with a
copy of the applicable disciplinary rules and advised of his/her right to (a) receive five
days’ notice of his/her scheduled testimony, (b) have up to two (2) adult support persons
of his/her choosing present in the hearing at the time he/she testifies, which may include a
parent, guardian, or legal counsel, and (c) elect to have the hearing closed while
testifying.
2. The Charter School must also provide the victim a room separate from the hearing room
for the complaining witness’ use prior to and during breaks in testimony.
3. At the discretion of the entity conducting the expulsion hearing, the complaining witness
shall be allowed periods of relief from examination and cross-examination during which
he or she may leave the hearing room.
4. The entity conducting the expulsion hearing may also arrange the seating within the
hearing room to facilitate a less intimidating environment for the complaining witness.
5. The entity conducting the expulsion hearing may also limit time for taking the testimony
of the complaining witness to the hours he/she is normally in school, if there is no good
cause to take the testimony during other hours.
6. Prior to a complaining witness testifying, the support persons must be admonished that
the hearing is confidential. Nothing in the law precludes the entity presiding over the
hearing from removing a support person whom the presiding person finds is disrupting
the hearing. The entity conducting the hearing may permit any one of the support persons
for the complaining witness to accompany him or her to the witness stand.
7. If one or both of the support persons is also a witness, the Charter School must present
evidence that the witness’ presence is both desired by the witness and will be helpful to
the Charter School. The person presiding over the hearing shall permit the witness to stay
unless it is established that there is a substantial risk that the testimony of the
complaining witness would be influenced by the support person, in which case the
presiding official shall admonish the support person or persons not to prompt, sway, or
influence the witness in any way. Nothing shall preclude the presiding officer from
exercising his or her discretion to remove a person from the hearing whom he or she
believes is prompting, swaying, or influencing the witness.
8. The testimony of the support person shall be presented before the testimony of the
complaining witness and the complaining witness shall be excluded from the courtroom
during that testimony.
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9. Especially for charges involving sexual assault or battery, if the hearing is to be
conducted in public at the request of the pupil being expelled, the complaining witness
shall have the right to have his/her testimony heard in a closed session when testifying at
a public meeting would threaten serious psychological harm to the complaining witness
and there are no alternative procedures to avoid the threatened harm. The alternative
procedures may include videotaped depositions or contemporaneous examination in
another place communicated to the hearing room by means of closed-circuit television.
10. Evidence of specific instances of a complaining witness’ prior sexual conduct is
presumed inadmissible and shall not be heard absent a determination by the entity
conducting the hearing that extraordinary circumstances exist requiring the evidence be
heard. Before such a determination regarding extraordinary circumstance can be made,
the witness shall be provided notice and an opportunity to present opposition to the
introduction of the evidence. In the hearing on the admissibility of the evidence, the
complaining witness shall be entitled to be represented by a parent, legal counsel, or other
support person. Reputation or opinion evidence regarding the sexual behavior of the
complaining witness is not admissible for any purpose.
G. Record of Hearing
A record of the hearing shall be made and may be maintained by any means, including electronic
recording, as long as a reasonably accurate and complete written transcription of the proceedings
can be made.
H. Presentation of Evidence
While technical rules of evidence do not apply to expulsion hearings, evidence may be admitted
and used as proof only if it is the kind of evidence on which reasonable persons can rely in the
conduct of serious affairs. A recommendation by the Administrative Panel to expel must be
supported by substantial evidence that the student committed an expellable offense. Findings of
fact shall be based solely on the evidence at the hearing. While hearsay evidence is admissible,
no decision to expel shall be based solely on hearsay. Sworn declarations may be admitted as
testimony from witnesses of whom the Board or Administrative Panel determines that disclosure
of their identity or testimony at the hearing may subject them to an unreasonable risk of physical
or psychological harm.
If, due to a written request by the expelled pupil, the hearing is held at a public meeting, and the
charge is committing or attempting to commit a sexual assault or committing a sexual battery as
defined in Education Code Section 48900, a complaining witness shall have the right to have his
or her testimony heard in a session closed to the public.
The decision of the Administrative Panel shall be in the form of written findings of fact and a
written recommendation to the Board of Directors, which will make a final determination
regarding the expulsion. The final decision by the Board shall be made within ten (10) school
days following the conclusion of the hearing. The Decision of the Board is final.
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If the Administrative Panel decides not to recommend expulsion, the pupil shall immediately be
returned to his/her educational program.
I. Written Notice to Expel
The Head of School or designee, following a decision of the Board to expel, shall send written
notice of the decision to expel, including the Board’s adopted findings of fact, to the student or
parent/guardian. This notice shall also include the following: (a) Notice of the specific offense
committed by the student; and (b) Notice of the student’s or parent/guardian’s obligation to
inform any new district in which the student seeks to enroll of the student’s status with the
Charter School.
The Head of School or designee shall send a copy of the written notice of the decision to expel to
the authorizer. This notice shall include the following: (a) The student’s name; and (b) The
specific expellable offense committed by the student.
J. Disciplinary Records
The Charter School shall maintain records of all student suspensions and expulsions at the
Charter School. Such records shall be made available to the authorizer upon request.
K. No Right to Appeal
The pupil shall have no right of appeal from expulsion from the Charter School as the Charter
School Board’s decision to expel shall be final.
L. Expelled Pupils/Alternative Education
Parents/guardians of pupils who are expelled shall be responsible for seeking alternative
education programs including, but not limited to, programs within the County or their school
district of residence. The Charter School shall work cooperatively with parents/guardians as
requested by parents/guardians or by the school district of residence to assist with locating
alternative placements during expulsion.
M. Rehabilitation Plans
Students who are expelled from the Charter School shall be given a rehabilitation plan upon
expulsion as developed by the Board at the time of the expulsion order, which may include, but
is not limited to, periodic review as well as assessment at the time of review for readmission. The
rehabilitation plan should include a date not later than one year from the date of expulsion when
the pupil may reapply to the Charter School for readmission.
N. Readmission
The decision to readmit a pupil or to admit a previously expelled pupil from another school
district or charter school shall be in the sole discretion of the Board following a meeting with the
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Head of School or designee and the pupil and guardian or representative to determine whether
the pupil has successfully completed the rehabilitation plan and to determine whether the pupil
poses a threat to others or will be disruptive to the school environment. The Head of School or
designee shall make a recommendation to the Board following the meeting regarding his or her
determination. The Board shall then make a final decision regarding readmission during the
closed session of a public meeting, reporting out any action taken during closed session
consistent with the requirements of the Brown Act. The pupil’s readmission is also contingent
upon the Charter School’s capacity at the time the student seeks readmission.
O. Notice to Teachers
The Charter School shall notify teachers of each pupil who has engaged in or is reasonably
suspected to have engaged in any of the acts listed in Education Code Section 49079 and the
corresponding enumerated offenses set forth above.
P. Special Procedures for the Consideration of Suspension and
Expulsion of Students with Disabilities
1. Notification of District
The Charter School shall immediately notify the District and coordinate the procedures in
this policy with the District of the discipline of any student with a disability or student
who the Charter School or District would be deemed to have knowledge that the student
had a disability.
22. Services During Suspension
Students suspended for more than ten (10) school days in a school year shall continue to
receive services so as to enable the student to continue to participate in the general
education curriculum, although in another setting (which could constitute a change of
placement and the student’s IEP would reflect this change), and to progress toward
meeting the goals set out in the child’s IEP/504 Plan; and receive, as appropriate, a
functional behavioral assessment and behavioral intervention services and modifications,
that are designed to address the behavior violation so that it does not recur. These
services may be provided in an interim alterative educational setting.
23. Procedural Safeguards/Manifestation Determination
Within ten (10) school days of a recommendation for expulsion or any decision to change
the placement of a child with a disability because of a violation of a code of student
conduct, the Charter School, the parent, and relevant members of the IEP/504 Team shall
review all relevant information in the student’s file, including the child’s IEP/504 Plan,
any teacher observations, and any relevant information provided by the parents to
determine:
a. If the conduct in question was caused by, or had a direct and substantial relationship
to, the child’s disability; or
b. If the conduct in question was the direct result of the local educational agency’s
failure to implement the IEP/504 Plan.
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If the Charter School, the parent, and relevant members of the IEP/504 Team determine
that either of the above is applicable for the child, the conduct shall be determined to be a
manifestation of the child’s disability.
If the Charter School, the parent, and relevant members of the IEP/504 Team make the
determination that the conduct was a manifestation of the child’s disability, the IEP/504
Team shall:
a. Conduct a functional behavioral assessment and implement a behavioral intervention
plan for such child, provided that the Charter School had not conducted such
assessment prior to such determination before the behavior that resulted in a change
in placement;
b. If a behavioral intervention plan has been developed, review the behavioral
intervention plan if the child already has such a behavioral intervention plan, and
modify it, as necessary, to address the behavior; and
c. Return the child to the placement from which the child was removed, unless the
parent and the Charter School agree to a change of placement as part of the
modification of the behavioral intervention plan.
If the Charter School, the parent, and relevant members of the IEP/504 Team determine
that the behavior was not a manifestation of the student’s disability and that the conduct
in question was not a direct result of the failure to implement the IEP/504 Plan, then the
Charter School may apply the relevant disciplinary procedures to children with
disabilities in the same manner and for the same duration as the procedures would be
applied to students without disabilities.
24. Due Process Appeals
The parent of a child with a disability who disagrees with any decision regarding
placement, or the manifestation determination, or the Charter School believes that
maintaining the current placement of the child is substantially likely to result in injury to
the child or to others, may request an expedited administrative hearing through the
Special Education Unit of the Office of Administrative Hearings or by utilizing the
dispute provisions of the 504 Policy and Procedures.
When an appeal relating to the placement of the student or the manifestation
determination has been requested by either the parent or the Charter School, the student
shall remain in the interim alternative educational setting pending the decision of the
hearing officer, in accordance with state and federal law, including 20 U.S.C. Section
1415(k), until the expiration of the forty-five (45) day time period provided for in an
interim alternative educational setting, unless the parent and the Charter School agree
otherwise.
In accordance with 20 U.S.C. Section 1415(k)(3), if a parent/guardian disagrees with any
decision regarding placement, or the manifestation determination, or if the Charter
School believes that maintaining the current placement of the child is substantially likely
to result in injury to the child or to others, the parent/guardian or Charter School may
request a hearing.
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In such an appeal, a hearing officer may: (1) return a child with a disability to the
placement from which the child was removed; or (2) order a change in placement of a
child with a disability to an appropriate interim alternative educational setting for not
more than 45 school days if the hearing officer determines that maintaining the current
placement of such child is substantially likely to result in injury to the child or to others.
25. Special Circumstances
Charter School personnel may consider any unique circumstances on a case-by-case basis
when determining whether to order a change in placement for a child with a disability
who violates a code of student conduct.
The Head of School or designee may remove a student to an interim alternative
educational setting for not more than forty-five (45) school days without regard to
whether the behavior is determined to be a manifestation of the student’s disability in
cases where a student:
a. Carries or possesses a weapon, as defined in 18 U.S.C. Section 930, to or at school,
on school premises, or to or at a school function;
b. Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled
substance, while at school, on school premises, or at a school function; or
c. Has inflicted serious bodily injury, as defined by 20 U.S.C. Section 1415(k)(7)(D),
upon a person while at school, on school premises, or at a school function.
26. Interim Alternative Educational Setting
The student’s interim alternative educational setting shall be determined by the student’s
IEP/504 Team.
27. Procedures for Students Not Yet Eligible for Special Education Services
A student who has not been identified as an individual with disabilities pursuant to IDEA
and who has violated the Charter School’s disciplinary procedures may assert the
procedural safeguards granted under this administrative regulation only if the Charter
School had knowledge that the student was disabled before the behavior occurred.
The Charter School shall be deemed to have knowledge that the student had a disability if
one of the following conditions exists:
a. The parent/guardian has expressed concern in writing, or orally if the
parent/guardian does not know how to write or has a disability that prevents a
written statement, to Charter School supervisory or administrative personnel, or
to one of the child’s teachers, that the student is in need of special education or
related services.
b. The parent has requested an evaluation of the child.
c. The child’s teacher, or other Charter School personnel, has expressed specific
concerns about a pattern of behavior demonstrated by the child, directly to the
director of special education or to other Charter School supervisory personnel.
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If the Charter School knew or should have known the student had a disability under any
of the three (3) circumstances described above, the student may assert any of the
protections available to IDEA-eligible children with disabilities, including the right to
stay-put.
If the Charter School had no basis for knowledge of the student’s disability, it shall
proceed with the proposed discipline. The Charter School shall conduct an expedited
evaluation if requested by the parents; however the student shall remain in the education
placement determined by the Charter School pending the results of the evaluation.
The Charter School shall not be deemed to have knowledge that the student had a
disability if the parent has not allowed an evaluation, refused services, or if the student
has been evaluated and determined to not be eligible.
28. TGS shall comply with the MOU governing special education between TGS and the
District, and provide any necessary notification to the District.
TGS Charter Renewal PAGE 117 of 127

Element 11: Employee Retirement
Systems
Governing Law: 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. Education Code Section 47605(b)(5)(K).
All certificated and qualified employees of The Grove School will participate in the State
Teachers’ Retirement System (“STRS”). All noncertificated employees averaging 20 hours per
week or more as required by the Public Employees’ Retirement System (“PERS”) will
participate in PERS and in federal social security. All employees not eligible to participate in
STRS or PERS shall participate in federal social security. The Charter School retains the option
to offer access to other tax-sheltered annuity retirement programs. The Head of School shall be
responsible for ensuring that appropriate arrangements for retirement coverage have been made.
TGS Charter Renewal PAGE 118 of 127

Element 12: Public School
Attendance Alternatives
Governing Law: The public school attendance alternatives for pupils residing within the school
district who choose not to attend charter schools. Education Code Section 47605(b)(5)(L).
No student may be required to attend TGS. Students who reside within the District who choose
not to attend TGS may attend school within the District according to District policy or at another
school district or school within the District through the District’s intra and inter-district policies.
Parents and guardians of each student enrolled in TGS will be informed on admissions forms that
the students have no right to admission in a particular school of a local education agency as a
consequence of enrollment in TGS, except to the extent that such a right is extended by the local
education agency.
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Element 13: Employee Return Rights
Governing Law: The rights of an employee of the school district upon leaving the employment of
the school district to work in a charter school, and of any rights of return to the school district
after employment at a charter school. Education Code Section 47605(b)(5)(M).
District Employees
No public school district employee shall be required to work at the Charter School. Employees of
the District who choose to leave the employment of the District to work at the Charter School
will have no automatic rights of return to the District after employment by the Charter School
unless specifically granted by the District through a leave of absence or other agreement. Charter
School employees shall have any right upon leaving the District to work in the Charter School
that the District may specify, any rights of return to employment in a school district after
employment in the Charter School that the District may specify, and any other rights upon
leaving employment to work in the Charter School that the District determines to be reasonable
and not in conflict with any law.
Sick or vacation leave or years of service credit at the District or any other school district will not
be transferred to the Charter School. Employment by the Charter School provides no rights of
employment at any other entity, including any rights in the case of closure of the Charter School.
TGS Charter Renewal PAGE 120 of 127

Element 14: Dispute Resolution
Procedures
Governing Law: The procedures to be followed by the charter school and the entity granting the
charter to resolve disputes relating to the provisions of the charter. Education Code Section
47605(b)(5)(N).
Disputes Between the Charter School and the District
The Grove School and the District will be encouraged to attempt to resolve any disputes with the
District amicably and reasonably, without resorting to formal procedures.
In the event of a dispute between The Grove School and the District, Charter School staff,
employees, and Board members of The Grove School and the District agree to first frame the
issue in written format (“dispute statement”) and to refer the issue to the District Superintendent
and Head of School of The Grove School, or their respective designees. In the event that the
District Board of Education believes that the dispute relates to an issue that could lead to
revocation of the charter in accordance with Education Code Section 47607, The Grove School
requests that this shall be noted in the written dispute statement, although it recognizes it cannot
legally bind the District to do so. However, participation in the dispute resolution procedures
outlined in this section shall not be interpreted to impede or act as a pre-requisite to the District’s
ability to proceed with revocation in accordance with Education Code Section 47607 and its
implementing regulations.
The Head of School and Superintendent, or their respective designees, shall informally meet and
confer in a timely fashion to attempt to resolve the dispute, not later than five (5) business days
from receipt of the dispute statement. In the event that this informal meeting fails to resolve the
dispute, both parties shall identify two Board members from their respective boards who shall
jointly meet with the Superintendent and the Head of School of The Grove School, or their
respective designees, and attempt to resolve the dispute within fifteen (15) business days from
receipt of the dispute statement.
If this joint meeting fails to resolve the dispute, the Superintendent and the Head of School, or
their respective designees, shall meet to jointly identify a neutral third-party mediator to engage
the parties in a mediation session designed to facilitate resolution of the dispute. The format of
the mediation session shall be developed jointly by the Superintendent and the Head of School,
or their respective designees. Mediation shall be held within sixty (60) business days of receipt
of the dispute statement. The costs of the mediator shall be split equally between the District and
The Grove School. If mediation does not resolve the dispute, either party may pursue any other
remedy available under the law. All timelines and procedures in this section may be revised upon
mutual written agreement of the District and The Grove School.
TGS Charter Renewal PAGE 121 of 127

Internal Disputes
Attached, as Appendix Q, please find The Grove School’s Uniform Complaint Policies and
Procedures, for resolving internal complaints and disputes. Parents, students, Board members,
volunteers, and staff at The Grove School shall be provided with a copy of the Charter School’s
policies and internal dispute resolution process. The District shall promptly refer all disputes not
related to a possible violation of the charter or law to the Charter School. The Grove School
recognizes that these policies shall not interfere with the District’s oversight duties, and the right
of the District to make random, periodic inspections under Education Code Section 47607.
TGS Charter Renewal PAGE 122 of 127

Element 15: Closure Procedures
Governing Law: The procedures to be used if the charter school closes. The procedures shall
ensure a final audit of the charter school to determine the disposition of all assets and liabilities
of the charter school, including plans for disposing of any net assets and for the maintenance
and transfer of pupil records. Education Code Section 47605(b)(5)(O).
Closure of the Charter School will be documented by official action of the Board of Directors.
The action will identify the reason for closure. The official action will also identify the Head of
School as the person responsible for closure-related activities.
The Charter School will promptly notify parents and students of the Charter School, the District,
the San Bernardino County Office of Education, the Charter School’s SELPA, the retirement
systems in which the Charter School’s employees participate (e.g., Public Employees’
Retirement System, State Teachers’ Retirement System, and federal social security), and the
California Department of Education of the closure as well as the effective date of the closure.
This notice will also include the name(s) of and contact information for the person(s) to whom
reasonable inquiries may be made regarding the closure; the pupils’ school districts of residence;
and the manner in which parents/guardians may obtain copies of pupil records, including specific
information on completed courses and credits that meet graduation requirements.
The Charter School will ensure that the notification to the parents and students of the Charter
School of the closure provides information to assist parents and students in locating suitable
alternative programs. This notice will be provided promptly following the Board's decision to
close the Charter School.
The Charter School will also develop a list of pupils in each grade level and the classes they have
completed, together with information on the pupils’ districts of residence, which they will
provide to the entity responsible for closure-related activities.
As applicable, the Charter School will provide parents, students, and the District with copies of
all appropriate student records and will otherwise assist students in transferring to their next
school. All transfers of student records will be made in compliance with the Family Educational
Rights and Privacy Act (“FERPA”) 20 U.S.C. § 1232g. The Charter School will ask the District
to store original records of Charter School students. All records of the Charter School shall be
transferred to the District upon Charter School closure. If the District will not or cannot store the
records, the Charter School shall work with the County Office of Education to determine a
suitable alternative location for storage.
All state assessment results, special education records, and personnel records will be transferred
to and maintained by the entity responsible for closure-related activities in accordance with
applicable law.
As soon as reasonably practical, the Charter School will prepare final financial records. The
Charter School will also have an independent audit completed within six months after closure.
The Charter School will pay for the final audit. The audit will be prepared by a qualified
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Certified Public Accountant selected by the Charter School and will be provided to the District
promptly upon its completion. The final audit will include an accounting of all financial assets,
including cash and accounts receivable and an inventory of property, equipment, and other items
of material value, an accounting of the liabilities, including accounts payable and any reduction
in apportionments as a result of audit findings or other investigations, loans, and unpaid staff
compensation, and an assessment of the disposition of any restricted funds received by or due to
the Charter School.
The Charter School will complete and file any annual reports required pursuant to Education
Code section 47604.33.
On closure of the Charter School, all assets of the Charter School, including but not limited to all
leaseholds, personal property, intellectual property and all ADA apportionments and other
revenues generated by students attending the Charter School, remain the sole property of the
nonprofit public benefit corporation. Upon the dissolution of the non-profit public benefit
corporation, all net assets shall be distributed to another public school that satisfies the
requirements of paragraphs (a) through (e) of section III.A of Notice 2015-07 issued by the
Internal Revenue Service and the Treasury Department entitled “Relief for Certain Participants
in § 414(d) Plans” or any final regulations implementing 26 U.S.C.§ 414(d) or to a State,
political subdivision of a State, or agency or instrumentality thereof. Any assets acquired from
the District or District property will be promptly returned upon Charter School closure to the
District. The distribution shall include return of any grant funds and restricted categorical funds
to their source in accordance with the terms of the grant or state and federal law, as appropriate,
which may include submission of final expenditure reports for entitlement grants and the filing
of any required Final Expenditure Reports and Final Performance Reports, as well as the return
of any donated materials and property in accordance with any conditions established when the
donation of such materials or property was accepted.
On closure, the Charter School shall remain solely responsible for all liabilities arising from the
operation of the Charter School.
As the Charter School is operated by a non-profit public benefit corporation, should the
corporation dissolve with the closure of the Charter School, the Board will follow the procedures
set forth in the California Corporations Code for the dissolution of a non-profit public benefit
corporation and file all necessary filings with the appropriate state and federal agencies.
The Charter School will utilize the reserve fund to undertake any expenses associated with the
closure procedures identified above.
TGS Charter Renewal PAGE 124 of 127

Miscellaneous Charter Provisions
A. Budgets and Financial Reporting
Governing Law: The petitioner or petitioners also shall be required to provide financial statements that
include a proposed first-year operational budget, including startup costs, and cashflow and financial
projections for the first three years of operation. Education Code Section 47605(g).
Attached, as Appendix R, please find the following documents:
A projected budget
Financial projections and cash flow
These documents are based upon the best data available to the petitioners at this time.
The Charter School shall provide reports to the District and County Superintendent of Schools as
follows in accordance with Education Code Section 47604.33, and shall provide additional fiscal reports
as requested by the District:
1. By July 1, a preliminary budget for the current fiscal year.
2. By July 1, a local control and accountability plan and an annual update to the local control and
accountability plan required pursuant to Education Code Section 47606.5.
3. By December 15, an interim financial report for the current fiscal year reflecting changes
through October 31. Additionally, on December 15, a copy of the Charter School’s annual,
independent financial audit report for the preceding fiscal year shall be delivered to the District,
State Controller, California Department of Education and County Superintendent of Schools.
4. By March 15, a second interim financial report for the current fiscal year reflecting changes
through January 31.
5. By September 15, a final unaudited report for the full prior year. The report submitted to the
District shall include an annual statement of all the Charter School’s receipts and expenditures
for the preceding fiscal year.
The Charter School shall provide reporting to the District as required by law and as requested by the
District including, but not limited to, the following: California Basic Educational Data System
(CBEDS), actual Average Daily Attendance reports, all financial reports required by Education Code
Sections 47604.33 and 47605(m), the SARC, and the LCAP.
The Charter School agrees to and submits to the right of the District to make random visits and
inspections in order to carry out its statutorily required oversight in accordance with Education Code
Sections 47604.32 and 47607.
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Pursuant to Education Code Section 47604.3, the Charter School shall promptly respond to all
reasonable inquiries including, but not limited to, inquiries regarding its financial records from the
District.
B. Administrative Services
Governing Law: The manner in which administrative services of the charter school are to be provided.
Education Code Section 47605(g).
The Charter School will provide or procure its own administrative services including, but not limited to,
financial management, accounts payable/receivable, payroll, human resources, and instructional
program development either through its own staff or through an appropriately qualified third-party
contractor.
At any time the Charter School may discuss the possibility of purchasing administrative services from
the District. If the District is interested, the specific terms and cost for these services will be the subject
of a memorandum of understanding between the Charter School and the District and subject to District
availability and willingness to provide such services.
C. Facilities
Governing Law: The facilities to be utilized by the charter school. The description of the facilities to be
used by the charter school shall specify where the charter school intends to locate. Education Code
Section 47605(g).
The Grove School is located at: 200 Nevada Street, Redlands, CA 92372.
Attached, as Appendix S, please find a copy of TGS’s lease agreements.
D. Potential Civil Liability Effects
Potential civil liability effects, if any, upon the charter school and upon the school district. Education
Code Section 47605(g).
The Charter School shall be operated by a California non-profit public benefit corporation. This
corporation is organized and operated exclusively for charitable purposes within the meaning of Section
501(c)(3) of the Internal Revenue Code and California Revenue and Taxation Code Section 23701(d).
Pursuant to Education Code Section 47604(c), an authority that grants a charter to a charter school
operated by or as a non-profit public benefit corporation shall not be liable for the debts or obligations of
the charter school or for claims arising from the performance of acts, errors or omissions by the charter
school if the authority has complied with all oversight responsibilities required by law. The Charter
School shall work diligently to assist the District in meeting any and all oversight obligations under the
law, including monthly meetings, reporting, or other District-requested protocol to ensure the District
shall not be liable for the operation of the Charter School.
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Further, the Charter School intends to enter into a memorandum of understanding with the District,
wherein the Charter School shall indemnify the District for the actions of the Charter School under this
charter.
The corporate bylaws of the Charter School shall provide for indemnification of the Charter School’s
Board, officers, agents, and employees, and the Charter School will purchase general liability insurance,
Board Members and Officers insurance, and fidelity bonding to secure against financial risks.
As stated below, insurance amounts shall be determined by recommendation of the District and the
Charter School’s insurance company for schools of similar size, location, and student population. The
District shall be named an additional insured on the general liability insurance of the Charter School.
The Charter School Board shall institute appropriate risk management practices as discussed herein,
including screening of employees, establishing codes of conduct for students, and dispute resolution.
E. Insurance
The Charter School shall acquire and finance general liability, workers’ compensation, and other
necessary insurance of the types and in the amounts required for an enterprise of similar purpose and
circumstance. Coverage amounts will be based on recommendations provided by the District and the
Charter School’s insurer. The District Board of Education shall be named as an additional insured on all
policies of the Charter School. Prior to opening, the Charter School will provide evidence of the above
insurance coverage to the District. A copy of TGS’s Certificate of Liability Insurance is attached as
Appendix T.
F. Oversight
Pursuant to California law, the District will be required to provide oversight and performance
monitoring services, including monitoring school and student performance data, reviewing the Charter
School’s audit reports, performing annual site visits, engaging in any necessary dispute resolution
processes, and considering charter amendment and renewal requests. In accordance with Education
Code Section 47613(a), the District may charge for the actual costs of supervisorial oversight of the
Charter School not to exceed one (1) percent of the revenue of the Charter School. The District may
charge up to three (3) percent of the revenue of the Charter School if the Charter School is able to obtain
substantially rent free facilities from the District. Pursuant to Education Code Section 47613(f),
“revenue of the charter school” is defined as the amount received in the current fiscal year from the local
control funding formula calculated pursuant to Education Code Section 42238.02, as implemented by
Education Code Section 42238.03.
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