StaffHandbook2010-2011

7/28/2019 StaffHandbook2010-2011

1/223

2010-2011Staff

HandbookSan Joaquin CountyOffice of Education

County Operated Schoolsand Programs

o

n

e.


2/223

Staff HandbookTable of Con tents

I. IntroductionII. one. EVENTS

III. General InformationIV. Uniform Complaint Procedures

V. one. Program Curriculum

VI. AssessmentVII. Graduation by Exhibition

VIII. Student HandbookIX. Special EducationX. Foster Youth & Homeless ServicesXI. CELDT Testing

XII. ROC/P General InformationXIII. ROC/P Community ClassroomXIV. ROC/P Advisory Meeting GuideXV. Student Enrollment, Transfers & Drops

XVI. COSP Student AttendanceXVII. Student Credits/Transcripts

XVIII. Student MedicationXIX. Discipline/SuspensionXX. Driver's EducationXXI. Health/Family Living

XXII. Work Permits

XXIII. Off Campus Activity FormXXIV. Program-wide Assessment/ NWEAXXV. Food Service ProgramXXVI. Miscellaneous Forms


3/223

I. Introduction


4/223

o

n

e.

SANJOAQUINCOUNTYOFFICEOFEDUCATION

Alternative Programs2707 Transworld Drive - Physical

P.O. Box 213030 - MailingStockton, CA 95213-9030

(209) 468-4847

ADMINISTRATIONSuperintendent

Mick Founts, Ed.D.

Deputy Superintendent,Student Programs and Services

Gary Dei Rossi, Ed.D.

Assistant Superintendent,County Operated Schools and Programs

James Mousalimas

Division Director, Alternative ProgramsJanine Cuaresma

Coordinator II, Outdoor EducationGregory Bahr

Director II, Alternative ProgramsWendy Frink

Coordinator II, TechnologyRandy Gibbs

Director I, Student ServicesElsa Gonzales

Coordinator IV, WorkStart YES*/Youthbuild San JoaquinSheilah Goulart

Director II, Alternative ProgramsChris Kleinert

Director II, ROC/PDoug Martin, Ed.D.

Director II, Alternative Programs

Deb NickolsCoordinator IV, Outdoor Education

Dan Randrup

Director I, Foster & Homeless Youth ServicesMark Yost


5/223

County Operated Schools & Programs

CONCEPT OF one.The COSP theme centers around the word "one.

" This theme is printed on all of our

documents and student incentive awards.

one.

noun 1. the number denoting unity2. united in vision3. united in action4. attune to each other

adjective 1. being the same in kind or quality2. a unified entity

"one. "stands for our desire to remindstudents that each individual isimportant and can make adifference in the world; we also wantto make the point that it is whenindividuals join together, and work

as "one."that miracles can occur.


6/223

onePROGRAMBELIEF STATEMENTSWe believe that...

All kids can learn. Learning never ends.

There is a need to celebrate diversity.

Students bring with them their own reality.

As educators, we should be eclectic and flexible.

It is necessary to teach students to learn to learn.

It is essential to recognize the basic worth in all people.

There is a need to instill a sense of self-respect in our students.

Each student should be given the opportunity to fully develop his/her human potent ial.

There is a need to facilitate learning by drawing on students individual strengths and lea

styles. Each student has the right to a physically and emotionally safe environment that is cond

to learning.

LIFELONG GUIDELINES Be trustworthy

Be truthful

Active listening

No put downs

Personal best

LIFE SKILLS Integrity Initiative Flexibility Perseverance Organization Sense of humor Effort Common sense

Problem-solving Responsibility Patience Friendship Curiosity Cooperation Caring Courage


7/223

MISSION STATEMENTOur mission as a school community is to educate and empower all students. We will do thisby serving the whole student in a positive learning environment. We do this so that studentswill become lifelong learners and productive citizens.

VISIONThe one.

Program maintains an academic focus and high expectations of students, staff and

parents. All stakeholders participate in the support and education of each child. Staff iscommitted to high quality staff development, professional growth and serving the whole

student. Students are provided quality curriculum, vocational educational opportunities andtechnology in a positive learning environment. They make positive contributions to their

communities as students and graduates of the one.Program. Students complete a course

of study that enables them to have educational and career choices beyond high school.

CORE VALUES

As outcomes for students... Students will have the confidence to make educated decisions and be aware of the

personal potential as a positive resource for others.

As commitments to each other... I will strive to be personally and professionally accountable by demonstrating a high leve

sincerity, acceptance, diligence and effort.

I promise to consistently support our mission by sharing resources and new ideas.

As beliefs about conditions for learning... As an educator and a role model, my role is to be innovative and flexible in meeting the ne

of diverse learners while maintaining high academic standards in a safe environment.


8/223

COSP - Where do I go for help?

Absence Reporting SUB-FINDER/Site Administrator

Absences - Pre-Approval (Employee) Site AdministratorAccident/Injury - Student Alternative Education Form to be filled out by teacherAccident/Injury - Staff Lucy Madrigal/Sue Silva 89078 / 85955

ADA Program Elsa Gonzales 89144

Administrators Appointments/Calendar Deanna Moreno / Kathy Walsh 89210 / 89111Alarms Rachel Elias 89044Assistant to Administrators Deanna Moreno / Kathy Walsh 89210 / 89111Assistant to James Mousalimas Kelly Fry 89107

Change of Address (Student) Letty Valencia 85949

Change of Address (Staff) COSP Receptionist 84847Grade Retention Alternative Education Speak with your Director

High School Credit Status Araceli Berumen 84884Curriculum Wendy Frink 84950Diplomas Araceli Berumen 84884

Drops (Student) Alternative Education Speak with your DirectorEmployee Monthly Attendance Forms Kelly Fry 89107Enrollment/Foster Youth/Group Home Helen Sinclair 89104

Enrollment/Re-enrollment Appointments Alternative Education 89060

Equipment Delivery/Removal Mike Perez/Jerry Valentine 89046Facilities Rachel Elias 89044Field Trip Approval Site Administrator

Field Trip Paperwork Site AdministratorFood Services Stephanie Campagna 89018

GBE Application Araceli Berumen / Kathy Walsh 84884 / 89111GBE Benchmark/Dates/Program Kathy Walsh 89111

GBE Handbooks Kathy Walsh 89111Graduation Status Araceli Berumen 84884Handbook - Staff Deanna Moreno 89210

Handbook - Student Deanna Moreno 89210

ID Cards - Student Randy Gibbs 89093Inventory Rachel Elias 89044Keys Rachel Elias 89044

Liaison w/Sites and Administrators Deanna Moreno / Kathy Walsh 89210 / 89111Liaison w/AssistantSuperintendent/office/public

Kelly Fry 89107


9/223

Mail - Central Distribution Center Lynn Urbina 84847Maintenance - Routine requests Rachel Elias 89044

Newsletter Deanna Moreno 89210

New Teacher Academy Denna Crowe / Michelle GuzmanPurchase Order Balance/Status Rachel Elias / Edie Conn 89044 / 89140Purchasing of Equipment - Other thansupplies

Rachel Elias 89044

Quests/Special Activities Dan Randrup / Cherie Cervantes 89130 / 84809

Receipts - ALL Rachel Elias 89044Receptionist (Court / Community) Lynn Urbina 84847

Registrar Araceli Berumen 84884

Repair/Maintenance Requests Rachel Elias 89044Requisitions/Purchase Order PaperProcessing & Follow-up

Rachel Elias 89044

Site Budget Information Edie Conn 89140Special Education Wendy Frink / Teresa Backovich 89210 / 89048Student Attendance (Daily CommunitySchools)

Candy Machain 84905

Student Attendance Independent Study Jodi Garcia 89100

Student Attendance (Court Schools) Jodi Garcia 89100

Student of the month Deanna Moreno 89210Student Immunization/Health Records Stephani Campagna 89018Student Verification Forms Lynn Urbina 84847Substitutes (Assignments) Ranette Sonnenberg 84863

Supplies Rachel Elias 89044

Suspensions Site AdministratorTechnology - hardware and software Randy Gibbs 89093Time Sheets (Payroll) Kelly Fry 89107

Transcripts (Student - Court/Community) Araceli Berumen 84884Transfers (Special Ed Students) Teresa Backovich 89048

Travel/Conference Kathy Walsh 89111

Vehicle Rentals (Enterprise) Rachel Elias 89044Vehicle Rentals (SJCOE) Jean Couvillion 84800Warehouse Mike Perez/Jerry Valentine 89046Work Permits Marisela Juarez 84847

Workers Compensation Lucy Madrigal / Sue Silva 89078 / 85955


10/223

II. one. EVENTS


11/223


12/223

one.Program2010-2011 Calendar Subject to change

Holiday Parent/Teacher Conferences Staff Meeting Testing Updated 7/29/2010Quest/Event

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5 6 7

8 9

Mandatory

New Teacher SD

Greenwood 3

10

Voluntary Buy back

days

Burwoods/

Greenwoods

11

Mandatory SD

All Teachers

Burwoods/

Greenwoods

12

one.CONGRESS

Burwoods/

Greenwoods

13

Mandatory SD

All Teachers

Chartville 1/

Greenwoods

14

15 16

Prep @ Sites

17

First day of school

18 19 20 21

22 23

MAA billing week

24 25 Region Meeting

Chartvilles/

Greenwoods

26 27 28

29 30 31

August 2010


13/223




1

-Math, ELD,

ELA Adoption

-MAA Reporting

Chartvilles

2 3 4

5 6

Holiday

7 8 9

ELA Adoption Team

only

10 11

12

13New

Teacher

Academy

Greenwood 3

14

15RRR

Chartvilles

and

Upstairs Rooms

-Pick up PWA materials

16 17 18MAP

testing

19 20 21

PWA

22

Return

PWAs

23 24 25-Region MeetingChartvilles/

Greenwoods

-Quest teacher

meeting

Merit

26 27 28 29 30

DELAC/SSC

4pm

September 2010

Honor Quest

Lake Tahoe


14/223




1 2

3 4 5

PWA Scoring

Island

6

Unit 2 presentation

Burwoods

7

PWA Scoring

Island

8 9

10 11 12 13

Math and ELD

Burwoods/

Greenwoods

14 15

Unit 1 Ends

16

17 18 19 20 -Region MeetingBurwoods/Greenwood 3/

Chartville 1

-PWA data to teachers

-Quest teacher meeting

21 22 23

24 25

Conferences

Early Dismissal

12:30 p.m.

26 27 28 29 30

31

October 2010

Opera QuestSF Opera

House


15/223




1 2 3

Math and ELDChartvilles/

Greenwoods

4 5 6

7 8

New Teacher

Academy

Greenwood 3

9

CAHSEE

11/12th grades

Chartvilles

10

11

Holiday

12

No school

13RRRChartvilles/

Greenwoods

14 15 16 17

-Region Meeting

Chartvilles/upstairs

18 19

CELDT Testing

ESC

20

21 22

Holiday

23 24 25 26 27

28 29 30

November 2010


16/223




1

-Math and ELD

Burwoods/Greenwoods

-Pick up CHKS Surveys

2

AdministerCHKS Survey

7th & 9th graders

only

3 4

5 6

Administer

CHKS Survey

7th & 9th graders

only

7 8

-RRR

Chartvilles/Greenwoods

-Turn in CHKS Surveys

9 10

CELDT testing

Nelson Center

(Subject to change)

11

12 13 14 15

-Region Meeting



Merit

16 17 18

19 20

Holiday

21 22 23 24 25

26 27

Holiday

28 29 30 31

December 2010

Fun Run

Pair O 2s

Lake Camanche


17/223




1

2 3 4 5

Unit 3 presentation

Burwoods/

Greenwoods

6 7 8

9 10

New Teacher

Academy

Greenwood 3

11 12

Region Meeting @

sites

13

14

Unit 2 Ends

15CELDT Testing

ESC

16 17

Holiday

18 19 -Math/ELD-ELA adoption vote

-CAHSEE lead teacher meeting


Merit

20

Location: TBA

21 22

23 24

Conferences

Early Dismissal

12:30 p.m.

25 26 27

ROP Countywide

Advisory Meeting

ESC

28 29

30 31

January 2011

Museum

Quest


18/223




1

CAHSEE

10th-12th graders

@ sites

2 3

Return CAHSEE

Materials

ESC

4

ESC-1st floor rooms

5

6 7 8 9

RRR

Chartvilles/

Greenwoods

10 11

CELDT testing

Chartvilles

12

13 14

Holiday

15 16

Region Meeting

Chartvilles/

Greenwoods

17 18 19

20 21

Holiday

22 23

-Math/ELD


-Pick up PWA materials

24

-Anti-Violence

Symposium

ESC-1st floor rooms

-DELAC/SSC

3pm (tentative)

25 26

27 28

February 2011

Leadership

one.


19/223




1

PWA2

Return

PWAs

3- 4

Chartvilles/

Greenwood 2,3 & 4

5Unit 4 Presentation

(Bur/

Greenwoods)

6

7

New Teacher

Academy

Island

8

CAHSEE

12th @ Nelson Aud.

9

CAHSEE

12th @ Nelson Aud.

10

11 12MAP testing

Nelson

13 14 15

PWA scoring

Island

16

Region Meeting @

sites

17

PWA scoring

Justice

18

Unit 3 Ends

19

20 21

Lets Talk Conference

Burwoods/Chartvilles

22

P.E. Testing

Grades 5th, 7th & 9th

Sites

23 Math/ELD

(Bur/Greenwoods)

-PWA/Map data to teachers

-Star testing lead meeting


Merit

24

TBA

25 26

27 28

Conferences

Early Dismissal

12:30 p.m.

29 30 31

March 2011

Parenting

Day

Hike Quest

Project Citizen


20/223




1

Conferences

Early Dismissal

2CELDT testing

Merit

3 4 5 6

RRR

Burwoods/

Greenwoods

7 8 9

10 11

-Star testing

Sites

-Senior Week


Early dismissal 12:30 p.m.

12 13 14

15

16

17 18 19

P.E. Testing make-up

Grades 5th, 7th & 9th

ESC

20

-Math/ELD

Ist Floor Rooms


Merit

21

Oak Grove Regional

SENIORS:

Last day to obtain GBE app

Last day to turn in level 4,

Comm Svc, Svc. Learn., Dr Ed.

22

Holiday

23

24 25

Holiday

26 27 28 29 30

April 2011

Wet & Wild

PromTop Flight


21/223




1 2

New TeacherAcademy

Island

GBEs

3 4

Ice Cream Social @site TBD

5 6

Scholarship &Speech Applications

Due

7

S.T.A.R.Showcase

8 9

GBEs

10

CAHSEE

10th and 12th grades

(ESC)

11

CAHSEE

10th and 12th grades

(ESC)

12 13

CELDT Testing

ESC

14

15 16

GBEs

17 18 19 20

Graduation rehearsal

Scottish Rite Center

21

Graduation

Scottish Rite Center

22 23 24 25

Last day of school 26

Disneyland

27 28Check out day for

teachers

29 30

Holiday

31

Extended Session

Begins

May 2011

Grad Night

Please note: Early dismissal (12:30 p.m.) May 2ndMay 25th


22/223




1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30

Extended Session

Ends (I.S. Sites)

June 2011


23/223

III. General Information


24/223


25/223

General Information

Accidents/InjuriesStudents/Staff

All accidents by students or staff must be reported within 24 hours to your administrator orthe administrators assistant. Student accidents must be recorded on the San JoaquinCounty Office of Education Accident/Incident Report form. Staff accidents must be reportedto the administrators assistant so necessary paperwork can be completed; please follow upwith Sue Silva 468-5955 or Lucy Madrigal 468-9078 in HR.

Classroom Supervision

Each teacher/counselor is responsible for the supervision of his/her class/group andstudents. Teachers may not leave their classes/groups unsupervised.

Communication

Outlook (E-mail)Each teacher has an Outlook (Email) account. It is your responsibility to check your Outlookon a daily basis. Much of the communication between the SJCOE staff and school sites willbe done via Outlook. If you need help with accessing your Outlook account at a site, pleasecontact the COSP Technology Help Desk at 468-9137.

Inside SJCOE WebsiteInside SJCOE (http://inside.sjcoe.org) provides you information about what is going on with

all the County programs. In addition, it has a special department section, which will keepyou up to date about what is happening in COSP. As an everyday reminder, we encourageteachers to make the site their internet home page so that each day you can follow what ishappening at the County. If you need assistance in setting up the home page, pleasecontact the COSP Technology Help Desk at 468-9137.

Go tohttp://inside.sjcoe.org/home.aspxto view all SJCOE news and program events. If youhave an event that you would like posted please contact Jacqueline Ratto at 468-4937.

PROMISThe Pupil Records Online Management Information System (PROMIS) is a complete online

and hosted Student Information System, developed to accommodate AttendanceAccounting, Grading, and Student Tracking for court and community schools, juvenile hall,Special Education, Alternative Education, and other county operated programs. PROMISoffers the teacher easy online attendance accounting and easy online grading. PROMISalso provides built in communication capabilities for teachers to request student transfers orto communicate changes to the main office. All forms are processed online which meansless paperwork for teachers to track and the system provides the teacher and office staffinstant online viewing of up to date student information.

Remember to check the PROMIS home page for important one. Program news andannouncements.
http://inside.sjcoe.org/home.aspxhttp://inside.sjcoe.org/home.aspxhttp://inside.sjcoe.org/home.aspxhttp://inside.sjcoe.org/home.aspx


26/223

If you experience any problems or have questions, regarding PROMIS, please contactJennifer Lawrence, Student Services Specialist @ 468-9099.

The one. Program Counselor

The counselor is a part of the site team. He/she is there to support the students, parents,and staff. Although there are specific roles and duties that the counselor will perform, thereare other undefined roles that are generally situational responses.

Some of the duties that the counselor may perform are as follows: Conduct individual and group counseling; Assist in SSTs and IEPs; Facilitate peer-helping programs; Take small groups of students on off-campus focus trips; Consult with teachers; Report to administrators weekly, noting activities and student contacts; and, Facilitate career exploration activities.

The ROC/P Counselor

General CounselingAn ROC/P counselor is available to discuss your educational, career and personal plan to help youmake meaningful career choices. The counselor can also help you determine what otherresources are available in the county. If you want assistance in deciding which ROC/P course isappropriate for you, the ROC/P counselor can help you make an appropriate choice. The

counselor is available at walk-in registration, orientations and during the school year.Placement AssistanceJob finding skills incorporate employment, employability and employment application skill traininginto each ROC/P Training for more information please contact Laura Guess 468-5941.

Duplicating of Classroom Materials

Duplicating of classroom materials may be done at one. Resource (located in the ESCbuilding). Hours of operation are 8:00 a.m. to 4:30 p.m. daily.

Guidelines for the Use of ComputerSoftware

It is the intent of the Governing Board of San Joaquin County Office of Education to adhereto the provisions of the US copyright law. The San Joaquin County Office of Education doesnot sanction the illegal use or unauthorized duplication of computer software in any form.Employees who willfully violate the copyright policy do so at their own risk and may berequired to remunerate the district in the event of a loss resulting from litigation. This may


27/223

be several thousand dollars. Employees are hereby notified that willful infringement of thelaw may result in disciplinary action.

1. Permitted UsesIt is imperative that educators read the softwares copyright statement and understandthe licensing restrictions printed there. Generally, however, individual educators may:a. Make a copy of an original computer program for the purpose of maintaining the

availability of the program should it be damaged during use. Either the copy or theoriginal may be retained in archives. Only one, either the original or the copy, may beused at any one time.b. Make a copy of a program as an essential step in using the machine and in no othermanner.c. Make a new copy from the archival program in the event the program in use isdamaged or destroyed.

2. Prohibited UsesAn individual teacher cannot:a. Load the contents of one disk into multiple computers for use at the same time in the

absence of a license permitting the user to do so.b. Load the contents of one disk into local network or disk-sharing systems in the

absence of a license permitting the user to do so.c. Make or use illegal copies of copyrighted programs on school equipment.d. Allow any student to surreptitiously or illegally duplicate computer software or access

any database or electronic bulletin board.

NOTE: No employee of the county or district shall surreptitiously or illegally access anydatabase or electronic bulletin board.

Maintenance NeedsIf a problem arises at your site, please contact the maintenance staff directly or throughRachel Elias at 468-9044. Your site administrator must approve all major maintenanceneeds at your site.

Payroll/PersonnelAll employees must verify and sign absence-reporting form at COSP Receptionist desk.The absence reporting form is available at the COSP Receptionist desk on the last day ofeach month. This form must be reviewed and signed within five working days.

Any assignments, outside of your contract days will and hours will be paid on a timesheet.

Personal Use of School EquipmentSchool equipment is not to be used for personal use without prior written approval. Formsmay be obtained from the appropriate COSP department. Damage to equipment will be theresponsibility of the employee. School equipment used for school purposes off-campusmust also get prior approval. Attached SJCOE Policy: SP 3512 and E3512.


28/223

Project 654one. Program

Project 654 is a program designed to assist eligible youth in maintaining positive attendancethrough the support services listed below:

PAs will monitor their respective school site(s) and respond toemergencies when on-site and provide assistance when available;

PAs will complete attendance verification for their respective school sites; PAs will provide transportation for students in EMERGENCY situations

only; only with permission from their Probation Unit Supervisor. PAs will conduct home visits when necessary; and PAs will conduct and/or assist in searches when approved by the

Probation Unit Supervisor and Administrator.

Reporting Personal AbsencesEvery absence must be reported whether or not a substitute is needed. All employeesare to report absences by calling the Sub-finder System at (209) 468-4970. DO NOT USEANY OTHER NUMBER.

You may also go to http://subfinder.sjcoe.net. Non-emergency absences must be pre-approved two weeks prior to the absence by the site administrator and DeputySuperintendent if required. Once the absence has been approved, the Sub-finder Systemshould be contacted immediately.

If you are a teacher, please be sure to fill out a Substitute Evaluation form when you returnto the site. Turn this form into the office as soon as possible.

COSP office staff must also report their absences to the COSP receptionist at 468-4847.

Site Issues

CleaningA clean site provides a healthy and productive educational setting. Students should assistwith the daily cleaning chores of keeping each site clean and safe. The program provides aperiodic cleaning service, but it is the responsibility of the staff at each site to ensure a cleanand safe environment on a daily basis.

SecurityEach site has an alarm system. Each teacher will be issued a key and alarm code to his/hersite. The teacher is responsible for setting the alarm and securing all doors and windowsupon leaving the site. If the alarm is accidentally set off, you will need to call the alarmcompany stating your name and password. Please contact COSP Operations at 468-9044for the alarm company name and password for your site.
http://subfinder.sjcoe.net/http://subfinder.sjcoe.net/http://subfinder.sjcoe.net/


29/223

Air-conditioning/Heating/Lighting Please turn off air-conditioning, heating and lighting systems at your site when the site is notin operation. Funds used to pay unnecessary costs result in loss of money that could beused for other educational activities.

Student of the Month Award - one. Program

Each teacher may submit a student name for the Student of the Month Award. This nameshould be submitted to the administrators assistant. Please make sure the students nameis spelled correctly and indicate the name of the teacher who is nominating the student.

Each Student of the Month will receive a certificate along with a black one.T-shirt that can

be picked up at the Education Services Center. Dates for Student of the Month will bebased on the school calendar schedule.

Supplies - Alternative Education & ROC/P

Most supplies can be obtained through one.Resource. An order form listing all available

items can also be obtained from one.Resource. Orders will be filled on a same day or

next day basis. Supplies that are not available through one.Resource will require approval

from your Administrator. Please refer to the form section of this handbook to review theapproval form.

Reimbursements for supplies and materials must have pre-authorization from youradministrator. Reimbursements for supplies and materials should be turned in once youhave $25.00 or more in receipts. Reimbursements under the $25.00 minimum will bereturned until the limit is met. Reimbursements in excess of $50.00 must have pre-

authorization from your administrator.

Teacher/Counselor Hours

Teachers/counselors shall be at their duty station sufficiently in advance of the time theirassigned duties are to begin in order to carry out all assignments in an effective and efficientmanner. Attendance at mandatory meetings is also required of all contracted staff.

Technology

The COSP Technology Department maintains and supports all computers. At AlternativeEducation sites, computers are supplied at a rate of six per teacher and printers aresupplied at a rate of one per teacher. As computer problems or questions arise, teachersshould call the COSP Technology Department at 468-9137 and schedule a time for repairsto be made.


30/223

IV. Uniform ComplaintProcedures


31/223


32/223

This document is being distributed in response to updated policies and procedures.

ANNUAL NOTICE TO PARENTS/GUARDIANS/STUDENTS/ EMPLOYEES

Why Are There Uniform Complaint Procedures:

Uniform complaint procedures were developed and established to handle complaints againstthe district claiming they have unlawfully discriminated against someone in a specificeducational program that is conducted with state or federal funds. (Procedures established inaccordance with State Law, Title 5,California Code of Regulations, Sections 4600-4671).

What Is Covered:

1. Adult Education2. Career Technical Education3. Child Development4. Civil Rights Violation (Discrimination occurs based on: Religion, age, gender,

physical or mental disability, ethnic group identification, race, ancestry, nationalorigin, color, actual or perceived sex or sexual orientation)

5. Consolidated Categorical Aid6. Indian Education7. Migrant Education8. Nutrition Services

9. Special Education

Wil l iams Uni form Complaint Process, Educ at ion Code Sect ion 35186(f)

10. Textbooks and Instructional Materials (Every school must provide sufficienttextbooks and instructional materials. Every student, including English Learners,must have textbooks or instructional materials, or both, to use in class and to takehome or use after class.)

11. Teacher Vacancy or Misassignment (Each class should be assigned a teacher andnot a series of substitutes or other temporary teachers. The teacher should have theproper credential and subject matter training to teach the class, including training to

teach English Learners, if present.)

Teacher vacancy means a p osi t ion to wh ich a sing le designated cert i f icated

employ ee has no t been assigned at the beginning of the year for an ent i re year

or, i f the posi t ion is for a one-semester course, a posi t ion to w hich a sing le

designated cert i f icated emp loyee has not been assigned at the beginn ing of a

semester for an ent i re semester.

Teacher Misassignment m eans the placement of a cert i f icated employee in a

teaching or services posi t ion fo r which the employee does not ho ld a legal ly

recognized cert i f icate or credent ial or th e placement of a cert i f icated employ ee


33/223

in a teaching or services posi t ion th at the emplo yee is not otherwise author ized

by statute to hold.

12. Facility Conditions (School facilities must be clean, safe, and maintained in goodrepair.)

Uniform Complaint Procedures:

The Superintendent expects that complaints of alleged noncompliance or discrimination

brought by students, employees, parents/guardians or other members of the community will beresolved in a prompt and equitable manner.

The Superintendent designates the Director of Operations as theNoncompliance/Nondiscrimination Coordinator to receive and investigate complaints and toensure SJCOE compliance with the law:

Mamie Starr, Director of Operations and Support ServicesSan Joaquin County Office of EducationP.O. Box 213030Stockton, CA 95213-9030(209) 468-9061

The Superintendent requires that all SJCOE programs and activities shall be free fromdiscrimination based on actual or perceived sex, sexual orientation, gender, ethnic groupidentification, race, ancestry, national origin, religion, color, mental or physical disability andage. The Superintendent shall promote programs, which ensure that discriminatory practicesare eliminated in all SJCOE activities.

Notifications

The Superintendent or designee shall meet the notification requirements of 5 CCR 4622,including the annual dissemination of SJCOE complaint procedures and information aboutavailable appeals, civil law remedies, and conditions under which a complaint may be taken

directly to the California Department of Education. The Superintendent or designee shallensure that complainants understand that they may pursue other remedies, including actionsbefore civil courts or other public agencies.

Procedures

The following procedures shall be used to address all complaints, which allege that SJCOE hasviolated federal or state laws or regulations governing educational programs. The ComplianceOfficer shall maintain a record of each complaint and subsequent related actions, including allinformation required for compliance with 5 CCR 4632.

All parties involved in allegations shall be notified when a complaint is filed, when a complaint

meeting or hearing is scheduled, and when a decision or ruling is made.

Filing of Complaint

Any individual, public agency or organization may file a written complaint of allegednoncompliance by SJCOE.

Complaints alleging unlawful discrimination may be filed by a person who alleges that he/shepersonally suffered unlawful discrimination or by a person who believes that an individual or anyspecific class of individuals has been subjected to unlawful discrimination. The complaint must


34/223

be initiated no later than six months from the date when the alleged discrimination occurred orwhen the complainant first obtained knowledge of the facts of the alleged discrimination.

The complaint shall be presented to the Compliance Officer who shall maintain a log ofcomplaints received.

If a complainant is unable to put a complaint in writing, SJCOE staff shall help him/her file thecomplaint.

Mediation

Within three days of receiving the complaint, the Compliance Officer may informally discusswith the complainant the possibility of using mediation. If the complainant agrees to mediation,the Compliance Officer shall make all arrangements for this process.

Before initiating the mediation of a discrimination complaint, the Compliance Officer shallensure that all parties agree to make the mediator a party to related confidential information.

If the mediation process does not resolve the problem within the parameters of law, the

Compliance Officer shall proceed with his/her investigation of the complaint.

The use of mediation shall not extend SJCOEs timelines for investigating and resolving thecomplaint unless the complainant agrees in writing to such an extension of time.

Investigation of Complaint

The Compliance Officer is encouraged to hold an investigative meeting within five days ofreceiving the complaint or an unsuccessful attempt to mediate the complaint. This meetingshall provide an opportunity for the complainant and/or his/her representative to repeat thecomplaint orally.

Refusal by SJCOE to provide the investigator with access to records and/or other informationrelated to the allegations in the complaint, or to otherwise fail to refuse or cooperate in theinvestigation or engage in any other obstruction of the investigation, may result in a findingbased on evidence collected that a violation has occurred and may result in the imposition of aremedy in favor of the complainant.

The complainant and/or his/her representative and SJCOEs representatives shall also have anopportunity to present information relevant to the complaint. Parties to the dispute may discussthe complaint and question each other or each others witnesses.

Refusal by the complainant to provide the investigator with documents or other evidence relatedto the allegations in the complaint, or to otherwise fail or refuse to cooperate in the investigationor engage in any other obstruction of the investigation, may result in the dismissal of thecomplaint because of a lack of evidence to support the allegations.

Response

Within 60 calendar days of receiving the complaint, the Compliance Officer shall prepare andsend to the complainant a written report of the investigation and decision, as described below,unless the complainant agrees in writing to an extension of time.


35/223

Final Written Decision

The report of the decision shall be in writing and sent to the complainant. The report of thedecision shall be written in English and in the language of the complainant whenever feasible orrequired by law. If it is not feasible to write this report in the complainants primary language,SJCOE shall arrange a meeting at which a community member will interpret for thecomplainant.

This report shall include:1. The findings of fact based on the evidence gathered.2. Conclusion of law.3. Disposition of the complaint.4. The rational for the above disposition.5. Corrective actions, if any are warranted.6. Notice of complainants right to appeal the decision within 15 days to the

California Department of Education, and procedures to be followed forinitiating such an appeal.

7. For discrimination complaints, notice that the complainant must wait until 60 dayshave elapsed from the filing of an appeal with the California Department of

Education before pursuing civil law remedies.8. A detailed statement of all specific issues that were brought up during the

investigation and the extent to which these issues were resolved.

If an employee is disciplined as a result of the complaint, this report shall simply state thateffective action was taken and that the employee was informed of SJCOEs expectations. Thereport shall not give any further information as to the nature of the disciplinary action.

Appeals to the California Department of Education

If dissatisfied with SJCOEs decision, the complainant may appeal in writing to the California

Department of Education within 15 days of receiving the decision. For good cause, theSuperintendent of Public Instruction may grant an extension for filing appeals.

When appealing to the California Department of Education, within 15 days of receiving thedecision, the complainant must specify the reason(s) for appealing the decision and mustinclude a copy of the locally filed complaint and the decision.

The California Department of Education may directly intervene in the complaint without waitingfor action by SJCOE when one of the conditions listed in 5CCR 4650 (Basis of Direct StateIntervention) exists. In addition, the California Department of Education may also intervene inthose cases where SJCOE has not taken action within 60 calendar days of the date the

complaint was filed.

Civil Law Remedies

A complainant may pursue available civil law remedies outside of SJCOEs complaintprocedures. Complainants may seek assistance from mediation centers or public/privateinterest attorneys. Civil law remedies that may be imposed by a court include, but are notlimited to, injunctions and restraining orders. For discrimination complaints, however, acomplainant must wait until 60 days have elapsed from the filing of an appeal with the CaliforniaDepartment of Education before pursuing civil law remedies. The moratorium does not apply to


36/223

injunctive relief and is applicable only if SJCOE has appropriately, and in a timely manner,apprised the complainant of his/her right to file a complaint in accordance with 5 CCR 4622.

Revised: June 14, 2007


37/223

V. one. Program

Curriculum


38/223


39/223

one.

CURRICULUM

The San Joaquin County Office of Education/Alternative Programs uses an integratedcurriculum, with subjects taught around a yearly theme delivered in four, two-month units. Ourintegrated thematic curriculum is written each summer by a group of teachers. It is developedto address our Expected School Wide Learning Results (ESLRs), to work toward the State ofCalifornia, Department of Education Content Standards, and to address the philosophy of our

program.

What is taught at each community school varies by student age, student ability levels, the focusof the site, and by the creativity and special skills of the teachers at the specific site.

Our current theme for the 2010-2011 school year is Our World: Challenges, Choices andChanges. The topics of the four 10-week units are as follows:

This years theme is:Our World: Challenges, Choices and Changes

Unit I: Tolerance 8/16/10-10/15/10Unit II: World Religions 10/18/10-1/14/11Unit III: World War I 1/18/11-3/18/11Unit IV: World War II 3/21/11-last day of school

Teachers are supplied with a copy of the thematic units, as available in print or on disk. Eachunit contains at least four weeks of lesson plans, suggested materials, and project and field tripideas. Other resources for curriculum are:

Books, textbooks, novels, videos, and science and technology equipment to be checked outthrough our library/inventory system.

Meeting the California State High School Standards

Students are required to obtain 205 credits in the areas on the following page, as mandated bythe State of California, Department of Education.

Subject CreditsEnglish 40Mathematics 20

Algebra I/Equivalent 10Physical Education 20World History/Geography 10

US History/Geography 10Science, Biological 10Science, Physical 10Visual & Performing Arts or Foreign Language 10US Government/Civics 5Economics 5Community Service 2Health 2.5Driver Education/Safety 2.5Electives 48Total 205


40/223

Throughout the program high school credits are earned in many subjects via direct instruction inmath, reading and writing, and physical education, but many subjects are taught in anintegrated approach, with emphasis on one subject over a grading period. Over a period of fouryears, students are able to earn credits in a variety of subjects.


41/223

Suggested Site Structure and Sample Classroom Schedules

Suggested Site Structure:In order to successfully prepare students for the California High School Exit Exam (CAHSEE), tostreamline staff development, to set goals for instruction and learning, and to insure the best qualityinstruction in mathematics and language arts, teacher teams will need to designate one teacher to focuson mathematics instruction and one teacher to focus on language arts instruction.

The following are examples of possible site schedules for two teacher and three teacher focus sites.

Teacher teams should work together to create the most effective schedule to maximize student learningand to enhance site culture. Please remember that Lunch is limited to 30 minutes and must be eatenafter 10:00 am.

Sample Classroom Schedules:Schedule 1 (For a Two Teacher Focus Site):7:45 - 8:00 am Breakfast8:00 - 9:00 am Language Arts/Math - Remediation - Hourly Programs9:00 - 11:00 am Language Arts/Math11:00 - 11:30 am Lunch11:30 am - 12:30 pm Integrated Thematic Instruction (ITI)12:30 - 1:30 pm Physical Education/Journal/Clean-up

Schedule 2 (For a Two Teacher Focus Site):7:45 - 8:00 am Breakfast8:00 - 9:00 am Language Arts/Math - Remediation - Hourly Programs9:00 - 10:00 am Language Arts/Math10:00 - 10:30 am Lunch10:30 - 11:30 am ITI/Elective11:30 am - 12:30 pm Elective/ITI12:30 - 1:30 pm Physical Education/Journal/Clean-up

Schedule 3 (For a Three Teacher Focus Site):7:45 - 8:00 am Breakfast8:00 - 9:15 am Language Arts/Math - Remediation - Hourly (1st hour of the day)9:15 - 10:30 am Language Arts/Math/Electives10:30 - 11:00 am Lunch11:00 am - 12:00 pm ITI/Elective12:00 - 12:30 pm Elective/ITI12:30 - 1:30 pm Physical Education/Journal/Clean-up

Schedule 4 (For a Three Teacher Focus Site):7:45 - 8:00 am Breakfast8:00 - 9:00 am Language Arts/Math - Remediation - Hourly Programs9:00 - 10:00 am Language Arts/Math10:00 - 10:30 am Lunch10:30 - 11:30 am ITI/Elective/Reading11:30 am - 12:30 pm ITI/Elective/Reading

12:30 - 1:30 pm Physical Education/Journal/Clean-up

Schedule 5 (For a Four Teacher Focus Site):7:45 - 8:00 am Breakfast8:00 - 9:00 am Language Arts/Math - Remediation - Hourly Programs9:00 - 9:50 am Elective9:50 -10:40 am Language Arts/Math10:40 - 11:10 am Lunch11:10 - 12:00 pm Language Arts/Math12:00 - 1:30 pm Elective


42/223

VI. Assessment


43/223


44/223

Our Assessment Philosophy

The SJCOE Alternative Programs philosophy of student assessment reflects ourbeliefs by accurately measuring:

what a student has learned; and the students ability to apply and transferwhat has been learned through a variety of

authentic assessment techniques and strategies.

This assessment is communicated through an Individual Learning Plan and Narrative ReportCard that requires the student to identify specific learning outcomes, and demonstrateunderstanding through authentic methods. Credits will be assigned by the teacher following thestudents demonstration. Up to 18 credits may be awarded each reporting period.

Assessment

Initial assessment is completed to determine individual pupil needs. This may include: review of existing special education records; information on students in Licensed Care Institutes (LCI); academic pre-tests (to determine program placement); evaluation of transcripts; informal teacher interview; program orientation.

Ongoing assessment of pupil progress occurs to plan for immediate/future needs and tomeasure effectiveness of instruction. This may include: portfolios; projects (individual and/or group); tests in subject areas; student study team meetings; aptitude assessment; interest assessment;individual assessment information gathered through special education assessmentprocedures; program language arts and math proficiency exams; narrative report card/Individual Learning Plans; writing rubric; academic post-tests; student presentations.

State mandated tests include: California High School Exit Exam (CAHSEE) California English Language Development Test (CELDT) California Standards Test (CST) Northwest Evaluation Association (NWEA) , a required component of the Alternative SchoolsAccountability Model (ASAM). Students are pre and post tested, and results are reported forstudents who stay in the program 90 days or longer.


45/223

Reporting Periods

Period 1 ends Friday, October 15 Reports by Friday, October 22 Period 2 ends Friday, January 14 Reports by Friday, January 21 Period 3 ends Friday, March 18 Reports by Friday, March 25 Period 4 ends last day of school Reports by the last day of school

NOTE: Progress reports may be sent home at the discretion of the teacher.

Individual Learning Plans

The Individual Learning Plan (ILP) form is designed to help the student and educationalcommunity focus upon the students educational path. The student, with parent/guardian andstaff support, will be able to identify goals and periodically review them.

Teachers will develop an ILP with each student within thirty (30) days of the students first day

of attendance in the program. The Individual Learning Plan will be reviewed each quarter asthe student and staff work together setting goals, and later on summarizing the studentseducational growth. The meeting/review dates will be noted on the Individual Learning Planform.

The Individual Learning Plan is meant to be a guide and learning tool for students. It is areflection of the importance that we place upon the students involvement in the learningprocess. We believe that learning is a process that continues throughout life. We also believethat students must develop the habit of maintaining a focus on goals and purpose, reflecting ontheir progress, and adjusting their life paths. The Individual Learning Plan begins thedevelopment of this process.


46/223

VII. Graduationby Exhibition


47/223


48/223

Class of 2011

one. Senior Handbook

Senior :

( Please print your name here.)


49/223

2

Each student is an individual and their

GBE should reflect that

students uniqueness!

Graduation By Exhibition (GBE)

What is GBE?

Graduation By Exhibition (GBE) is the final graduation requirement for students in the SanJoaquin County Office of Educations (SJCOE) one. Program. It is an opportunity for stu-

dents to celebrate their readiness to progress to the next step toward adulthood. The GBEpresentation demonstrates five of the seven criteria that the student has fulfilled which weredeveloped by program staff: Concept of one. , Knowledge, Community Contribution,

Work, Communication Skills, Personal Awareness, and Personal Celebration. A panel

of staff, students, a community member, and a student-selected advisor observe the presen-tation and give feedback to the GBE candidate.

Why is GBE Important?

Results of a survey ofone. graduates indicated that a majority had no plans to engage in

either work or school beyond high school. In addition, a graduate of the program, who had a

sense of belonging and was successful at school, committed suicide. It became apparent that

the support network within our program did not continue after graduation, and that we hadnot adequately prepared our students to cope with the demands and expectations of the world

beyond high school. We began to discuss how we could ensure that graduating seniors

would not only have a better sense of their knowledge, but that they would also have apost-graduate plan, a means of achieving it, and a support network to sustain it.

In January of 1996, GBE was implemented as an option for students. Thirty-six students

volunteered to pilot the program. Effective July 1, 1996, GBE became a mandatory

graduation requirement.

GBE Criteria

The original seven criteria were developed by a committee of teachers, counselors, and

administrators through a group dialogue process. The committee considered what a student

should know and be able to do upon graduation. Following the Western Association ofSchools and Colleges Accreditation in 2000, the GBE criteria were aligned with the Ex-

pected School Wide Learning Results (ESLRS). The criteria are outlined on the following

page.


50/223

3

Student Preparation

As you work toward meeting the criteria ofGBE, you will meet with your advisor for

benchmarks, which are meetings to determine progress toward criteria, and opportunities forthem to coach you in your design of the GBE presentation. Benchmarks with for yourGBE

should be done as early as possible during your senior year, and throughout the school year asneeded. Your essay scored with a level 4 should be turned in early in your senior year so if revi-

sions are needed you will have time to do them.

Prior to the scheduled GBE, a program director must schedule a final benchmark. This

functions as the dress rehearsal and quality control for the presentation. At this time, if the

director determines that you have not met the criteria, he or she will require additional work and

a follow-up benchmark.

Technology Requirement

Students will be required to utilize technology as a component of their GBE preparation and/

or presentation. Students will need to demonstrate at least one type of multi-media use (forexample, digital photography, presentation software, or an edited video). An example of an

effective research technique using the World Wide Web should be included as part of theknowledge presentation.


51/223

4

TheGBE Presentation

A GBE can be presented at any time during the school year following completion of credits,proficiencies and writing requirements.

The presentations can be held at the school site through April 21, 2011. After that date all are

held at the San Joaquin County Office of Education, Education Services Center. The lastdate to hold a GBE presentation is in May and will be announced at a later date.

Panel members include: an advisor, a program director , a student representative, one San

Joaquin County Office of Education representative and one community member. The GBE

candidate will be responsible for inviting the community member to sit on their panel. Thestudent is encouraged to invite this person to their final benchmark. In addition to their

choice of an advisor and a community member, they will also choose a student panel member.

Candidates may invite whomever they choose to the GBE presentation. Candidates shoulddress in clothing they would wear to a job interview.

Upon introduction to panel members and guests by the advisor, candidates will communicate

to the audience how they have met the criteria. Panel members may ask questions at any time

for clarification. Panel members will complete an evaluation sheet on each of the criteriashared. When the presentation is completed, the panel adjourns to another room to discuss

the candidates readiness to graduate, which must be approved by all panel members. They

then return and each panel member provides feedback of the successful completion of theGraduation By Exhibition.


52/223

5

ESSAYS:

Level 4 or greater score on BOTH essays

1. Autobiographical (personal awareness requirement)2. Written persuasive, expository or response to literature

FINAL CREDITS:

18 or less credits remaining to be earned

Community Service/Service Learning, ROP, Driver Education, excludingDelta College and Adult Education verification and enrollment status must be

submittedpriorto requesting a GBE application.

DEADLINE DATE:

April 21, 2011 final revision to Level 4 essays due to director

April 21, 2011 for Community Service/Service Learning, Drivers Ed., creditsto be turned in to the registrar.

April 21 , 2011 is the deadline to obtain an Application for Graduation!

PROCEDURES:

What needs to be done before you can apply for a GBE?

CHECKLIST


53/223

6

Requirements For A Diploma

Senior status is reached when you have accumulated 151 credits.

Subject Required Credits

English 40Mathematics 20

Algebra 1/Equivalent 10Physical Education 20

World History/Culture/Geography 10United States History/Geography 10

Science, Biological 10Science, Physical 10

Visual & Performing Arts or Foreign Language 10American Government/Civics 5

Economics 5

Community Service 2Health 2.5

Driver Education/Safety 2.5

Electives 48

Total Credits Required to Graduate 205

( It is important that credits be awarded in subject areas that complete graduation requirements )

Successful completion of:

- CAHSEE Mathematics test with a passing score of 350 or better- CAHSEE Language Arts test with a passing score of 350 or better

- Level 4 or greater score on both essays1. Personal Awareness criteria essay (passing score by advisor needed)2. Persuasive, Expository including analytical or Response to Literature essay

Please note:Each essay must have been scored by the advisor and passed with a minimum score of 4 before

submitting to a director for approval .

Students who do not pass both sections of the CAHSEE, but meet all

other requirements listed above, will receive a Certificate of Completion.

IMPORTANT INFORMATION: Level 4 Essay ProcessBegin writing and submit your essay as soon as you can!

Before a student may apply for graduation one (1) final product composition must be submitted to theDirector. This essay must have been scored by the advisor and passed with a minimum score of 4.

Each essay must meet the following requirements:

An essay should show the entire writing process and include any brain storming, researching,

outlining, and all revisions made. Any and all work the student has completed pertaining to the final

product must be stapled behind the final draft.

All essays should be typed, double spaced and in a legible font no larger than 12.

All essays will have been read and revised with direction from the teacher/advisor.


54/223

7

To attain a Level 4 some critical thinking must be apparent.

Critical thinking is evident by logically explaining connections, making predictions,

analyzing actions or information, showing insight, or evaluating with reason. It is

going beyond.

1. A title page must be submitted with each composition. It should include

the title of the composition, the students name, site name, and date of completion.

2. A preprinted checklistmust be submitted on top of each essay.

3. A scored one. Rubric for the essay is to be completed by teacheror teacher and

student.

If a bibliography is required, it must be valid or the essay will

NOT pass. If the URL is not valid or the information in the essay

cannot be found on t he listed site, then the paper will be returned as a Has

Not Passed. Note: Any essay citing information that is not generalknowledge must include either a proper acknowledgment of its source or a

bibliography for the source.

Level 4 essay submissions must be one of the following:

A. A written response to literature

B. A written expository composition including analytical essay

C. A written persuasive composition

April 21, 2011 Last day forfinal Level 4 submission.


55/223

8

I have carefully read my final printed draft.1.

I have included all drafts of this essay, including a flow chartor brainstorming map.2.

My final draft is on top of other drafts.3.

I have included a title page which includes the title of myessay, my name, site name, and date on it.(Stapled on the top of my paper. )

4.

I have included a scored rubric.5.

My essay is typed and double-spaced.6.

There are no extra lines between paragraphs.7.

On my final draft, I have run a final spelling/grammar checkon the computer, as well as checking my punctuation.

8.

My teacher has proofed my drafts and final draft.9.

Categorize the type of essay writing the sample is.10.

I have cited text and/or text title properly.11.

I included a bibliography with this composition?Use bibliography guidelines.

12.

I understand that if the above questions are not valid my

essay will be returned without scoring.13.

Student Teacher

This page must be signed by both student and advisor and attached to essay.

Student:________________________ Advisor:______________________

Student Level 4 Essay Checklist

Directions: Before you submit your Level 4 to your teacher, fill out the following checklist.

You should be able to answer YES to all of the answers. Include this checklist with your level

4 submission. Please staple a copy of this checklist behind your essay draft. A title page

must be the top-most page.


56/223

9

Of the seven criteria needed for a Graduation By Exhibition, only five need bepresented to the panel, although all seven criteria must be met at the final

benchmark with the director.

You and your director choose the five criteria you will present.

With the exception of the three mandatory criteria:

1. Concept ofone.

2. Knowledge3. Personal Celebration.

1. Concept ofone.

2. Knowledge

3. Community Contribution4. Work/Post Graduation Plan

5. Communication Skills

6. Personal Awareness

7. A Personal Celebration

The Graduation by Exhibition Criteria

Notes:


57/223

10

Community Contribution (The expectation is that this be an experience out in the community)

You are required to show evidence of community contribution and you must be able to

demonstrate:

The ability to conduct research and identify needs within the community and create andimplement an action plan

Knowledge of diverse cultures and respect for individual differences

Understanding of how actions or lack of actions affect ones self, others, and the community

at large

Skills in resolving conflicts through positive, non-violent alternative actions.

With regard to community contribution, consider the following questions:Did you identify a community need?

Did you assess that community need?

Did you develop an action plan to address that community need?Was that plan implemented and carried out in a community service action plan?

Did you evaluate the success of your community service plan?

Is your community service project documented?

* Denotes mandatory criteria

*KnowledgeYou are required to show evidence of your learning in a broad range of subjects. You must

demonstrate:Learning in a broad range of subjects shown through self-collected evidence and/or artifacts

The ability to think critically

The application of knowledgeKnowledge and skill that meets California State Content Standards.

With regard to knowledge, consider the following questions:What was the process you went through to complete this project?

What subject areas are requested in your academic projects?What California State Content Standards does this work meet?

The following may assist you in achieving this criterion:

Explain your understanding of the concept if one. and provide your understanding throughevidence that supports your understanding.

With respect to the Concept of one., consider the following questions:

How is the concept of one. currently helping you?How will the concept of one. help you in the future?

*The Concept of one.The San Joaquin County Office of Educations Alternative Programs has adopted a guiding

principle.

The programs definition ofone.

one. stands for our desire to remind students that each individual is important and can make

a difference in the world; we also want to make the point that it is when individuals jointogether, and work as one., miracles can occur.


58/223

11

Work/Post Graduation Plan (Whether transitioning into college or work, the initial steps bepresented (i.e. resume, placement tests, ASVAB, job shadowing career Iinterest inventory, etc.)

You are required to show evidence of a post graduation plan. You must be able to demonstrate:

Job preparation skills by presenting job search skills and the application processResponsibility by maintaining regular, punctual attendance, completing tasks, managing

time, and setting challenging goals

Knowledge of admission procedures to colleges, university, or trade schoolsWith respect to work, consider the following questions:

Where are you going after graduation?

What steps will you take to get there?

If you should encounter obstacles along the way, how will you overcome them?

Communication Skills (Encourage students to use best grammar and presentation skills.)

You are required to show evidence of communication skills. You must be able to demonstrate:Written skills by composing a well developed essay scoring a 3 or above on the writing

rubric for proficiency and a 4 or above for GBE

Oral skills by presenting a speech or dramatic presentation that demonstrates poise, com-mand of language, and clear communicationListening skills by listening, observing, comprehending, and reporting accurately

Creativity through art and an understanding of how art communicates to the student

Use of technology to conduct research through the internet and/or using additionaltechnological resources to compete projects and assignments

With respect to communication skills, consider the following questions:

What is your personal style of communication?

What communication skills have you acquired?

Personal Awareness (A Quest is required as part of personal awareness. Share reflections & artifactsfrom a Quest.)

You are required to show evidence of personal awareness. You must complete an autobio-graphical essay of your personal growth and readiness for graduation which will then be scoredby your GBE advisor. The essay must earn a Level 4 score on the one. Writing Rubic. This es-

say is in addition to your persuasive, response to literature, or expository essay that is required.

You must also be able to demonstrate:

Your strengths, weaknesses, and experiences in order to set challenging educational, voca-

tional and personal goalsResponsibility for choices with an understanding of the consequences

The ability to identify and apply personal interests and learning styles

The ability to identify physical, mental, and social health needs and utilize resource thatpromote wellnessHow perception, choices, and goals are influenced by personal and cultural experiences

Fulfillment of a mental or physical Quest

With respect to personal awareness, consider the following questions:

Why are you important as an individual, as a member of society?What are your strengths and weaknesses?

How have you progressed academically and personally?

What is your learning style, your personality style?What did you learn about yourself upon completion of your quest?


59/223

12

*A Personal Celebration (Presented at the end of the GBE, the student celebrates who they areand demonstrate their strengths. Evidence may consist of : A senior

project, an art project, a performance e.g. song, dance, etc., or a technologyproject.)

With respect to a personal celebration, consider the following questions:

What is something unique about yourself that should be celebrated?

What talent do you have that you are proud of?

* Denotes mandatory criteria

TimelineListed below are important dates to Remember

April 21, 2011 Final date to turn in both *essays for Level 4 scoring.

April 21, 2011 Last day to hold GBEs at a school site.

May 2, 2011 GBEs to be held at ESC from this date on.

April 21, 2011 Deadline to turn in Service Learning, Community Service,

Drivers Education credits to registrar.

April 21, 2011 Last day to obtain a GBE Application for 10-11 school year.

7 days before the GBE A CLEAR transcript must be presented to your site Director.

A Clear Transcript Equals:

205 credits earned in mandatory subjects

1. Passed Drivers Education Class.

2. Service Learning Credits turned in if applicable.

3. Community Service Credits must be completed and turned in.

Response to Literature, Expository Composition, or Persuasive

Composition Essay passed with a score of 4 or higher.

CAHSEE Math test passed.

CAHSEE Language Arts test passed.

*A Personal Awareness Essay must be written and passed with a score of 4 or better. This is a one.. Programrequirement. Essay is returned after scoring to be attached to students GBE presentation board.


60/223

13

The GBE Benchmark Rubric

The GBE benchmark rubric is an assessment tool that outlines the performance standards a

student will need to meet in order to successfully complete his/her GBE. A student must meetthe proficient standard for each criteria before he/she will be allowed to do his/her final

GBE.

Concept of one. (mandatory)

Does not demonstrate an

understanding of the

Concept of one., or

cannot articulate sufficient

examples of how he/she

uses or will use the

concept.

Demonstrates sufficient

understanding of the

Concept of one.and canarticulate examples of howhe/she used the concept inand beyond school.

Meets proficient standard.

Displays behavior consis-

tent with the Concept of

one. at school, duringquests, and beyond, asreported by teachers, parents,and others.

Knowledge(mandatory)

Work lacks quality, or is

not connected to state con-

tent standards. Student

does not demonstrate con-

tent understanding, process

for completing work, or

sources of information

used.

Displays at least two high

quality work samples.

Articulates which state

content standards the

samples meet (in at least

3 subject areas). Demon-

strates content knowledge

when questioned. De-

scribes process for com-

pleting work.


Displays superior work

samples and can

articulate content knowl-

edge at a high level.

Community

Contribution

Failed to meet minimum

hours. Cannot articulate

benefit to learner or com-

munity, or project appearsto have little meaning.

Work was not performed

outside of school site.

Has completed meaning-

ful community service

outside the classroom

(approximately 30 hoursminimum). Can articulate

the community served,

need fulfilled, and benefit

to self.


Demonstrates more than

one compelling project, or

has made significant per-sonal sacrifice to meet

community needs.

Work Lacks understanding ofcareer path. Lacks job

readiness or college readi-

ness.

Has researched future

career or educational

path, including informa-

tion on specific jobs. If

transitioning to work, has

error-free, current resume

and has completed job

applications, or is already

working. If transitioningto college, has applied

and has taken entrance

exams.


Shows exceptional

Progress toward career

goal: (i.e., has completed

apprenticeship, or has

taken more than one col-

lege course and can articu-

late course content.

Communication

Skills

Does not clearly articulate

GBE criteria. Cannot

identify communication

strengths and weaknesses.

Demonstrates clear oral

communication of each

criterion. Identifies pri-

mary mode of communi-

cation.


Demonstrates communica-

tion through various meth-

ods, such as technology

and art. Quality of GBE

presentation is exceptional.

Criteria Progressing Proficient Exceeding


61/223

14

continued:

Criteria Progressing Proficient Exceeding

Communication Skills Does not clearly articu-late GBE criteria. Can-

not identify communica-

tion strengths and weak-nesses.

Demonstrates clearoral communication of

each criterion. Identi-

fies primary mode ofcommunication.

Meets proficient standard.Demonstrates communi-

cation through various

methods, such as technol-ogy and art. Quality of

GBE presentation

is exceptional.

Personal Awareness Cannot articulate per-sonal or academic

growth. Has not partici-

pated in a quest and hasnot achieved a Level 4

Essay.

Can reflect on aca-demic and persona

growth. Has partici-

pated in at least onequest. Can explain

learning style or per-

sonality style. Hascompleted an essay

with a score of 4 on the

one. writing rubric.

Meets proficient standard.Demonstrates exceptional

self-awareness or dis-

plays unusual maturity.Has completed an essay

with a score of 4 on the

one. writing rubric.

Personal Celebration

(mandatory)

Overall Presentation Not rehearsed. Haltingspeech. Reading from

cards. Unable to articu-

late or answer questions

Displays evidence/artifact for each crite-

rion presented. Uses at

least one form of tech-nology.

All written work isword-processed.Neatly groomed.

Presentation is well

rehearsed. Language

is correct and appropri-ate to the task.

Evidence for criteria aresophisticated or excep-

tional. Uses more than

one type of technology.Neatly groomed. Dem-

onstrates poise and high

level interaction with thepanel.

The GBE Benchmark Rubric


62/223

15

Student: DOB: / /(please print first and last name) (month/day/year)

School Site: one.

Advisor: Date Passed:(signature)

( please attach all drafts as well as final essay)

Director: Date Passed:(signature)

Returned to student for further revision on:(signature) (date)

Comments:

one.

Personal Awareness GBE CriteriaAutobiographical Essay

Title of Essay:(please print)

Entered in PROMIS on GBE tab and returned to advisor for student to attach to GBE board:

This cover sheet, essay , and checklist on page 8 are to be stapled together and given to your Directors Assistant

for scoring after your advisor passes it with a score of 4 or better.

5/10 kw

one San Joaquin County Office of Education, County Operated Schools & Programs, Alternative Programs


63/223

16

Advisor: Date Passed:(signature)

Director: Date Passed:(signature)

Returned to student for further revision on:(signature) (date)

Comments:

Passed essay entered on PROMIS / GBE tab and sent to Registrar on:

Please circle type of essay Response to Literature / Expository Composition / Persuasive Composition

San Joaquin County Office of Education, County Operated Schools & Programs, Alternative Programs

Level 4 Essay

Title of Essay:(please print )

Student: DOB: / /(please print first and last name)

School Site: one.

5/10 kw

one.

Please staple together and turn in he following documents.This cover sheet

All copies of essay

Checklist on page 8


64/223

17

Students will now design and print their own programs as part of their technology requirementAdvisors must review the program before it is printedThe maximum number of programs printed is normally 10-20 per graduateStudents must present only 5 of the 7 criteria, the following three are mandatory

1. Concept of one.

2. Knowledge

3. Personal Celebration

Information required on front of folded program:

Student Name:

Date of GBE:

Starting Time of GBE:

Building GBE to be Held at:

Graphic Optional

Inside of program (left side) must have aBRIEF(2-3 words) description of criteria being presented:

Concept of one. (Mandatory)

Knowledge (Mandatory)

Community Contribution

Post Graduation PlanPick 2

Communication Skills

Personal Awareness

Personal Celebration (Mandatory)

Inside program ( right side):

List the Panel Member and their Capacity:

Advisor:

Director:

Student Representative:

Community Member:

SJCOE Member:

*Panel Members names must be turned in for certificate preparation at least 2 weeks prior to GBE.

Backof program:Thank You Paragraph: not mandatory

Front Inside leftBack

Thank youparagraph

Graduates name

Graphic

Concept of one:

Knowledge:

First pick:

Second pick:

Personal Celebration:

Advisor

Director

Student Representative

Community Member

SJCOE Representative

Inside right

5/10 kw

DistinguishedPanel Members

My GBE Program

Date:

Time:Place:

one. Graduation By Exhibition Program Instructions for 2010 - 2011


65/223

VIII. Student Handbook


66/223


67/223

IX. Special Education


68/223


69/223

Special Education

This new student has an established IEP (Individual Education Program) that places him or her atyour site. Please review the students IEP in PROMIS for specific information. It is necessary bylaw to comply with specific guidelines when considering any Change of Placement for thisstudent. The following instructions are designed in compliance with IDEA (Individuals withDisabilities Education Act).

1. The students home district resource specialist will help this student progress towardsreaching IEP goals and objectives. Student special education services consist of theannual and triennial review, IEP team meeting, psychological review, consultativeservice and/or direct service with your student and any other services noted in the IEPYour input is vital in the success and placement of this student. Call to consult with theresource specialist as needed. Complete the reports as requested by the school districtsand attend and participate in scheduled IEP team meetings.

2. Keep the Student Narrative Record up-to-date. Student data collection is imperative toproviding appropriate services for this student. Please document both positive andnegative academic and behavior interventions, accommodations or modifications usedwith this student. Interventions may include: in class prompts, repeating instructionspraise, rewards, a pat-on-the-back, proving student success, phone calls home,academic or behavior contracts, consulting with resource specialist, school nurse,counselor, consulting with site director, student study team meetings, Probation

Assistants, etc.

3. Should this students school performance be less than acceptable due to attendancedifficulties, behavior difficulties, academic failure or concern, please do the following:

1. Update Student Narrative Record Form2. Call District RSP Teacher/ contact person3. Call or e-mail your site director and one. Program director of special

education

The director will support options according to the one. Program student handbook andindividual district guidelines and IEP. The school districts have ten days to schedule anIEP. For this reason, ANY difficulties should be addressed immediately by phoning the

school district RSP teacher and the one. Program director of special education. Student

transfers to independent study will NOT be considered without approval of the director ofspecial education. Our job is to create the most appropriate plan for this studentscontinued learning and movement toward a high school diploma. Thank You

====================================================

San Joaquin County Office of Education, one. Program:Special Education Guidelines and Procedures

====================================================


70/223

1. The San Joaquin County Office of Education, one. Program is an alternative educationprogram in the continuum of many educational programs for students. Educational servicesare available to students who are referred by Juvenile Probation; Social Services; expelledstudents from all schools in the county; School Attendance Review Boards (SARB);homeless; enrolled at the request of a parent; or placed by an IEP team.

2. Students placed in the one. Program by an IEP team have special education servicesprovided by the students home district in accordance to the students IEP.

3. When determining an appropriate educational placement in the least restrictive

environment, the district of residence must schedule an IEP team meeting with the one.Program director or special education. All subsequent student IEP meetings, while enrolled

in the one. Program, will include a general education teacher and an administrator from the

one. Program.

4. Out of County Students: When a like placement is determined by both the students home

district, program specialist, and the one. Program representative, students with an interimplacement will be enrolled for a maximum of 30 days before the IEP meeting is held.

Special circumstances or needs will be discussed at the IEP.

Revised: Frink 6/10


71/223

Changing Children's Behavior in School

Some kids with learning difficulties develop behavior problems that increase their risk of failure. Learnhow you can help.By Diana Browning Wright, M.S.

Success in school involves being able to complete work, stay organized, get along with kids and adults, be positive abouyour own abilities and school, follow rules, and do your best work. But some kids with learning disabilities (LD) and/orAttention-Deficit/Hyperactivity Disorder (AD/HD) also may develop behavior problems that add to the risk of failure. Hereare a few warning signs:

Your child has trouble following directions or getting along with other kids. She's discouraged or says she "hates school." She's frequently "in trouble" in school or sent to the principa's office. None of the usual techniques - rewards, consequences, home-school communication, behavior contracts - seem

to help.

What Do Kids Need?

Before we can understand children's behavior, we must understand their needs. In addition to their physical needs - foodclothing, shelter - kids need fun, freedom, power, and a sense of belonging. If these needs aren't met in positive ways,problems develop. In some classrooms, kids have to sit quietly and listen for long periods of time, and this can be hard fothem. Sometimes, you'll find your child just hasn't learned age-appropriate social skills. Here are some quotes that reflechow a child might express her needs through her behavior:

Freedom: If I don't get some choice in the way I work or what I learn, I won't work at all.

Fun: If my teacher never cracks jokes, seems to enjoy teaching, or thinks up interesting lessons, I'll make my owfun.

Belonging: If I don't feel I'm a one of the smart kids, I'll be one of the kids who has problems and show I don'tcare. Power: If I can't be a class leader, know a lot in a class discussion, or do an assignment well, I'll be the class

clown and get noticed.

Why Do Behavior Problems Develop?

Kids with LD and/or AD/HD may not pick up on cues around them. They may not understand what teachers or other kidsexpect from them or how to bargain with others. They may have a hard time waiting for the teacher to call on them. Theymay have a problem concentrating on things that aren't interesting to them. They may not have learned skills to be a googroup member - taking turns, giving and accepting feedback, getting agreement, and compromising.

If your child with LD and/or AD/HD also has these problems, she may decide, "I'd rather be bad than stupid!" She'sfigured out if she doesn't try hard or turn in assignments, others won't know just how difficult the work really is for her.

How Do You Find the Cause?

Think of behavior as an attempt to get something or complain about something. Since behavior is a form ofcommunication, you'll need to figure out your child's message. Is she trying to gain something - attention, an opportunityto move around? Is she trying escape or avoid something - doing an assignment she doesn't understand, sitting next to achild who annoys her? Once you understand what her behavior communicates about her needs, you can help her learnmore appropriate behaviors.


72/223

What Happens Next?

After you'vefigured out the "why"of your child's behavior, these questions will help you develop a plan of action.

What new skill - behavior - should your child learn to replace the problem behavior? How will she learn the new behavior? Who will model (show her how to do it) - you, another child, the teacher?

Where will she role play (practice) it? Who will cue (remind) her to use it? What changes need to be made in the child's environment - time of day, space, materials, interactions? Whatre

StaffHandbook2010-2011

Documents

Transcript of StaffHandbook2010-2011