Bright Star Secondary Charter Academy (BSSCA)

Bright Star Secondary Charter

Academy

(BSSCA)

Petition Respectfully Submitted to the

Los Angeles Unified School District

August 21

, 2015

For the charter term of July 1, 2016 – June 30, 2021

LAUSD BOARD

APPROVED

11/10/15

(BR 146-15/16)

TERM: 2016-2021

Bright Star Secondary Charter Academy

Charter Petition

Bright Star Secondary Charter Academy Charter Petition

Table of Contents

Affirmations And Assurances ............................................................................................................ 6

NOTE: This Charter contains specific “District Required Language” (DRL), including the Assurances and

Affirmations above. The DRL should be highlighted in gray within each Charter element or section. The

final section of the Charter provides a consolidated addendum of the DRL. This intentional redundancy

facilitates efficient charter petition review while ensuring ready access to the DRL for any given section

of the Charter. To the extent that any inconsistency may exist between any provision contained within

the body of the Charter and the DRL contained in the addendum, the provisions of the DRL addendum

shall control. Element 1: The Educational Program ......................................................................... 7

Section 1: General Information ......................................................................................................................... 12

Section 2: Community Need For Bright Star Secondary Charter Academy. ..................................................... 13

Part A: School’s Performance Over The Current Term Charter Term .................................................... 13

Chart 2.6 BSSCA’s Student Demographics - Primary Languages Spoken .............................................. 31

Chart 2.7 BSSCA’s Student Demographics - Socio-Economic Status ...................................................... 31

Chart 2.8 BSSCA’s Student Demographics – Lunch Status ..................................................................... 31

Chart 2.9 BSSCA’s Student Demographics - Ethnicity and Race ............................................................. 31

Chart 3.0 BSSCA’s Student Demographics – EL Status ........................................................................... 32

Part C: Surrounding Schools Demographic And Performance Data ....................................................... 36

Section 3: Student Population To Be Served .................................................................................................... 39

Part A: BSSCA Target Student Population .............................................................................................. 39

Part B: Five Year Enrollment Rollout Plan .............................................................................................. 40

Section 4: Goals And Philosophy ....................................................................................................................... 41

Part A: Alignment Between Mission, Vision And Student Population ................................................... 41

Part B: Describe What It Means To Be An “Educated Person” In The 21st Century .............................. 42

Part C: How Learning Best Occurs .......................................................................................................... 43

Part D: How The Goals Of The Program Enable Students To Become Self-Motivated, Competent And

Lifelong Learners .................................................................................................................................... 44

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Part E: Description Of The School’s Annual Goals, For All Pupils (I.E. Schoolwide) And For Each

Subgroup Of Pupils Identified Pursuant To Education Code § 52052, For Each Of The Eight (8) State

Priorities Identified In Education Code § 52060(D). Description Of The Specific Annual Actions The

School Will Take To Achieve Each Of The Identified Annual Goals ........................................................ 45

Section 5: Instructional Program And Curriculum ............................................................................................ 66

Part A: Description Of The Overall Curricular And Instructional Design And Structure Of The

Proposed Educational Program. Key Educational Theories And Research That Support And Inform

The General Design Of The Educational Program. Research Based Evidence Demonstrating How

Design Will Successfully Serve School’s Targeted Student Population. ................................................. 66

Part B: Curriculum And Instruction ........................................................................................................ 68

Part C: Comprehensive Course List ........................................................................................................ 98

Part D: Instructional Methods And Strategies That The Charter School Will Use To Deliver

Curriculum. This Section Will Include Both Teaching Methodologies And Scope And Sequence Of

Skills Taught Across Grade And Subjects. ............................................................................................. 100

Part E: How The Curriculum Addresses California Content Standards ................................................ 107

Part F: Description Of How Instructional Program Will Support Development Of Technology Related

Skills And Technology Use .................................................................................................................... 108

Part H And I: Description Of The School’s Plan And Timeline For Obtaining Western Association Of

Schools And Colleges Accreditation (WASC). Description Of How 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. ................................................................................................ 111

Section 6: Academic Calendar And Schedules ................................................................................................ 113

Part A: Academic Calendar ................................................................................................................... 113

Part B: Sample Daily Schedules ............................................................................................................ 113

Part C: Instructional Days And Minutes Calendar ................................................................................ 115

Section 7: Professional Development ............................................................................................................. 116

Part A: How The School Will Recruit Teachers Who Are Qualified To Deliver The Proposed

Instructional Program. .......................................................................................................................... 116

Part B: How The School Will Provide Ongoing Professional Development To Ensure That Teachers

Have The Skills To Deliver The Proposed Instructional Program. ........................................................ 117

Section 8: Meeting The Needs Of All Students ............................................................................................... 118

Part A: English Language Learners (Including Reclassification) ............................................................ 118

Part B: Gifted students ......................................................................................................................... 125

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Part C: Students Achieving Below Grade Level .................................................................................... 125

Part D: Socioeconomically Disadvantaged Students ............................................................................ 126

Part E: Students With Disabilities ......................................................................................................... 127

Part F: Students In Other Subgroups .................................................................................................... 128

Section 9: Include A Brief Narrative Describing “A Typical Day” At The Charter School. Describe What

A Visitor To The School Should Expect To See When The School’s Vision Is Being Fully Implemented. ........ 128

Element 2: Measurable Pupil Outcomes And Element 3: Method By Which Pupil Progress Toward

Outcomes Will Be Measured ........................................................................................................ 129

Section 1: Measurable Goals Of The Educational Program ............................................................................ 130

Part A: Please see Element 1, Section 4, Part E in accordance with Education Code §

47605(b)(5)(A)(ii). ................................................................................................................................. 130

Section 2: Measuring Pupil Outcomes: Summative Assessment Performance Targets ................................. 130

Please see Element 1, Section 4, Part E, The Requirements Of California Education Code §

47605(B)(5)(A)(ii). ................................................................................................................................. 130

Section 3: Measuring Pupil Progress Toward Outcomes: Formative Assessment ......................................... 130

Part A: Monitor And Measuring Student Progress ............................................................................... 130

Section 4: Data Analysis And Reporting .......................................................................................................... 136

Parts A-C: Outline Of School’s Plan To Collect, Analyze, Use And Report Academic Performance And

Other Data ............................................................................................................................................ 136

Part D: The Role And Use Of Data To Inform Stakeholders Of School Performance ........................... 137

Section 5: Grading, Progress Reporting And Promotion/Retention ............................................................... 138

Part A: Grading Policy ........................................................................................................................... 138

Part B: Type And Frequency Of Progress Reporting ............................................................................. 138

Part C: Promotion/Retention Policy And Procedures .......................................................................... 140

Element 4: Governance ................................................................................................................ 142

Section 1: Governance Structure .................................................................................................................... 145

Part B: Major Roles And Responsibilities ............................................................................................. 148

Section 2: Governing Board Composition And Member Selection ................................................................. 150

Part A: Composition Of The Board ....................................................................................................... 150

Section 3: Governance Procedures And Operations ....................................................................................... 151

Section 4: Stakeholder Involvement ............................................................................................................... 152

Part A: Role of Parents and Staff in the Governance of the School ..................................................... 152

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Charter Petition

Part B: Process By Which the School will consult with all stakeholders to develop its LCAP and

Annual Update ...................................................................................................................................... 153

Parts C and D: The Process By Which The School Will consult with parents and teachers regarding

the school’s educational program. The Composition, Selection and Operating Procedures for Parent

Organization or Committee, if any ....................................................................................................... 153

Element 5: Employee Qualification .............................................................................................. 155

Section 1: Employee Positions and Qualifications ......................................................................................... 155

Element 6: Health And Safety Procedures .................................................................................... 171

Section 1: Custodian Of Records .................................................................................................................... 173

Section 2: Student Health And Wellness ......................................................................................................... 173

Part A: School Promotion Of Health And Wellness .............................................................................. 173

Element 7: Means To Achieve Racial And Ethnic Balance ............................................................ 176

Section 1: Court Ordered Integration ............................................................................................................. 178

Part A And B: Schools Plan To Achieve And Maintaining Lausd’s Racial And Ethnic Balance Goal. .... 178

Element 8: Admission Requirements ............................................................................................ 180

Section 1: Admissions Requirements .............................................................................................................. 180

Section 2: Student Recruitment ...................................................................................................................... 181

Section 3: Lottery Preferences And Procedures ............................................................................................. 181

Part 1. Identification and Rational of Admission Preferences ........................................................... 181

Part 2: Describe the manner in which the school will implement a public random drawing in the

event that applications for enrollment exceed school capacity. ......................................................... 182

Element 9: Annual Financial Audits .............................................................................................. 186

Section 1: Annual Audit Procedures ................................................................................................................ 186

Element 10: Suspension And Explusion Procedures ..................................................................... 188

Section 1: Discipline Foundation Policy .......................................................................................................... 191

Section 2: Grounds For Suspension And Expulsion ......................................................................................... 192

Part A: Offenses for Suspensions and Expulsions ................................................................................ 192

Section 3: Procedures For Suspension ............................................................................................................ 194

Section 4: Expulsion Procedures ..................................................................................................................... 195

Part A: Administration’s Communication To Parents And Students Of Potential Disciplinary Action 195

Part B: Expulsion Hearing ..................................................................................................................... 195

Part C: Appeal Of Suspension Or Expulsion .......................................................................................... 196

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Part D: Policies And Procedures Regarding Rehabilitation, Reinstatement, And Readmission. .......... 197

Element 11: Employee Retirement Programs .............................................................................. 198

Element 12: Public School Attendance Alternatives .................................................................... 199

Element 13: Rights Of District Employees .................................................................................... 200

Element 14: Mandatory Dispute Resolution ................................................................................ 201

Element 15: Exclusive Public School Employer ............................................................................. 203

Element 16: Charter School Closure Procedures .......................................................................... 204

Additional Provisions .................................................................................................................... 212

Assurances and Affirmations ........................................................................................................ 222

Element 1 – The Educational Program ......................................................................................... 224

Element 2 – Measurable Pupil Outcomes and Element 3 – Method by which Pupil Progress Toward

Outcomes will bE Measured ......................................................................................................... 230

Element 4 – Governance ............................................................................................................... 231

Element 5 – Employee Qualifications ........................................................................................... 235

Element 6 – Health and Safety Procedures .................................................................................. 236

Element 7 – Means to Achieve Racial and Ethnic Balance ........................................................... 239

Element 8 – Admission Requirements .......................................................................................... 241

Element 9 – Annual Financial Audits ............................................................................................ 242

Element 10 – Suspension and Expulsion Procedures ................................................................... 243

Element 11 – Employee Retirement Systems ............................................................................... 247

Element 12 – Public School Attendance Alternatives................................................................... 247

Element 13 – Rights of District Employees ................................................................................... 248

Element 14 – Mandatory Dispute Resolution ............................................................................... 248

Element 15 – Exclusive Public School Employer ........................................................................... 251

Element 16 – Charter School Closure Procedures ........................................................................ 251

Additional Provisions .................................................................................................................... 259

Bright Star Secondary Charter Academy

Charter Petition

AFFIRMATIONS AND ASSURANCES

Bright Star Secondary Charter Academy also referred to herein as “BSSCA” and “Charter School” shall:

 Be nonsectarian in its programs, admission policies, employment practices, and all other operations.

(California Education Code (hereinafter “Ed. Code”) § 47605(d)(1).)

 Not charge tuition. (Ed. Code § 47605(d)(1).)

 Not discriminate against any pupil on the basis of disability, gender, gender identity, gender

expression, 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. (Ed. Code

§ 47605(d)(1).)

 Except as provided in Ed. Code section 47605(d)(2), admission to a charter school shall not be

determined according to the place of residence of the pupil, or of his or her parent or legal guardian,

within this state, except that an existing public school converting partially or entirely to a charter

school under this part shall adopt and maintain a policy giving admission preference to pupils who

reside within the former attendance area of that school. (Ed. Code § 47605(d)(1).)

 Admit all pupils who wish to attend Charter School. (Ed. Code § 47605(d)(2)(A).)

 Except for existing students of Charter School, determine attendance by a public random drawing if

the number of pupils who wish to attend Charter School exceeds Charter School’s capacity.

Preference shall be extended to pupils currently attending Charter School and pupils who reside in

the Los Angeles Unified School District (also referred to herein as “LAUSD” and “District”). (Ed. Code

§ 47605(d)(2)(B).)

 If a pupil is expelled or leaves Charter School without graduating or completing the school year for

any reason, 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 a transcript of grades or report card, and health

information. (Ed. Code § 47605(d)(3).)

 Meet all statewide standards and conduct the pupil assessments required pursuant to Education

Code sections 60605 and 60851 and any other statewide standards authorized in statute or pupil

assessments applicable to pupils in non-charter public schools. (Ed. Code § 47605(c)(1).)

 Consult, on a regular basis, with Charter School’s parents, legal guardians, and teachers regarding

the school’s educational programs. (Ed. Code § 47605(c)(2).)

Bright Star Secondary Charter Academy

Charter Petition

NOTE: THIS CHARTER CONTAINS SPECIFIC

“DISTRICT REQUIRED LANGUAGE” (DRL),

INCLUDING THE ASSURANCES AND AFFIRMATIONS

ABOVE. THE DRL SHOULD BE HIGHLIGHTED IN

GRAY WITHIN EACH CHARTER ELEMENT OR

SECTION. THE FINAL SECTION OF THE CHARTER

PROVIDES A CONSOLIDATED ADDENDUM OF THE

DRL. THIS INTENTIONAL REDUNDANCY

FACILITATES EFFICIENT CHARTER PETITION

REVIEW WHILE ENSURING READY ACCESS TO THE

DRL FOR ANY GIVEN SECTION OF THE CHARTER.

TO THE EXTENT THAT ANY INCONSISTENCY MAY

EXIST BETWEEN ANY PROVISION CONTAINED

WITHIN THE BODY OF THE CHARTER AND THE

DRL CONTAINED IN THE ADDENDUM, THE

PROVISIONS OF THE DRL ADDENDUM SHALL

CONTROL.

Bright Star Secondary Charter Academy

Charter Petition

ELEMENT 1: THE EDUCATIONAL PROGRAM

“A description of the educational program of the school, designed, among other things, to identify

those whom the school is attempting to educate, what it means to be an “educated person” in the

21st century, and how learning best occurs. The goals identified in that program shall include the

objective of enabling pupils to become self-motivated, competent, and lifelong learners.” (Ed. Code §

47605(b)(5)(A)(i).)

“A description, for the charter school, of annual goals, 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.” (Ed. Code § 47605(b)(5)(A)(ii).)

“If the proposed school will serve high school pupils, a description of 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.”

(Ed. Code § 47605(b)(5)(A)(iii).)

LOCAL CONTROL FUNDING FORMULA (LCFF) AND LOCAL CONTROL AND ACCOUNTABILITY PLAN (LCAP)

Charter School acknowledges and agrees that it must comply with all applicable laws and regulations

related to AB 97 (Local Control Funding Formula), as they may be amended from time to time, which

include the requirement that Charter School shall annually submit a Local Control and Accountability

Plan (LCAP)/annual update to the Los Angeles County Superintendent of Schools and the Charter

Schools Division (CSD) on or before July 1. In accordance with Education Code sections 47604.33 and

47606.5, Charter School shall annually update its goals and annual actions to achieve those goals

identified in the charter pursuant to Education Code section 47605(b)(5)(A)(ii), using the Local Control

and Accountability Plan template adopted by the State Board of Education, as it may be changed from

time to time. Charter School shall comply with all requirements of Education Code section 47606.5,

including but not limited to the requirement that Charter School “shall consult with teachers, principals,

administrators, other school personnel, parents, and pupils in developing the annual update.” (Ed. Code

§ 47606.5(e).)

ACADEMIC CALENDAR AND SCHEDULES

Bright Star Secondary Charter Academy

Charter Petition

Charter School shall offer, at a minimum, the number of minutes of instruction set forth in Education

Code section 47612.5, and the number of school days required by California Code of Regulations, title 5,

section 11960.

TRANSITIONAL KINDERGARTEN

Charter School shall comply with all applicable requirements regarding transitional kindergarten.

WASC ACCREDITATION

If Charter School serves students in grades 9-12, Charter School shall obtain Western Association of

Schools and Colleges (WASC) accreditation before Charter School graduates its first class of students.

ENGLISH LEARNERS

Charter School is required to timely identify potential English Learners (ELs) and provide them with an

effective English language acquisition program that affords meaningful access to Charter School’s

academic core curriculum. Instructional plans for English Learners must be (1) based on sound

educational theory; (2) adequately supported with trained teachers and appropriate materials and

resources; and (3) periodically evaluated to make sure the program is successful and modified when the

program is not successful.

On an annual basis (on or about October 1), Charter School shall submit a certification to the LAUSD

Charter Schools Division (CSD) that certifies that Charter School will either adopt and implement

LAUSD’s English Learner Master Plan or implement Charter School’s own English Learner Master Plan. If

Charter School chooses to implement its own EL plan, the plan shall include, but is not limited to, the

following:

 How English Learners’ needs will be identified

 What services will be offered

 How, where, and by whom the services will be provided

 How Charter School will evaluate its EL program each year, and how the results of this

evaluation will be used to improve the program, including the provision of EL services

Each year, Charter School shall provide to the CSD a report on its annual EL program assessment. Upon

request, Charter School shall provide a copy of its current EL Master Plan to the CSD.

Charter School shall administer the CELDT/ELPAC annually in accordance with federal and state

requirements.

Charter School shall reclassify English Learners in accordance with federal and state requirements.

Bright Star Secondary Charter Academy

Charter Petition

Charter School shall ensure that it will provide parent outreach services and meaningfully inform

parents with limited English proficiency of important information regarding Charter School matters to

the same extent as other parents.

STUDENTS WITH DISABILITIES

Federal Law Compliance

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.

Special Education Program

Charter schools must ensure that no student otherwise eligible to enroll in their charter school will be

denied enrollment due to a disability or to the charter school’s inability to provide necessary services.

Policies and procedures are in place to ensure the recruitment, enrollment and retention of students

with disabilities at charter schools.

Prior to LAUSD Board of Education approval, Charter School will execute a Memorandum of

Understanding (“MOU”) by and between LAUSD and Charter School regarding the provision and funding

of special education services consistent with the requirements of the LAUSD Special Education Local

Plan Area (“SELPA”) Local Plan for Special Education.

SELPA Reorganization

The Los Angeles Unified School District is approved to operate as a single-District SELPA under the

provisions of Education Code section 56195.1(a) and intends to continue operating as a single-District

SELPA as in the current structure but has created two school sections (District-operated Programs and

Charter-operated Programs) under the administration of one single Administrative Unit pursuant to a

reorganization plan approved by the Board of Education on January 4, 2011 (149/10-11). Full

implementation of the reorganized LAUSD SELPA commenced in the 2013-2014 school year requiring all

District-authorized charter schools to elect one of the three options available under the LAUSD SELPA.

Prior to an Option election, all District-authorized charter schools were required to participate as a

school of the District under the District-Operated Programs Unit. Prior to the beginning of the 2013-

2014 school year, all District-authorized charter schools, other than those that had previously executed

an Option 3 Memorandum of Understanding (“MOU”), were required to execute a new MOU setting

forth the LAUSD SELPA option election for the remainder of the charter petition term. The Charter-

operated Program schools do not have LEA status but will function in a similar role in that each charter

school will be responsible for all special education issues including services, placement, due process,

related services, special education classes, and special education supports. Charter schools may apply

for membership in the Charter-operated Program section of the SELPA. These schools will receive

support from a Special Education Director for the Charter-operated Programs.

Bright Star Secondary Charter Academy

Charter Petition

Modified Consent Decree Requirements

All charter schools approved by the LAUSD Board of Education are bound by and must adhere to the

terms, conditions and requirements of the Chanda Smith Modified Consent Decree (“MCD”) and other

court orders imposed upon the District pertaining to special education. The MCD is a consent decree

entered in a federal court class action lawsuit initially brought on behalf of students with disabilities in

LAUSD. It is an agreement of the parties approved by the federal court and monitored by a court-

appointed independent monitor. The MCD includes nineteen statistically measureable outcomes and

facilities obligations that the District has to achieve to disengage from the MCD and federal court

oversight. All charter schools are required to use the District’s Special Education Policies and Procedures

Manual and Welligent, the District-wide web-based software system used for online Individualized

Education Programs (“IEPs”) and tracking of related services provided to students during the course of

their education.

As part of fulfilling the District’s obligations under the MCD, student level data requests from District-

operated and Charter-operated schools are made on a regular basis. The requested data must be

submitted in the Office of the Independent Monitor’s (“OIM”) required format in accordance with the

OIM’s required timelines and as follows:

● End of Year Suspension

District ID, CSIS ID, last name, first name, date of birth, gender, grade, date of suspension,

number of days suspended, and reason for suspension.

● Statewide Assessment Data (Including Charter Schools)

The usual file including District ID.

● Norm day

District ID, CSIS ID, last name, first name, date of birth, gender, grade, location code, school

name and local district for all students enrolled on norm day.

● CBEDS (Including Charter Schools)

● All Students enrolled as of December 1 of each school year

District ID, CSIS ID, last name, first name, date of birth, gender, grade, location code, school

name and local district for all students enrolled on norm day.

● Dropout (Including Charter Schools)

District ID, CSIS ID, last name, first name, middle name, date of birth, grade, last location, school

name and local district

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● Monthly SESAC and Suspension data (Including Charter Schools)

● Graduation roster from all LAUSD schools (Including Charter Schools) with 12th grade SWD

The MCD requires charter schools to implement the District’s integrated student information system

which is referred to as My Integrated Student Information System (MiSiS). MiSiS is a suite of

applications which is designed to capture all District student data. All charter schools are required to

utilize MiSiS beginning August 1, 2014 upon the release of Milestone 8 which includes the final set of

functionalities required to comply with the MCD. Upon charter school full utilization of MiSiS, the list of

required data above will automatically be captured within MiSiS.

Section 1: General Information

BSSCA GENERAL INFORMATION

 The contact persons for Charter School is:

Monique Bonilla and Melissa Kaplan

 The contact address for Charter School is:

5431 West 98

Street Los Angeles, Ca 90045

 The contact phone number for Charter School is:

424-789-8337

 The proposed address or target community of Charter School is:

Target Community - West Adams

Site Address - 5431 West 98

Street Los

Angeles, Ca 90045

 This location is in LAUSD Board District:

Yes

 This location is in LAUSD Local District

West

 The grade configuration of Charter School is:

7-12

 The number of students in the first year will be:

600

 The grade level(s) of the students in the first year will be:

-12

 Charter School’s scheduled first day of instruction in 2016-2017 is:

August 31, 2016.

 The enrollment capacity is:

(Enrollment capacity is defined as the total number of students who may be

enrolled in Charter School regardless of student residency).

750

 The type of instructional calendar (e.g. traditional/year-round, single

track/multi-track, extended day/year) will be:

Traditional

 The bell schedule for Charter School will be:

7:48AM – 3:23PM

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Charter Petition

 The term of this charter shall be from:

July 1, 2016 to June 30, 2021

Section 2: Community Need For Bright Star Secondary Charter

Academy.

Part A: School’s Performance Over The Current Term Charter Term

1. Academic Performance

In Partnership with parents and the community, BSSCA prepares our students for success in college

and life beyond. To achieve this goal, we provide a rigorous academic program, tools for good

decision-making and a culture of accountability, creativity and compassion.

Students at BSSCA (herein referred to as “BSSCA” or “Charter School”) enjoy several educational

benefits:

 Team building and character education development;

 Out-of-class Educational Opportunities including Service Learning and experiential field trips

throughout the county, state and country;

 Exposure to a culture of higher learning through a robust advanced placement program

specifically targeted for students in their 11th and 12th grade years.

 WASC accreditation through the end of the current school year. The school is currently

undergoing the study process to renew the accreditation prior to expiration. The initial

WASC visit has been scheduled.

All BSSCA students are a part of a school environment where school administrators personally know

each student and all the staff members know each other and the families they serve. Finally,

students and parents have the assurance from the school that students are given all the time they

need to complete their educational experience prior to being promoted to the next grade, class or

level if they have not yet mastered the requisite skills. The school implements a number of

inteverventions embedded within the school day in the form of additional interventions periods,

after school in the form of tutoring, and additional school sessions over breaks (fall, winter, and

spring) in order to allow students to achieve mastery of the learning objectives. Students who need

credit recovery have both summer and online options provided by the school. Lastly, students who

are missing up to two graduation requirements are allowed participate in the culmination ceremony

with their classmates and are given the summer following their Senior year to complete those

remaining requirements. This overarching approach has resulted in exciting educational outcomes

for students. It is our hope that we will be able to continue serving the needs of our students for the

upcoming charter term.

Bright Star Secondary Charter Academy

Charter Petition

In accordance with education code 47607(b) Bright Star Secondary Charter Academy has satisfied

the following criteria for charter renewal.

a. State-wide Decile Ranks

In accordance with education code 47607(b) (2) BSSCA has met the state’s requirement that

it’s state-wide rank be between deciles 4-10 inclusive in both 2013 and 2012.

Table 1.1 State-wide Decile Rank

Year

API State Rank

2013

2012

b. Similar Schools Decile Rank

In accordance with education code 47607(b) (3) BSSCA has met the state’s requirement that

its similar schools rank be between deciles 4-10 inclusive in both 2013 and 2012.

Table 1.2 Similar Schools Decile Rank

Year

API Similar Schools Rank

2013

2012

Decile information was retrieved from the California Department of Education.

“”

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c. Academic Performance at least Equal to the Academic Performance of Surrounding

Schools

In accordance with education code 47607(b) (4)(A) BSSCA has met the state’s requirement

that the performance of the charter school is at least equal to the academic performance of

the public schools that the charter school pupils would have otherwise been required to

attend. This is true both school-wide as well as for special student populations. Below you

will see student achievement data which demonstrates both historical and current positive

student outcomes. The data included below includes: Historical API scores, 2012-2013 STAR

results, and 2014-2015 CAASPP results.

i. Surrounding Schools API Score Comparison

1. SCHOOL-WIDE

As noted in Chart 1.1 BSSCA has outperformed surrounding traditional public

schools, as well as LAUSD (LEA-wide) in school-wide API scores from 2011-

2013.

Chart 1.1: 2011-2013 Comparison of BSSCA’s School-wide API Scores to LAUSD and surrounding

schools*

All API scores were retrieved from the California Department of Education.

Westchester does not have data but is a surrounding school this continues for charts 1.1 -1.5

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ii. Surrounding Schools API Score Comparison

1. SIGNIFICANT STUDENT POPULATIONS

As noted in Charts 1.2 -1.4 BSSCA has outperformed surrounding traditional

public schools, as well as LAUSD (LEA-wide) in significant student population

API scores from 2011-2013.

All API scores have been retrieved from the California Department of Education

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Chart 1.2: 2013 Comparison of BSSCA’s Significant Student Population’s API Scores to LAUSD and

Surrounding Schools

Note: If there is a missing data point it is because the data was missing as this is not a significant student

population at the comparison school.

Chart 1.3: 2012 Comparison of BSSCA’s Significant Student Population’s API Scores to LAUSD and

Surrounding Schools

Bright Star Secondary Charter Academy

Charter Petition

Chart 1.4: 2011 Comparison of BSSCA’s Significant Student Population’s API Scores to LAUSD

and Surrounding Schools

Bright Star Secondary Charter Academy

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iii. 2012-2013 STAR ELA and Math Results

1. ALL STUDENTS

Chart 1.5 demonstrates that BSSCA outperformed surrounding schools in both ELA and

Math on the STAR test school-wide.

Chart 1.5: BSSCA’s 2012-2013 STAR ELA and Math Results

The sources for this data are the Ed-Data's website (https://www.ed-data.k12.ca.us/ ) and Bright Star's student information

system (Illuminate).

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i. 2012-2013 STAR ELA and Math Results

1. SIGNIFICANT STUDENT POPULATIONS

Table 1.3 demonstrates that BSSCA’s significant student populations have outperformed their peers in

surrounding schools. Through a combinations of rigorous instruction, high expectations, and targeted

supports, it is clear that our students are capable of achieving high standards of learning. While our

ELL’s significantly outperform district students in ELA, Math performance slightly lags behind the

district. In order to increase student performance in math, we have adopted the research based Ascend

Math computer program, which is implemented in a blended learning model within the regular math

classrooms in order to fill in student skill gaps. One reason for this is BSSCA’s ELL support program is

relatively new; additionally, we have placed a greater focus on developing ELL’s literacy skills as

opposed to focusing on disciplinary literacy. Moving into the 15-16 school year, BSSCA will have 1.5 full

time employees dedicated solely to assisting ELL’s, a 300% increase in manpower.

We have also struggled with supporting our Special Education Students. Bright Star Schools have

experienced a 44% increase in Special Education numbers in the past three years alone. Prior to that,

our Special Education enrollment was very low and we were not fully prepared to support staff in

supporting student achievement. We have hired a Special Education Coordinator for the 15-16 school

year who will spend one full day a week coaching our Resource Specialist Program Teachers (RSPs) in

increasing student’s achievement. Additionally, we have adopted the research based Language! and

Ascend Math as skill building curriculum so that our RSP’s can more effectively move our students

forward.

61%

27%

25%

32%

14%

18%

10%

20%

30%

40%

50%

60%

70%

ELA School-wide Proficiency % Advanced Math School-wide Proficiency & Advanced

Bright Star Secondary Charter Academy

Susan Miller Dorsey Senior High

Los Angeles High School

Crenshaw Science, Technology, Engineering, Math and Medicine Magnet

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Table 1.3: 2012-2013 STAR ELA and Math Results by Subgroup

School-wide

ELA

% Proficient &

Advanced

School-wide

Math

% Proficient &

Advanced

Hispanic

Bright Star Secondary Charter Academy

63%

28%

Susan Miller Dorsey Senior High

23%

Los Angeles High School

31%

11%

Crenshaw Science, Technology, Engineering, Math and Medicine Magnet

20%

African American

Bright Star Secondary Charter Academy

43%

21%

Susan Miller Dorsey Senior High

28%

Los Angeles High School

26%

Crenshaw Science, Technology, Engineering, Math and Medicine Magnet

18%

Economically Disadvantaged

Bright Star Secondary Charter Academy

61%

28%

Susan Miller Dorsey Senior High

26%

Los Angeles High School

33%

14%

Crenshaw Science, Technology, Engineering, Math and Medicine Magnet

18%

English Learners

Bright Star Secondary Charter Academy

20%

Susan Miller Dorsey Senior High

Los Angeles High School

Crenshaw Science, Technology, Engineering, Math and Medicine Magnet

Special Education

Bright Star Secondary Charter Academy

16%

Susan Miller Dorsey Senior High

22%

13%

Los Angeles High School

18%

Crenshaw Science, Technology, Engineering, Math and Medicine Magnet

17%

10%

ii. 2014-2015 CAASPP ELA and Math Results

1. ALL STUDENTS

The most current achievement data from BSCCA is reported below. This is the CAASPP first year being

taken and therefore we are unable to make a historical comparison. We are also unable to compare this

data to surrounding schools.

Chart 1.6: BSSCA’s 2014-2015 CAASPP ELA and Math Results

The CDE has released Scale Score Ranges for the state

. Based on the score distribution of all test takers

in the Smarter Balanced Assessment Consortium, California 11

grade students scoring in the third level

This data was pulled from CAASPP.org and our login is specific to BSSCA

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or higher in ELA scored in at least the 61

percentile in the consortium. Eleventh grade students scoring

in the third level or higher in math scored in at least the 68

percentile in the consortium. Therefore,

61% of BSSCA students (scoring 3 or better) tested above the 61

percentile in ELA and 34% of students

tested above the 68

percentile in math.

i. AP Five-Year School Score Summary (2011-2015)

Over the past 5 years BSSCA has expanded and improved its AP class offerings. In 2010 BSSCA had 7

students take the US history exam. This has expanded to 152 students in 2014 taking AP exams in:

United States Government and Politics, United States History, Calculus AB, Calculus BC, Biology,

Chemistry, and Spanish Language and Culture. Chart 1.7 indicates that BSSCA has shown consistent

growth both in the number of students taking AP exams as well as the total % of AP students who are

receiving scores of 3+. According to College Board “success” on an AP exam is defined by an exam score

of 3 or higher. They believe that a 3 or higher score is predictive of college success and college

graduation. BSSCA’s increased number of students receiving a 3+ score on AP exams demonstrates

increased college readiness and preparedness amongst BSSCA students.

Charts 1.7: BSSCA’s AP Five Year School Score Summaries

The CDE has released Scale Score Ranges for the state were retrieved from

http://www.cde.ca.gov/ta/tg/ca/sbscalerange.asp.

These scores were obtained from the College Board. The College Board’s definition of success was obtained from BSSCA’s

AP Five-Year School Score Summary produced by the College Board.

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2. Success of the Innovative Features of the Educational Program

a. Connections Program

Program Description:

The Connections Program is our latest and most comprehensive program created to

meet the academic, social and emotional needs of our mainly low-income and minority

students. The program consists of four strategic initiatives, Student Services, Family

Services, Grit Curriculum, and Alumni Support. BSS designed the Connections Program so

that every student will have an ally on staff whose sole purpose is to help them graduate

from high school prepared to enter and succeed in a four-year college or university or

equipped with a viable post-secondary career plan. The Connections Program provides

every BSS student with individual guidance counseling, academic support, and social

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service referrals from their personal advocate (“Connector”). The section below will

detail the impact both the connectors and the family services have on our student

population.

CONNECTORS IMPACT

In order to understand the impact connectors have on our student population we look at

several points of data. The first data point we consider is the suspension and expulsion

rates. Chart 2.1

indicates a significant decline in the suspension rate from 2011-2012 to

2012-2013. This significant reduction in suspension rates can be attributed to a focus on

a less punitive model of shaping student behavior. With the support of the Connectors

and the Student Conduct Team, we made a strong shift toward other means of

correction and addressing students’ underlying needing which may prompt misbehavior.

Some other means of correction commonly used are:

 opportunities for students to reflect on their behavior, including perceived or actual

consequences for themselves and others

 logical consequences that relate to the misbehavior

 lunch or after school detention

 student and parent conferences are held with key stakeholders including

administration, teachers, and counselors

 provision of any number of resources or referrals to community based organizations

offering youth programs or supports

 opportunities for school based counseling through our partnership with Didi Hirsch

 push in support services from campus support staff

In addition to suspension and expulsion data we consider student satisfaction as

reported on student surveys. Chart 1.8

indicates student responses to the question,

“Overall I feel good about being in this school” and Chart 1.9 contain student responses

to the question, “Adults in this school want me to succeed.” As you can see from the

Chart 1.8 and 1.9 students have consistently and overwhelmingly agreed that they feel

good about attending BSSCA. While there are 25% of students who do not report feeling

good about attending schools, our connectors proactively work to identify students who

are not currently engaged in school or who are experiencing other challenges and and

provide them with the support needed. Additionally, based on Chart 1.9 students also

feel that adults want them to be successful.

Suspension and expulsion rates were obtained from the California Department of Education. The most current data (2014-

2015) are our numbers which have been submitted to the state however, have not been posted to the website yet.

Student satisfaction survey results come from a school wide survey which is administrated twice a year.

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BSSCA’S STUDENT SATISFACTION SURVEY RESULTS OVERTIME

Chart 1.8: Student Survey Question, “Overall I feel good about being in this school.”

Chart 1.9: Student Survey Question, “ Adults in this school want me to succeed.”

In addition to school culture, connectors have a strong impact on college acceptance rate

as well as college persistence rate. Connectors work directly with students and families

to help them select the college that is likely to be the best fit for them. Additionally, we

have used historical persistence data gathered directly from alumni to inform our

strategies. For instance, Connectors have found many students leave school before

completion due to financial concerns. Knowing that this is a challenge for our students,

we work directly with students and families to prior to entering college to prepare them

for the likelihood of experiencing said challenge. Connectors assist students and families

for creating contingency plans so that they are prepared for meeting a challenge should

it occur.

All survey data comes from an internal student survey administstered multiple times a year

14%

22%

49%

16%

11%

26%

54%

10%

15%

64%

11%

20%

63%

16%

65%

10%

S T R O N G L Y D I S A G R E E D I S A G R E E A G R E E S T R O N G L Y A G R E E

Jan-12 Nov-12 May/Jun-13 Oct-13 May/June 2014

11%

57%

28%

62%

22%

66%

19%

64%

25%

69%

19%

S T R O N G L Y D I S A G R E E D I S A G R E E A G R E E S T R O N G L Y A G R E E

Jan-12 Nov-12 May/Jun-13 Oct-13 May/June 2014

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Chart 2.0: BSSCA’s College Acceptance Rate Overtime

Chart 2.1: BSSCA’s College Persistence Rate Overtime

FAMILY SERVICES IMPACT

Bright Star Schools understands that our students and families face many barriers to

academic success. Among the challenges identified in urban education are higher

concentrations of poverty, greater racial and ethnic diversity, larger concentrations of

immigrant populations and linguistic diversity, and more frequent rates of student

mobility (Kincheloe, 2004, 2010). We believe that it is also necessary to educate the

majority of our parents about America’s higher education system so that they may plan

College Acceptance Rate is tracked internally and ongoing.

This data is collected by the school through ongoing contact with alumni.

42%

32%

41%

70%

65%

10%

20%

30%

40%

50%

60%

70%

80%

BSSCA alumni enrolled in and/or graduated from a 4 year college/university

2010 2011 2012 2013 2014

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Charter Petition

for their student’s future. We see it as our responsibility to assist our families in

overcoming these challenges to ensure successful outcomes for the students we serve.

Our parent satisfaction data is overwhelming positive, with 75%+ of our parents agreeing

or strongly agreeing with our focus statements.

BSSCA’S PARENT’ SATISFACTION SURVEY RESULTS

Chart 2.2 Parent Survey Question, “I am satisfied with the overall education my child is

receiving”

Chart 2.3 Parent Survey Question, “I feel Welcomed at my Child’s School”

Parent Satisfaction Survey Results come from a survey which is administered twice a year to parents.

51%

46%

40%

60%

50%

19%

50%

25%

12%

35%

42%

S T R O N G L Y

D I S A G R E E

D I S A G R E E D O N ' T K N O W A G R E E S T R O N G L Y A G R E E

Oct-11 Oct-12 May/Jun-13 Oct-13 May/June 2014

42%

45%

50%

33%

67%

50%

38%

12%

42%

35%

S T R O N G L Y

D I S A G R E E

D I S A G R E E D O N ' T K N O W A G R E E S T R O N G L Y A G R E E

Oct-11 Oct-12 May/Jun-13 Oct-13 May/June 2014

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Chart 2.4: Parent Survey Question, “I’m satisfied with the WAY my child’s school

communicates with me”

b. Restorative Justice Programs

Bright Star attributes the decrease in suspensions and expulsions to an ongoing effort to

implement other meaningful forms of correction and restorative justice practices on the

campus. All connectors and deans have received extensive training in leading restorative justice

circles and both routinely implement in their ongoing work with students. These practices allow

the students to learn from their mistakes by correcting them and repairing any harm they may

have done to their community. Trainings on restorative practices are offered to staff members

through a variety of workshops on and off site. These trainings focus on the theory and practice

of restorative justice in schools. When applicable we utilize the services of Council in Schools to

facilitate harm circles or restorative conferences with involved students, parents, staff and/or

community members.

Chart 2.5: BSSCA’s Suspensions Rate and Number of Expulsions Overtime

10%

55%

32%

56%

36%

33%

67%

13%

50%

31%

12%

35%

46%

S T R O N G L Y

D I S A G R E E

D I S A G R E E D O N ' T K N O W A G R E E S T R O N G L Y A G R E E

Oct-11 Oct-12 May/Jun-13 Oct-13 May/June 2014

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c. Life Experience Lessons (LEL)

Program Description:

Life Experience Lessons (LELs) have been a hallmark of Bright Star’s program since our

founding. We believe that students must be offered opportunities to enhance their

education with real-life experiences if they are going to succeed in life outside the

classroom. Each year BSSCA students participate in several life experience lessons. It is

important to note that these trips are entirely paid for by Bright Star Schools. While

parents are asked for a small donation, no eligible child is ever turned away for not

contributing the donation. Students are selected to attend the LELs through an

application process, which includes a personal statement as to why the student believes

he or she will benefit from the experience.

WILDERNESS TRIP

Each year BSSCA sends 60 students on a weeklong trip to Yosemite. The focus of

our Yosemite/NatrueBridge trip is exploring and gaining respect for nature, while

also gaining valuable experience in teambuilding and leadership. These are critical

skills and experiences for our students to combine with the academic

components they receive in our classrooms. We want to ensure that our

students are equipped with the tools and opportunities they need to succeed in

college, and in life, and this opportunity can help achieve it.

COLLEGE EXPERIENCE LESSONS

BSSCA sends 45 students each year on a college tour. These 45 students are

comprised of approximately 15 ninth graders, 15 tenth graders and 15 eleventh

graders. The purpose of this trip is to encourage all students to pursue a

secondary degree upon high school graduation. These LEL’s provide an

opportunity for students to visit college campuses outside of Southern California.

At the end of a student’s high school career at Bright Star, all top achieving

students will have visited college campuses from 4 different regions of the United

States (West, South East, North West, and Mid-West). Southern Loop (LA, GA, NC,

TN); Northern Tour (NY, PA, NJ); Mid-Western Loop (IL, IA, MO).

In addition to these week long college trips BSSCA hosts college day trips to

introduce students to college campuses. BSSCA requires all students to visit at

least 5 college campuses prior to graduation. These opportunities are all

provided by the school and require no financial or time commitment on the part

of parents. All students are attend these trips which are often organized by grade

level.

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WILDERNESS MENTORSHIP TRIP (11TH GRADERS)

BSSCA sends 10 students each year to act as mentors for a 5

grade LEL trip

hosted by Stella Middle Charter Academy (SMCA). Most of BSSCA’s high school

students who act as mentors on this trip have also attended this trip as a 5

grader. Having previously attended this trip BSSCA students are uniquely

positioned to support Stella’s Middle School Students, many of whom are

experiencing Big Bear or Sequoia/Kings Canyon for the first time. This trip not

only provides BSSCA students with an additional opportunity to explore a state or

national park but also an opportunity to build leadership skills and share basic

camping skills with younger students.

NORTHERN CALIFORNIA MENTORSHIP TRIP (10

GRADERS)

Similar to the wilderness trip, each year BSSCA sends 10 students on Stella Middle

Charter Academy’s 6

grade LEL trip to Northern California. On this trip students

experience the Northern California culture through museum visits, city tours and

restaurant dining. Additionally, students are given the opportunity to complete

their first “physical challenge” which are a requirement for graduation from

Bright Star Schools. As mentor’s on this trip BSSCA students serve as positive roles

models, take on increased responsibility, and learn how to manage large groups

of younger students. This experience is intended to prepare students for their

grade trip where they will take on a greater responsibility as a mentor.

3. Success of the Schools Educational Program in Meeting the Specific Needs of its Student

Population (overall and by subgroup)

BSSCA has a diverse student body with student’s speaking 6 different primary languages. The

most common primary language spoken at BSSCA is Spanish. As noted in Chart 2.7 and 2.8 the

vast majority of BSSCA’s student qualify for free and reduced lunch and are considered to be

socio-economically disadvantaged. Regardless of the challenges our student face, all student

populations are performing at high levels relative to their peers at surrounding schools.

Above we have shared the API and CST results school-wide and for significant student

populations. Both performance metrics indicate that all groups are performing at high levels,

especially when compared with surrounding schools. In the following section we will dig a

deeper into how BSSCA’s educational program has supported students in the following areas;

Graduation, High School Exit Examination, EL reclassification and CELDT passage rate. Each of

these rates has been compared to the surrounding schools our students would have otherwise

attended.

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Chart 2.6 BSSCA’s Student Demographics - Primary Languages Spoken

Chart 2.7 BSSCA’s Student Demographics - Socio-Economic Status

Chart 2.8 BSSCA’s Student Demographics – Lunch Status

Chart 2.9 BSSCA’s Student Demographics - Ethnicity and Race

This data was retrieved from the 2014-15 CALPADS Fall 1 reporting period

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Chart 3.0 BSSCA’s Student Demographics – EL Status

a. Graduation Rate

According to chart 3.1 BSSCA’s graduation rate is just under 74% this represents a significant

increase over past years the 2011 and 2012 school years. During that time the school was

piloting a “5Y” program where students eligible to graduate were encouraged to complete a fifth

year of high school to strategically raise their GPA’s and be more competitive to colleges and

universities. This program has since been discontinued because it did not produce the desired

result. While BSSCA’s graduation rate hovers slightly below neighboring high schools, it should

be noted that all BSSCA graduates complete all A-G Requirements with a “C” or better (a

standard that district schools will not adopt until 2017). BSSCA has begun offering a

comprehensive summer school program available to all students who need credit recovery at no

cost. For students who are unable to attend summer school due to family commitments, the

school also offers online credit recovery programs. Most importantly, though, is ensuring that

students do not fall siginificantly behind to begin with. For that reason, every quarter, parents

receive a graduation tracker report which their child’s overall progress toward meeting the A-G

and all other graduation requirements.

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Chart 3.1 BSSCA’s High School Graduation Rate (2010-2014)

b. California High School Exit Examination

BSSCA students consistently outperform neighborhood schools significantly on the CAHSEE.

Chart 3.2 BSSCA’s ELA CAHSEE Rate

73.8

69.1

32.2

63.9

76.1

74.4

66.4

66.7

57.9

62.2

64.8

59.5

78.3

68.3

69.5

64.9

2013- 2014 2012- 2013 2011- 2012 2010- 2011 2009- 2010

BSSCA

Susan Miller Dorsey Senior High

Los Angeles Senior High School

Crenshaw Science, Technology, Engineering,

Math and Medicine Magnet

100%

94%

87%

96%

92%

58%

61%

68%

72%

76%

72%

73%

69%

64%

61%

57%

55%

58%

63%

2009- 2010 2010- 2011 2011- 2012 2012- 2013 2013- 2014 2014- 2015

BSSCA

Susan Miller Dorsey Senior High

Los Angeles Senior High School

Crenshaw Science, Technology,

Engineering, Math and Medicine Magnet

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Charter Petition

Chart 3.3 BSSCA’s MATH CAHSEE Rate

Chart 3.4 A-G Course Requirement Completion Rate

c. EL reclassification and CELDT passage rates

BSSCA consistently supports students in passing the CELDT at higher rates than district schools

and reclassifies at a higher rate. As shown below, there have been fluctuations in RFEP rates

over the years. One of the main reasons is that at the outset of the 2012-2013 school year,

BSSCA changed its RFEP criteria to align with LAUSD. Prior to 2012 students were required to

have achieved a Proficient score on the CST, as opposed to Basic as adopted by LAUSD.

98%

100%

88%

92%

93%

50%

60%

64%

68%

72%

73%

72%

70%

51%

57%

52%

60%

62%

2009- 2010 2010- 2011 2011- 2012 2012- 2013 2013- 2014 2014- 2015

BSSCA

Susan Miller Dorsey Senior High

Los Angeles Senior High School

Crenshaw Science, Technology,

Engineering, Math and Medicine Magnet

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Charter Petition

Chart 3.5 BSSCA’s CELDT Passage Rate

Chart 3.6 BSSCA’s EL Reclassification Rate

4. Areas of Challenge and How the School has/will continue to improve in the New Charter

Term

a. Initial Low Special Education Student Enrollment

In 2010-2011 year the Charter School Division provided feedback that BSSCA’s special

education student population was significantly below that of surrounding schools. As a

result of this feedback BSSCA has worked to recruit and retain a special education student

population that is roughly equal to that of the surrounding schools so as to ensure that the

school is meeting community’s needs. BSSCA began by reviewing its marketing and

enrollment materials and making sure they were welcoming to parents and students with

special needs. Additionally, we have focused on improving the quality services of support

67%

80%

77%

67%

84%

29%

30%

31%

21%

25%

29%

27%

30%

33%

18%

39%

29%

18%

26%

2013- 2014 2012- 2013 2011- 2012 2010- 2011 2009- 2010

BSSCA

Susan Miller Dorsey Senior High

Los Angeles Senior High School

Crenshaw Science, Technology, Engineering,

Math and Medicine Magnet

30.90%

38.50%

46.20%

0.00%

18.80%

80.00%

24.30%

9.20%

12.90%

0.00%

7.50%

5.50%

15.10%

7.80%

9.60%

0.00%

7.80%

8.50%

0.00%

2014- 2015 2013- 2014 2012- 2013 2011- 2012 2010- 2011 2009- 2010

BSSCA

Susan Miller Dorsey Senior High

Los Angeles Senior High School

Crenshaw Science, Technology, Engineering,

Math and Medicine Magnet

Bright Star Secondary Charter Academy

Charter Petition

services in order to retain our new enrollees. Many of our new special eduation enrollees

state that they learned about BSSCA by word of mouth, supporting that the latter is the

more powerful lever in increasing our population. Chart 3.7 depicts BSSCA’s increasing

special education enrollment since receiving this feedback. In addition Chart 3.8

demonstrates the 2014-2015 breakdown of student’s special education needs.

Chart 3.7 BSSCA’s Special Education Enrollment from 2010/2011- 2014/2015

Chart 3.8 BSSCA’s 2014-2015 Special Education Student Population Breakdown

Part C: Surrounding Schools Demographic And Performance Data

The specific address used as the center point of the analysis is the address of Stella Middle Charter

Academy located at 2636 S. Mansfield Ave, Los Angeles, CA 90016. The reason we have chosen this

address is because many of BSSCA’s students matriculate from Stella Middle Charter Academy, and 75%

of our students come from the West Adams community.

This data (certified Fall 1 Enrollment Counts by subgroup - Special Education) was obtained from the California

Department of Education’s California Longitudinal Pupil Achievement Data Systemonline at WWW.CALPADS.CA.GOV.

2.02%

4.55%

8.31%

9.22%

10.02%

0.00%

2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

2010-11 2011-12 2012-13 2013-14 2014-15

[]Doc# 28605937

School Performance Frameworks for all schools was retrieved from http://schoolinfosheet.lausd.net/budgetreports/spfsearch.jsp#searchbit. All

frameworks are 2013-2014. All enrollment information was obtained from 2013-2014 SARC documents on each school. While2013 API scoring

information was obtained from the California Department of Education API school reports. All 3 year average API scores are the non-weighted

average API for a school located on the California Department of Education website.

Demographic information only available for 2014-2015 obtained from

http://www.sarconline.org/Sarc/Order/19101990127274?year=

SURROUNDING SCHOOLS DEMOGRAPHIC AND PERFORMANCE DATA

Address: 5431 West 98

Street Los Angeles, Ca 90045

LAUSD High Schools

# of

Students

[2013-

2014]

% Students

Eligible for

Free/

Reduced

Lunch

% of

Special

Ed.

Students

% of

English

Learners

% Major

Ethnicity

% Major

Ethnicity #2

% Major

Ethnicity

[2013]

Growth API

Met

Schoolwide

Growth

Target?

Met

Subgroup

Growth

Targets?

[2011-2013]

API 3 Year

Average

2013

API

Statewide

Rank

2013

API Similar

Schools

Rank

School Performance

Framework

Classification (SPF)

Bright Star Secondary

Charter School

510

93.3

9.2

15.9

Latino -

85.1

African

American -

12.2

Asian - 1.8

807

yes

822

Achieving

Susan Miller Dorsey

Senior High Schools

1180

African

American

- 52

Latino - 46

White -1

611

610

Focus

Los Angeles High

School

1544

Latino -

African

American -

12.2

Asian - 6

705

696

Focus

Crenshaw Science,

Technology,

Engineering, Math and

Medicine Magnet

201

African

American

- 92

Latino - 7

n/a

550

557

Focus

Westchester Secondary

Charter

N/a

N/A

George Washington

Prep High School

1,336

82.3%

15.9%

15.6%

African

American

- 52.2%

Hispanic/Lati

no – 45.4%

White -

0.7%

590

Watch

John C. Fremont High

School

2,329

89.7

12.3%

29.1%

Latino -

90.2%

African

American -

9.4%

American

Indian -

0.3%

623

yes

592

Focus

LAUSD Middle Schools

# of

Students

[2013-

2014]

% Students

Eligible for

Free/

Reduced

Lunch

% of

Special

Ed.

Students

% of

English

Learners

% Major

Ethnicity

% Major

Ethnicity #2

% Major

Ethnicity

[2013]

Growth API

Met

Schoolwide

Growth

Target?

Met

Subgroup

Growth

Targets?

[2011-2013]

API 3 Year

Average

2013

API

Statewide

Rank

2013

API Similar

Schools

Rank

School Performance

Framework

Classification (SPF)

Bright Star Secondary Charter Academy

Charter Petition

Johnnie l Cochran jr

middle school

961

89.1

14.0%

24.6%

Latino -

77.6%

African

American -

21.2%

Asian-

0.5%

666

Watch

Audubon middle

school

713

77.3

19.8%

13.2%

African

American

-62.0%

Latino -

36.0%

White -

0.7%

696

713

Service and Support

Pio Pico middle school

634

73.8

10.7%

26.0%

Latino -

91.5%

African

American -

6.6%

Filipino -

0.6%

N/A

Achieving

Orville Wright Middle

649

65.9

12.6%

2.8%

African

American

- 66.7%

Latino -

22.2%

White -

6.6%

737

749

Does not have report

Charter Schools

# of

Students

[2013-

2014]

% Students

Eligible for

Free/

Reduced

Lunch

% of

Special

Ed.

Students

% of

English

Learners

% Major

Ethnicity

% Major

Ethnicity #2

% Major

Ethnicity

[2013]

Growth API

Met School

wide

Growth

Target?

Met

Subgroup

Growth

Targets?

[2011-2013]

API 3 Year

Average

2013

API

Statewide

Rank

2013

API Similar

Schools

Rank

School Performance

Framework

Classification (SPF)

Math and Science

College Preparatory

Latino -

African

American -

12.2

American

Indian - 2

N/A

Does not have a school

report

Frederick Douglass

Academy Charter High

School

299

African

American

- 85

Latino - 7

American

Indian - 1

741

yes

751

Does not have a school

report

Crenshaw Arts – Tech

Charter High

201

African

American

- 92

Latino - 7

n/a

682

Service and Support

Bright Star Secondary Charter Academy

Charter Petition

Section 3: Student Population To Be Served

Part A: BSSCA Target Student Population

District Area: West

Community: West Adams

75% of students attending Bright Star Secondary Charter Academy are from the West Adam’s

community and bused to a school site near the Los Angeles International Airport (LAX). The

borders of the West Adam’s community are the

ten freeway, Rodeo, Fairfax and Crenshaw. West

Adams’s location situates it’s self within the

boundaries of LAUSD’s Board District 4. A

neighborhood with pockets of deep poverty, the

West Adams Neighborhood is beset by several

challenges. Table 3.8 indicates that the average

income in West Adams is $38,209, with the

majority of households making less than

$20,000

. Additionally, only 7.8% of residents 25

and older have a four year college degree. This is

relevant because according to Pew Research Center,

a college graduate will earn on average 650,000

more than a high school graduate over the course of a 40 year career

Studies continually indicate that students living in households at or below the poverty line are at

a greater risk of academic failure than their peers who live in households above the poverty

line.

Middle school and High School are the critical foundational bridges in skill acquisition,

content knowledge, and character development necessary to prepare capable and confident

students relentlessly pursuing higher education.

BSSCA aims to educate students in grades 7 – 12 in West Adams who want to enroll in a school

with high expectations and a strong focus on rigor. Rigorous instruction and targeted

Medium Income as reported by the Los Angeles Times. Retrieved from

http://maps.latimes.com/neighborhoods/neighborhood/west-adams/

Pew Research retrieved from http://www.pewsocialtrends.org/2011/05/16/lifetime-earnings-of-college-

graduates/

Jean Le Tendre, “Title I Schoolwide Program: Improving Schools for All Children,” Journal of Education for Students Placed At

Risk, Vol.1 1996, 109-111.

Chart 3.8: West Adams Household Income in

Thousands of 2000 Dollars

Source: Medium Income as reported by the Los

Angeles Times. Retrieved from

http://maps.latimes.com/neighborhoods/inco

me/median/neighborhood/list/#West Adams

Bright Star Secondary Charter Academy

Charter Petition

interventions and supports ensure that students have adequate opportunities to meaningfully

engage the rigorous California Common Core State Standards and complete the A-G University

of California (UC) and California State University (CSU) college entrance requirements. Our

students will enroll in this challenging educational program in exchange for a commitment from

the school that all of its students will learn and will be prepared not only to be accepted to, but

to be successful in college and career.

As part of our school program, additional hours spent outside of the basic curriculum will be

used for instruction in enrichment including structured co-curricular activities (athletic

programs, clubs and the arts). Extra academic tutorial sessions will be provided at no extra cost

for those students needing to “catch up” academically so that they can compete with their peers

for college admission privileges and scholarship awards.

Part B: Five Year Enrollment Rollout Plan

The table below is a five year enrollment plan illustrating the number of students in each grade

and the total number of students that BSSCA will serve in each year of the charter term.

Enrollment Roll-Out Plan

Grade

2016-17

2017-18

2018-19

2019-20

2020-21

150

Total

600

675

750

Bright Star Secondary Charter Academy

Charter Petition

Section 4: Goals And Philosophy

Part A: Alignment Between Mission, Vision And Student Population

MISSION

BSSCA prepares high school students for educational success in college and life beyond. Within a

rigorous, accountable, and supportive school community, students become high achieving, self-

advocating, responsible scholars engaged in their community.

VISION

BSSCA believes that all students, regardless of socio-economic status, ethnicity, or language, are

entitled to a high-quality education that will present them the opportunity to pursue college and

a professional career. BSSCA will employ rigorous academics marked with frequent assessment

and evaluation in order to consistently set high standards for achievement and encourage

students to transcend all obstacles. Our instructional program has fully shifted to and aligned

with the Common Core, with all midterm assessments and aligned instruction mirroring

Performance Tasks.With high expectations for academics and behavior, and the supports and

accountability measures to uphold those expectations, BSSCA will provide a school culture that

engenders strong character, self-advocacy, and a responsibility to pursue education at every

level. Through transparency in all policies and structures, devoted school leaders and faculty will

ensure that students’ families and the communities in which they reside are invested in the

success of their scholars. Preparedness, respect, engagement, and professionalism will be at the

core of all BSSCA staff, their defined practices, and finally in the students who will emerge with

the skills and character necessary to realize their educational and professional aspirations.

CORE VALUES

BSSCA strive to provide students with a well-rounded education, including a rigorous academic

program that prepares students for college, and life experiences that exposes students to a

broad world beyond their current environments.

All of our programs are rooted in four core values:

● Our culture of high expectations emphasizes character development and strong values.

● Our attention to detail in all programs ensures we are thoughtful and effective in all we

do.

● Our high standards of accountability ask the entire school community to strive for our

shared success. One way we do this is by avoiding “social promotion” of our students

before they meet grade level standards.

● Our openness to continuous improvement creates an atmosphere comfortable with

change. We constantly evaluate and improve our curriculum and experiences as needed.

Bright Star Secondary Charter Academy

Charter Petition

Part B: Describe What It Means To Be An “Educated Person” In The 21st Century

A 21st Century Educated Pupil

An educated person is a self-motivated, competent, lifelong learner who possesses the

academic, intellectual, emotional and character skills necessary for success in high school,

college and the world beyond.

For academic skills, such a person has a mastery of the English language along with a mastery of

at least one other language. In addition to language, such a person demonstrates a fundamental

understanding and fluency in mathematics, science, history, and the arts. An educated person

has the ability to think both critically and creatively. Basic knowledge about the world and deep

knowledge about subjects of interest and importance are essential, as are skills for effectively

using technology and gathering information.

Being educated in the 21st Century requires an ability to work cooperatively and to understand

and respect cultural and socio-economic differences between all people. An educated person

understands the concept of global interdependence and sees clearly the need for greater social

justice in the world.

An educated person in the 21st Century also must have developed an ability to monitor and

maintain emotional and physical fitness. A quality education also instills habits that help one to

have control of one’s life: to solve problems, to set and attain goals, to learn from experiences

and to know when and how to follow social norms. Self-awareness involves recognizing one’s

strengths and limitations, knowing what one wants to achieve in life and being reflective about

one’s interactions and relationships with others.

An educated person Participates constructively in society, for one knows that such Participation

is necessary for the benefit of society and for the individual as well. Such a person has

developed a broad knowledge base and has acquired skills which allow one to enter the

economic mainstream. Such a person works cooperatively to achieve constructive answers to

difficult questions for the benefit of society. Such a person understands that every problem has

some solution, although it often may not be a perfect solution.

An educated person in the 21st Century understands that character counts, and that we live on a

planet where everybody and everything is interconnected, often in ways that we cannot see or

comprehend. Such a person knows that one’s actions cause many further actions and reactions.

Because of this, an educated person refers to and utilizes one’s own belief and value systems

prior to making important decisions about oneself and about others.

An educated person communicates effectively, both orally and in writing, and bases his thoughts

and rguments on a thoughtful consideration of the evidence at hand. He is able to participate in

the larger intellectual dialogue by creating his own thoughts and ideas, using others’ ideas as a

Bright Star Secondary Charter Academy

Charter Petition

springboard to form his own. In order to do this, the educated 21st Century learner is a savvy

user of technology. He understands how to use the available tools to further his own learning,

form opinions, interact with the world, and present the portrait of himself as a thoughtful and

responsible citizen.

Part C: How Learning Best Occurs

Our instructional practices and program design are largely informed by Marzano’s research in

What Works in Schools and What Works in Classroom Instruction and the guidelines for 21st

Century Learners in David Conley’s work. Additionally, we believe that non-cognitive skills (or

soft skills) to be essential to the successful of the students. These practices are embedded in our

advisory program, our Connecting Program, and throughout the core courses; and, they are

based largely on the research of Carol Dweck and Angela Duckworth.

Here at BSSCA, we believe that learning best occurs when students learn in an environment

where they feel safe, where expectations for all students are clear and high and students are

given the opportunity to make mistakes, learn from them, work hard and achieve their goals.

We believe that all students can succeed academically when given the opportunity to learn

through active participation in engaging activities. We further believe that all high school

students need to develop high standards of honesty, industriousness, enthusiasm, kindness,

compassion and generosity. Students participate in a daily advisory program with explicitly

teaches the values and character traits that we want students to embody. Through direct

instruction on character eduation, relevant readings, and monthly character education

assemblies, our values are embedded within the very culture of the school.

Learning best occurs when learners start with their own knowledge and experience as the basis

for learning. Students must feel that new ideas, information and skills are relevant, useful or

important. They must be motivated by genuine interest or purpose, and should be challenged

to work to high expectations. Students construct meaning through their learning experiences by

doing more often than seeing or listening. Additionally, students learn best when they practice

and apply new skills and concepts to real-life situations.

A school culture where learning is fun, exciting and essential helps all students in that

environment. When academic learning is coupled with emotional and physical development,

students come to feel comfortable in their environment and thus work harder to achieve

academic goals.

Learning best occurs when educational objectives are simple, measurable and attainable. Clear

definitions of what students should know and be able to do in each academic content area at

grade level determines the content of the curriculum, affect teaching strategies, provide a

perspective for selecting and training teachers and help parents understand what is expected of

the children.

Bright Star Secondary Charter Academy

Charter Petition

Learning best occurs when class size and school size are manageable. Although there are no

magic numbers or solutions for what is manageable, it is imperative that the members of the

school community know one another as individuals. We also believe that learning is most

effective when parents understand and are involved in the educational goals of the school.

BSSCA has short-term, intermediate and long-term goals. The short-term goal is to provide a

meaningful educational experience; one that impresses upon students the amount they can

accomplish in a single year of dedicated hard work and the level to which they can enhance their

self-confidence through achievement. The intermediate goal is to help students carry this sense

of academic commitment and accomplishment throughout their high school experience. The

long-term goal is to instill in our students the belief that they should and be able to attend

college, and through this process, provide them the tools to do so.

Part D: How The Goals Of The Program Enable Students To Become Self-

Motivated, Competent And Lifelong Learners

The fundamental goal of BSSCA is to help its students become self-motivated, competent, life-

long learners. BSSCA strives to educate students so that they know and understand how they

learn, and how they can continue learning in college and beyond. Students understand how to

learn from a classroom situation or from a group interaction and (probably most importantly)

how to learn on their own.

A fundamental educational objective for BSSCA is to educate all of its students so that they are

able to compete for selective and limited positions and/or scholarships at colleges and

universities. Yet, given the current funding crisis in higher education, we also explore alternative

post-secondary options for students that lead to attainment of a viable post-secondary plan,

which is developed by the student and connecter, in conjunction with his family.

An intense schedule ensure that there is enough time to teach all materials covered by the

California Common Core State Standards and the UC/CSU A-G requirements. Yet the goal of the

program will be that nobody falls behind. We will train students to employ effective study

habits by providing them support in school and after school so that they can reach their full

potential. We know that if students put in the required time and effort, and get the additional

support and resources they need, they can be successful in the academic program.

Students will work toward mastering skills: developing concepts, critical thinking and problem

solving. Students develop self-worth and respect for their heritage and the cultural heritage of

others through arts, literature, social studies, science and math. Students receive an enriched

curriculum in language arts, math, history and science through excellent teaching practice.

Students strive to become proficient in both English and their native language. Students work

towards demonstrating cooperative social behavior with a sense of responsibility toward their

school, home and community through our connectors program, advisory and character building

programs, and community service. Students are exposed to career, post-secondary

opportunities and should begin to develop personal and professional life goals through exposure

Bright Star Secondary Charter Academy

Charter Petition

to local leaders and our partnerships with local businesses and community organizations.

Student performance will increase as demonstrated by standardized, criterion-referenced and

performance-based tests.

BSSCA’s curriculum is based on the California Common Core State Standards. In addition, BSSCA

offers many expanded options to meet the needs of all of its diverse students. These include

more instructional time on task, life experience lessons outside the classroom and exposure to

college expectations through a robust AP Program. Additionally, we offer a robust intervention

program to our English Language Learners, as outlined in our EL Master Plan. We utilize our

school counselors to develop truly effective and SSTs and ensure adherence to a tiered

intervention program. SMCA is piloting a cutting edge blended learning classroom model for its

Special Education students, and if it proves successful (and needed by the BSSCA student body),

we anticipate replicating it at BSSCA.

Part E: Description Of The School’s Annual Goals, For All Pupils (I.E. Schoolwide)

And For Each Subgroup Of Pupils Identified Pursuant To Education Code § 52052,

For Each Of The Eight (8) State Priorities Identified In Education Code § 52060(D).

Description Of The Specific Annual Actions The School Will Take To Achieve Each

Of The Identified Annual Goals

These charter provisions address the requirements of Education Code § 47605(b)(5)(A)(ii). They

are reflective of and consistent with this school’s Local Control Accountability Plan.

LCFF STATE PRIORITIES

GOAL #1

Core academic teachers will have the appropriate certification and highly

qualified status for the classes to which they are assigned.

Related State Priorities:

☒

1 ☐ 4 ☐ 7

☐ 2 ☐ 5 ☐ 8

☐ 3 ☐ 6

Local Priorities:

☐:

Specific Annual Actions to Achieve Goal

Bright Star Secondary Charter Academy

Charter Petition

1. Adoption of Paycom system to monitor teacher credentials and expirations.

2. Hiring process redesigned in light of historical hiring patterns and teacher performance and retention.

3. One National Board Certification Program scholarship and district support provided each year.

4. Teacher subsidy for adding SS authorization to MS credential.

5. BTSA program offered to teachers.

6. Increase the teacher salary scale by 2% until LCFF is fully funded.

7. Addition of Director of Teacher Development to manage hiring processes and all above initiatives and

administration of induction program.

8. Addition of Hiring Manager to execute on the teacher hiring process and a teacher retention program.

Expected Annual Measurable Outcomes

Outcome #1: 100% of core content and college academic elective teachers will be appropriately

credentialed or in a program working toward credential.

Metric/Method for Measuring: Metric: SARC, & Teacher HQT status

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students

(Schoolwide)

100% of core

content and

college

academic

elective

teachers are

appropriately

credentialed

100%

GOAL #2

100% of graduates will complete the A-G requirements.

Related State Priorities:

☐

☒

☐ 2 ☐ 5 ☐ 8

Bright Star Secondary Charter Academy

Charter Petition

☐ 3 ☐ 6

Local Priorities:

☐:

Specific Annual Actions to Achieve Goal

1. Connectors monitor student progress on a quarterly basis.

2. School publishes a quarterly graduation requirement tracker.

3. Course remediation offered via online programming and Summer School

Expected Annual Measurable Outcomes

Outcome #1: 100% of graduates will complete the A-G requirements.

Metric/Method for Measuring: A-G Completion via Illuminate

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (Schoolwide)

100% of

graduates

completed the

A-G

requirements

(by June 2015)

100%

GOAL #3

English Language Learners will make significant and continual

progress toward Advanced status until reclassification.

Related State Priorities:

☐

☒

☐

☐ 2 ☐ 5 ☐ 8

☐ 3 ☐ 6

Bright Star Secondary Charter Academy

Charter Petition

Local Priorities:

☐:

Specific Annual Actions to Achieve Goal

1. ELD Specialist to work with ELLs Level 1 & 2.

2. Professional Development for all staff on SDAIE strategies.

3. Professional Development on integration of ELD standards.

4. Adoption of differentiated resources.

5. Addition of Senior Literacy Coach.

Expected Annual Measurable Outcomes

Outcome #1: % of ELL students will increase one CELDT level each year until reclassification.

(NOTE: actual desired outcome varies year to year and specific outcome for year is indicated in subgroup table

below.)

Metric/Method for Measuring: CELDT

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

English Language Learners

28% of students

increased one

CELDT level in

2014-15.

40% of ELL students

to increase one

CELDT level until

reclassification.

45% of ELL

students to

increase one

CELDT level until

reclassification.

50% of ELL

students

increase one

CELDT level

until

reclassification.

55% of ELL

students

increase one

CELDT level

until

reclassification.

60% of ELL

students

increase one

CELDT level

until

reclassification.

Expected Annual Measurable Outcomes

Outcome #2: School will increase reclassification rate by 5% of the previous year’s rate

(NOTE: actual desired outcome varies year to year and specific outcome for year is indicated in subgroup table

below.)

Metric/Method for Measuring: Reclassification rate

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

English Language Learners

38.5%

School will increase

reclassification rate

School will

increase

School will

increase

School will

increase

School will

increase

Bright Star Secondary Charter Academy

Charter Petition

by 5% of previous

year’s rate.

reclassification

rate by 5% of

previous year’s

rate.

reclassification

rate by 5% of

previous year’s

rate.

reclassification

rate by 5% of

previous year’s

rate.

reclassification

rate by 5% of

previous year’s

rate.

GOAL #4

Students will consistently participate and pass the EAP.

Related State Priorities:

☐

☒

☐

☐ 2 ☐ 5 ☐ 8

☐ 3 ☐ 6

Local Priorities:

☐:

Specific Annual Actions to Achieve Goal

1. Senior Literacy Coach to provide targeted coaching in critical reading and writing.

2. 11th grade students will receive content rich SAT prep embedded within the GRIT course.

3. The Director of Curriculum and Instruction will work collaboratively with teachers and administrators to

identify and help implement high quality math interventions and increase the overall quality of math instruction.

Expected Annual Measurable Outcomes

Outcome #1: 90% of students will participate in the EAP and 50% will pass.

Metric/Method for Measuring: EAP

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All students

100%

participation: 71%

passed ELA and

34% passed Math.

90% of

students will

participate in

the EAP and

60% will pass

one section.

90% of

students will

participate in

the EAP and

65% will pass

one section.

90% of

students will

participate in

the EAP and

65% will pass

one section.

90% of

students will

participate in

the EAP and

65% will pass

one section.

90% of

students will

participate in

the EAP and

65% will pass

one section.

Bright Star Secondary Charter Academy

Charter Petition

GOAL #5

All students will have access to AP courses and school will maintain a

substantial passage rate.

Related State Priorities:

☐

☒

☐

☐ 2 ☐ 5 ☐ 8

☐ 3 ☐ 6

Local Priorities:

☐:

Specific Annual Actions to Achieve Goal

1. School to develop an AP enrollment protocol which accepts all students who have successfully completed the

prerequisite courses.

2. 100% of students are expected to take the AP test. School to pay testing fee as needed.

3. Teachers to receive AP course training.

4. School to begin vertically articulating AP skills and strategies beginning in grade 9.

Expected Annual Measurable Outcomes

Outcome #1: 85% of graduates will take at least one AP course. School will maintain a passage rate (3+) of

60% or higher.

Metric/Method for Measuring: AP Access and Passage

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All students (school wide)

60.7% of AP test

takers have

passed with a 3+.

85% of graduates

will take at least

one AP course.

School will maintain

a passage rate (3+)

of 60% or higher.

85% of graduates

will take at least

one AP course.

School will

maintain a

passage rate (3+)

of 60% or higher.

85% of graduates

will take at least

one AP course.

School will

maintain a

passage rate (3+)

of 60% or higher

85% of graduates

will take at least

one AP course.

School will

maintain a

passage rate (3+)

of 60% or higher

85% of graduates

will take at least

one AP course.

School will

maintain a

passage rate (3+)

of 60% or higher

Bright Star Secondary Charter Academy

Charter Petition

GOAL #6

Teachers will integrate explicit strategies and instruction to ensure ELLs

have access to the core content.

Related State Priorities:

☒

☐

☐ 2 ☐ 5 ☐ 8

☐ 3 ☐ 6

Local Priorities:

☐:

Specific Annual Actions to Achieve Goal

1. Teacher professional development on SDAIE strategies by ELD specialist.

Expected Annual Measurable Outcomes

Outcome #1: Teachers will provide differentiated resources and materials for ELLs.

Metric/Method for Measuring: Classroom Observations

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

English Learners

All Teachers

integrated SDAIE

strategies into core

classes.

Teachers will

provide

differentiated

resources and

materials for ELLs.

Teachers will

provide

differentiated

resources and

materials for ELLs.

Teachers will

provide

differentiated

resources and

materials for

ELLs.

Teachers will

provide

differentiated

resources and

materials for

ELLs.

Teachers will

provide

differentiated

resources and

materials for

ELLs.

GOAL #7

Classroom instruction and instructional materials will fully align to CCSS

and NGSS.

Related State Priorities:

☐

☒

2 ☐ 5 ☐ 8

☐ 3 ☐ 6

Bright Star Secondary Charter Academy

Charter Petition

Local Priorities:

☐:

Specific Annual Actions to Achieve Goal

1. Adoption and purchase of core texts in alignment with CCSS.

2. Adoption of Illuminate System to align benchmark assessments to CAASPP.

3. Director of Curriculum and Instruction hired to oversee implementation of CCSS.

4. Purchase of math manipulatives and consumables.

Expected Annual Measurable Outcomes

Outcome #1: All classrooms will integrate CCSS and NGSS 100%

Metric/Method for Measuring: Classroom Observations, examination of pacing guides, assessments, and

lesson plans.

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All students

Classroom

Instruction in

English classes

and Math

integrated

100% of CCSS.

Classroom

Instruction in

Visual and

Performing Arts

and PE will

integrate 100%

of CCSS for

Literacy.

All classrooms

will integrate

100%

All

classrooms

will integrate

100%

All

classrooms

will integrate

100%

All classrooms

will integrate

100%

GOAL #8

Students will continually demonstrate increased proficiency on CAASPP.

Related State Priorities:

☐

☒

☐

2 ☐ 5 ☐ 8

☐ 3 ☐ 6

Local Priorities:

☐:

Bright Star Secondary Charter Academy

Charter Petition

☐:

Specific Annual Actions to Achieve Goal

1. Grade Level Leads to guide teams in analysis of student data and implementation of strategic interventions.

2. Targeted summer program to provide students with remediation on core skills.

3. Instructional assistants used to provide targeted intervention to students on identified areas of need.

4. Adoption of writing assessment system

5. Addition of targeted intervention block and targeted writing instructor

6. Bi-monthly monitoring and communication of RFEPed students.

7. Intervention via ELD Specialist and/or designated TA’s if necessary.

8. Enrollment in summer program and online intervention if progress is not maintained.

Expected Annual Measurable Outcomes

Outcome #1: Base + 5% of Base

Metric/Method for Measuring: CAASPP

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All students

Overall ELA –

61.06%

Overall Math –

34.21%

Base + 5% of

Base

Base + 5%

of Base

Base + 5%

of Base

Base + 5%

of Base

Base + 5%

of Base

GOAL #9

All subgroups will consistently increase performance until closing the

school’s achievement gap.

Related State Priorities:

☐

☒

☐

2 ☐ 5 ☐ 8

☐ 3 ☐ 6

Bright Star Secondary Charter Academy

Charter Petition

Local Priorities:

☐:

Specific Annual Actions to Achieve Goal

1. ELLs to receive targeted support with mastery of content, including small group intervention for ELD

specialist.

2. ELD specialist to consistently monitor and communicate progress to leadership team on a bi-monthly basis.

3. Special Education teachers to be trained in the analysis and use of data to improve student outcomes.

4. Resource Specialist Teachers to consistently monitor and communicate student progress to leadership team

on a bi-monthly basis.

5. Online reading program adopted to assist our most

challenged readers.

6. Adoption of online math intervention curriculum for students.

7. Hire EL specialist

8. Hire Special Education Coordinator to coach and develop

9. Creation of sheltered core English class. Eligible for A-G requirement.

10. Designated ELD class

Expected Annual Measurable Outcomes

Outcome #1: Base + 5% of Base

Metric/Method for Measuring: CAASPP

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

English Learners

Subgroup ELA –

12.5%

Subgroup Math-

Overall ELA –

61.06%

Overall Math –

Subgroup

Base + 5% of

the difference

between

subgroup

performance

and overall

school

performance

Subgroup

Base + 5%

of the

difference

between

subgroup

performance

and overall

school

Subgroup

Base + 5%

of the

difference

between

subgroup

performance

and overall

school

Subgroup

Base + 5%

of the

difference

between

subgroup

performance

and overall

school

Subgroup

Base + 5%

of the

difference

between

subgroup

performance

and overall

school

Bright Star Secondary Charter Academy

Charter Petition

34.21%

performance

Students with Disabilities

Subgroup ELA –

44.44%

Subgroup Math-

Overall ELA –

61.06%

Overall Math –

34.21%

Subgroup

Base + 5% of

the difference

between

subgroup

performance

and overall

school

performance

Subgroup

Base + 5%

of the

difference

between

subgroup

performance

and overall

school

performance

Subgroup

Base + 5%

of the

difference

between

subgroup

performance

and overall

school

performance

Subgroup

Base + 5%

of the

difference

between

subgroup

performance

and overall

school

performance

Subgroup

Base + 5%

of the

difference

between

subgroup

performance

and overall

school

performance

GOAL #10

The school will maintain a 95% ADA.

Related State Priorities:

☐

☒

☐

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

1. School to use attendance assistant to track and monitor student attendance.

2. School to develop and access the SARB program.

3. Student attendance incentives.

Expected Annual Measurable Outcomes

Outcome #1: 95%

Metric/Method for Measuring: ADA via Illuminate

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

94.4%

95%

Bright Star Secondary Charter Academy

Charter Petition

GOAL #11

No more than 5% of students will be identified as chronically absent—

defined as missing more than 10% of instructional days.

Related State Priorities:

☐

☒

☐

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

1. School to use attendance assistant to track and monitor student attendance.

2. School to develop and access the SARB program.

3. Student attendance incentives.

Expected Annual Measurable Outcomes

Outcome #1: No more than 5% of students will be identified as chronically absent—defined as missing more

than 10% of instructional days.

Metric/Method for Measuring: Absenteeism via Illuminate

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

70 students out

of 533 students

have missed 13

or more days.

13.13%

No more than

6% of

students will

be chronically

absent.

No more

than 5% of

students will

chronically

absent.

No more

than 5% of

students will

chronically

absent.

No more

than 5% of

students will

chronically

absent.

No more

than 5% of

students will

chronically

absent.

Bright Star Secondary Charter Academy

Charter Petition

GOAL #12

No more than 5% of students will experience an incident of

suspension. Total days of suspension not to exceed 5% of the product of

total enrollment and instructional days.

Related State Priorities:

☐

☒

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

1.Dean’s List Software to track culture and climate and allow for pro-active intervention.

2.Professional development for Dean’s and Connector’s for Restorative Justice Intervention

3.Implementation of Council for Schools. Professional development for Dean’s, Connectors, and teaching staff.

4. Connectors Program

Expected Annual Measurable Outcomes

Outcome #1: No more than 5% of students will experience an incident of suspension. Total days of

suspension not to exceed 5% of the product of total enrollment and instructional days.

Metric/Method for Measuring: LAUSD School Suspension Reports; CalPads

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

5 students have

been suspended

for a total of 11

days combined

which is 2% of

total enrollment

and

instructional

days.

No more than

5% of students

will experience

an incident of

suspension. Tot

al days of

suspension not

to exceed 5% of

the product of

total enrollment

and

instructional

No more than

5% of students

will experience

an incident of

suspension. T

otal days of

suspension not

to exceed 5%

of the product

of total

enrollment and

instructional

No more than

5% of

students will

experience an

incident of

suspension.

Total days of

suspension

not to exceed

5% of the

product of

total

enrollment

No more than

5% of

students will

experience an

incident of

suspension.

Total days of

suspension

not to exceed

5% of the

product of

total

enrollment

No more than

5% of

students will

experience an

incident of

suspension.

Total days of

suspension

not to exceed

5% of the

product of

total

enrollment

Bright Star Secondary Charter Academy

Charter Petition

days.

and

instructional

days.

and

instructional

days.

and

instructional

days.

GOAL #13

No more than 1% of students will be expelled.

Related State Priorities:

☐

☒

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

(Actions completed in earlier goal)

1.Dean’s List Software to track culture and climate and allow for pro-active intervention.

2.Professional development for Dean’s and Connector’s for Restorative Justice Intervention

3.Implementation of Council for Schools. Professional development for Dean’s, Connectors, and teaching staff.

4. Connectors Program

Expected Annual Measurable Outcomes

Outcome #1: No more than 1% of students will be expelled.

Metric/Method for Measuring: LAUSD School Suspension Reports; CalPads

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

1 student has

been expelled

this school year

= .0018%

No more than

1% of students

will be expelled.

No more than

1% of students

will be

expelled.

No more than

1% of

students will

be expelled.

No more than

1% of

students will

be expelled.

No more than

1% of

students will

be expelled.

Bright Star Secondary Charter Academy

Charter Petition

GOAL #14

Parents will support their students and the school through regular

attendance at school events.

Related State Priorities:

☐

☒

☐

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

1.Implementation of College Knowledge Curriculum for parents. Training for school and parent leaders.

2. SSC implementation.

3. Monthly parent meetings.

Expected Annual Measurable Outcomes

Outcome #1: Specific yearly attendance outcomes are outlined by year below.

Metric/Method for Measuring: Attendance at parent events via Sign In

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

26% Parent

Teacher

Conferences

(Invited)

Back to School

Night (did not

track but will in

the future)

Parent education

seminar

(still gathering

data from all

parent education

leaders)

Parents will

attend the

following

events:

35% Parent

Teacher

Conferences

(Invited)

60% Back to

School Night

50% One

parent

education

seminar

80% one yearly

Parents will

attend the

following

events:

40% Parent

Teacher

Conferences

(Invited)

60% Back to

School Night

50% One

parent

education

seminar

80% one

Parents will

attend the

following

events:

45% Parent

Teacher

Conferences

(Invited)

60% Back to

School Night

50% One

parent

education

seminar

80% one yearly

Parents will

attend the

following

events:

50% Parent

Teacher

Conferences

(Invited)

60% Back to

School Night

50% One

parent

education

seminar

80% one

Parents will

attend the

following

events:

55% Parent

Teacher

Conferences

(Invited)

60% Back to

School Night

50% One

parent

education

seminar

80% one

Bright Star Secondary Charter Academy

Charter Petition

57.6% of parents

have had one

yearly connector

meeting by end of

March. Expected

to have 100% of

students have one

meeting or more

with their

connector by end

of May

connector

meeting.

yearly

connector

meeting.

connector

meeting.

yearly

connector

meeting.

yearly

connector

meeting.

GOAL #15

Parents will consistently rate the schools as meeting the needs of their

students.

Related State Priorities:

☐

☒

☐

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

See actions for above goal "Parents will support their students and the school through regular attendance at

school events."

Expected Annual Measurable Outcomes

Outcome #1: 80% of parents will positively rate the school of the bi-annual survey.

Metric/Method for Measuring: Parent Survey

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

89% positively

rated the school

on the bi-annual

parent survey

administered in

Winter. 83%

positively rated

80% of parents

will positively

rate the school

of the bi-annual

survey.

80% of

parents will

positively rate

the school of

the bi-annual

survey.

80% of

parents will

positively rate

the school of

the bi-annual

survey.

80% of

parents will

positively rate

the school of

the bi-annual

survey.

80% of

parents will

positively rate

the school of

the bi-annual

survey.

Bright Star Secondary Charter Academy

Charter Petition

the school on the

bi-annual parent

survey

administered in

the Winter.

GOAL #16

A substantial group of parents will return surveys each year

Related State Priorities:

☐

☒

☐

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

1.Survey software

2.Set up of survey stations at key school events

Expected Annual Measurable Outcomes

Outcome #1: 70% of parents will return surveys.

Metric/Method for Measuring: Survey Completion Rate

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

55% of parents

returned survey in

Winter and 82 %

of parents

returned

Spring surveys

(up from 5%

return rate in

2013-14.)

70% of parents

will return

surveys.

70% of

parents will

return surveys.

70% of

parents will

return

surveys.

70% of

parents will

return

surveys.

70% of

parents will

return

surveys.

Bright Star Secondary Charter Academy

Charter Petition

GOAL #17

Students will report a high level of connectedness, support and a positive

attitude toward school

Related State Priorities:

☐

☒

☐

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

1.Dean’s List Software to track culture and climate and allow for pro-active intervention.

2.Professional development for Dean’s and Connector’s for Restorative Justice Intervention

3.Implementation of Council for Schools. Professional development for Dean’s, Connectors, and teaching staff.

4. Grade based and school wide events

5. School field trips

6. Life Experience Lessons

7. Connecting program, including connectors/counselors

8. Life Skills/Advisory Curriculum

9. Addition of elective courses in VAPA and/or technology.

Expected Annual Measurable Outcomes

Outcome #1: 80% of students will positively rate the school

Metric/Method for Measuring: Annual Survey

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

74.2 %

positively rated

80% of

students will

positively rate

80% of

students will

positively rate

80% of

students will

positively rate

80% of

students will

positively rate

80% of

students will

positively rate

Bright Star Secondary Charter Academy

Charter Petition

the school.

the school

GOAL #18

Students will attend school in facilities that are safe, clean, organized, in

good repair, and conducive to learning.

Related State Priorities:

☒

☐

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

1.Ops Directors completing monthly facility walkthroughs, rubrics, and meetings with principal.

2.Ops Coordinators responsible for day to day repairs, materials, and service.

3.Investment in buildings, repairs, and technology.

Expected Annual Measurable Outcomes

Outcome #1: 100% of areas will rate as good or excellent on the SARC. School will average a 3.3/4.0 on the

operations walkthrough rubric.

Metric/Method for Measuring: SARC, Operations Rubric

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

Overall school

facilities rating

according to SARC

is good.

100% of areas

will rate as

good or

excellent on the

SARC. School

will average a

3.3 on the

operations

walkthrough

rubric.

100% of areas

will rate as

good or

excellent on

the

SARC. School

will average a

3.3 on the

operations

walkthrough

rubric.

100% of

areas will rate

as good or

excellent on

the

SARC. Schoo

l will average

a 3.3 on the

operations

walkthrough

rubric.

100% of

areas will rate

as good or

excellent on

the

SARC. Schoo

l will average

a 3.3 on the

operations

walkthrough

rubric.

100% of

areas will rate

as good or

excellent on

the

SARC. School

will average a

3.3 on the

operations

walkthrough

rubric.

Bright Star Secondary Charter Academy

Charter Petition

GOAL #19

Students will persist in completion of their education.

Related State Priorities:

☐

☒

☐

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

1.Connecting program and connectors.

2.Quarterly culmination requirement tracker

3.Career Readiness Exposure program

4.SAT prep program

5. Advisory, Life Skills classes and internally developed Grit Curriculum

Expected Annual Measurable Outcomes

Outcome #1: school dropout rate will be less than 5%

Metric/Method for Measuring: CALPADS data, CDE

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

June 2015

2014-2015

cohort

dropout rate

data is

unavailable

however, 2013-

2014 cohort

dropout rate

was 16.3.

School dropout

rate will be less

than 15%

school dropout

rate will be

less than 12%

school

dropout rate

will be less

than 9%

school

dropout rate

will be less

than 5%

school

dropout rate

will be less

than 5%

Bright Star Secondary Charter Academy

Charter Petition

GOAL #20

Students will successfully complete their high school education in four

years.

Related State Priorities:

☐

☒

☐

Local Priorities:

☐

Specific Annual Actions to Achieve Goal

1. Connecting Program

2. Quarterly Graduation Tracker

3. Summer School and Online Credit Recovery

4. RTI and other interventions

Expected Annual Measurable Outcomes

Outcome #1: School will continue to increase their cohort graduation rate.

Metric/Method for Measuring: CALPADS data, CDE

APPLICABLE

STUDENT GROUPS

Baseline

2016-2017

2017-2018

2018-2019

2019-2020

2020-2021

All Students (school-wide)

2014-2015

cohort

graduation rate

data is not

available.

However 2013-

2014 data

showed a 73.8

cohort graduation

rate.

The school will

maintain a

cohort

graduation

rate of 77%

or higher

The school

will maintain

a cohort

graduation

rate of 80%

or higher.

The school

will

maintain a

cohort

graduation

rate of 85%

or higher.

The school

will

maintain a

cohort

graduation

rate of 85%

or higher.

The school

will maintain

a cohort

graduation

rate of 85%

or higher.

Bright Star Secondary Charter Academy

Charter Petition

Section 5: Instructional Program And Curriculum

Part A: Description Of The Overall Curricular And Instructional Design And

Structure Of The Proposed Educational Program. Key Educational Theories And

Research That Support And Inform The General Design Of The Educational

Program. Research Based Evidence Demonstrating How Design Will Successfully

Serve School’s Targeted Student Population.

The educational philosophy, teaching methodology and subsequent instructional program of

BSSCA are heavily informed by the practices utilized at Bright Star Secondary Charter Academy

and are aligned with DuFour’s work and what he terms the “Henry Higgins” school mindset

which relies on high expectations for students with the understanding that is learning at high

levels is the constant, then time and resources must be the variables. Dufour describes the

“Henry Higgins School” as one in which the adults believe, “We believe that all students can and

must learn at relatively high levels of achievement. We are confident that students can master

challenging academic material with our support and help. We establish standards that all

students are expected to achieve, and we continue to work with them until they have done so.”

Additionally extensive research into the elements that comprise the most successful schools in

the country has been conducted to ensure a premier academic program. BSSCA has recruited

our best practices from schools that have had great success with students in underserved

communities. School leaders have conducted many school visits and met with school leaders

from:

 Alliance College Ready #4—Los Angeles, California.

 Boston Collegiate Charter School