Discovery Charter School Petition

Scientific Thinkers. Artistic Explorers. Innovative Leaders.
A Charter Petition
Submitted to the Montebello Unified School District
Requested Term: July 1, 2018 – June 30, 2023
December 2017
Discovery Charter School-Montebello | Page 1 of 196

Charter Petition: 2018-2023

November 15, 2017
Montebello Unified School District

Attention: Interim Superintendent Dr. Anthony J. Martinez
123 South Montebello Blvd.
Montebello, CA 90640
Dear Interim Superintendent Dr. Martinez and Trustees of the Montebello Unified School Board:
The Discovery Charter School-Montebello founders are pleased to present the attached charter
school petition and request authorization from Montebello Unified School District. It is the
desire of Discovery Charter School-Montebello to work with Montebello Unified School District
to provide an integrated science, technology, engineering, arts, and mathematics (STEAM)
elementary school. The charter plans to open in the fall of 2018 with about 300 TK-4th grade
students, and will grow to serve students in transitional kindergarten through 8th grade at full
build-out.
Discovery Charter School-Montebello’s mission is to teach our students the joy of learning
through a rigorous, standards-based curriculum and learning experiences that allow students to
explore and discuss real- world problems in ways that are relevant to them. Our hope is that the
Montebello Unified School District will authorize a 5-year charter that will allow us to
demonstrate the effectiveness of the STEAM model for children in Montebello.
We look forward to discussing this proposal with you!
Norma Moreno
Board Member


Table of Contents
Table of Contents .................................................................................................................... 3
AFFIRMATIONS/ASSURANCES ....................................................................................... 4
Executive Summary .............................................................................................................. 11
ELEMENT 1: THE EDUCATIONAL PROGRAM.......................................................... 23
ELEMENT 2 MEASUREABLE STUDENT OUTCOMES ........................................... 111
ELEMENT 3: METHODS TO ASSESS STUDENT PROGRESS ............................... 124
ELEMENT 4: GOVERNANCE ........................................................................................ 128
ELEMENT 5: EMPLOYEE QUALIFICATIONS .......................................................... 135
ELEMENT 6: HEALTH AND SAFETY.......................................................................... 151
ELEMENT 7: RACIAL AND ETHNIC BALANCE ...................................................... 156
ELEMENT 8: ADMISSIONS REQUIREMENTS .......................................................... 158
ELEMENT 9: ANNUAL FINANCIAL AUDITS ............................................................ 161
ELEMENT 10: SUSPENSION AND EXPULSION ........................................................ 162
ELEMENT 11: RETIREMENT PROGRAMS AND EMPLOYMENT MATTERS .. 181
ELEMENT 12: PUBLIC SCHOOL ATTENDANCE ALTERNATIVES .................... 182
ELEMENT 13: EMPLOYEE RIGHTS AND RESPONSIBILITIES ........................... 183
ELEMENT 14: DISPUTE RESOLUTION, OVERSIGHT AND RENEWAL............. 184
ELEMENT 15: SCHOOL CLOSURE .............................................................................. 186
MISCELLANEOUS CHARTER PROVISIONS ............................................................ 190
CONCLUSION ................................................................................................................... 195
APPENDIX .......................................................................................................................... 196


AFFIRMATIONS and DECLARATION

As the authorized lead petitioner, I, Norma Moreno, hereby certify that the information
submitted in this petition for a California public charter school to be named Discovery Charter
School-Montebello (“Discovery” or the “Charter School”), and to be located within the
boundaries of the Montebello Unified School District (“MUSD” or the “District”) is true to the
best of my knowledge and belief; I also certify that this petition does not constitute the
conversion of a private school to the status of a public charter school; and further, I understand
that if awarded a charter, the Charter School will follow any and all federal, state, and local laws
and regulations that apply to the Charter School, including but not limited to:
• The Charter School shall be nonsectarian in its programs, admission policies,

employment practices and all other operations. [Ref. Education Code Section
47605(d)(1)]
• The Charter School shall not charge tuition. [Ref. Education Code Section 47605(d)(1)]
• The Charter School shall not discriminate against any student on the basis of the
characteristics listed in Education Code Section 220 (actual or perceived disability,
gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual
orientation, home language or any other characteristic that is contained in the definition
of hate crimes set forth in Section 422.55 of the Penal Code or association with any
individual who has any of the aforementioned characteristics). [Ref. Education Code
Section 47605(d)(1)]
• The Charter School shall admit all pupils who wish to attend the Charter School; unless
the Charter School receives a greater number of applications than there are spaces for
students, in which case each application will be given equal chance of admission through
a public random drawing process. Except as required by Education Code Section
47605(d)(2), admission to the Charter School shall not be determined according to the
place of residence of the student or his or her parents within the State. Preference in the
public random drawing shall be given as required by Education Code Section
47605(d)(2)(B). In the event of a drawing, the chartering authority shall make reasonable
efforts to accommodate the growth of the Charter School in accordance with Education
Code Section 47605(d)(2)(C). [Ref. Education Code Section 47605(d)(2)(A)-(C)]
• The Charter School shall comply with all laws establishing the minimum and maximum
age for public school enrollment. [Ref. California Education Code Section 47612(b) and
47610]
• If a pupil is expelled or leaves the charter school without graduation or completing the
school year for any reason, the Charter School shall notify the superintendent of the
school district of the pupil’s last known address within 30 days, and shall, upon request,
provide that school district with a copy of the cumulative record of the pupil, including a
transcript of grades or report card, and health information. [Ref. Education Code Section
47605(d)(3)]
• Legacy Charter Public Schools declares it shall be deemed the exclusive public employer
of the employees of Discovery Charter School-Montebello for purposes of the
Educational Employment Relations Act. [Ref. Education Code Section 47605(b)(6)]
• The Charter School shall adhere to all provisions of federal law related to students with
disabilities including, but not limited to, Section 504 of the Rehabilitation Act of 1973,


Title II of the Americans with Disabilities Act of 1990, and the Individuals with
Disabilities Education Improvement Act of 2004.
• The Charter School shall meet all statewide standards and conduct the student
assessments required, pursuant to Education Code Sections 60605, and any other
statewide standards authorized in statute, or assessments applicable to students in non-
charter public schools. [Ref. Education Code Section 47605(c)(1)]
• The Charter School shall ensure that teachers at the Charter School hold a Commission
on Teacher Credentialing certificate, permit, or other document equivalent to that which a
teacher in other public schools are required to hold. As allowed by statute, flexibility will
be given to non-core, non-college preparatory teachers. [Ref. Education Code Section
47605(l)]
• The Charter School shall shall meet all requirements for employment set forth in
applicable provisions of law, including, but not limited to, credentials, as necessary. [Ref.
California Code of Regulations, Title 5, Section 11967.5.1(f)(5)(C)]
• The Charter School shall maintain all necessary and appropriate insurance coverage at all
times.
• The Charter School shall comply with all applicable laws and regulations relating to the
location of the Charter School’s facilities. [Ref. Education Code Sections 47605 and
47605.1]
• The Charter School shall comply with the Ralph M. Brown Act.
• The Charter School shall be solely responsible for the debts and obligations of the
Charter School.
• The Charter School shall, for each fiscal year, offer at a minimum, the number of minutes
of instruction per grade level as required by Education Code Section 47612.5(a)(1)(A)-
(D).
• The Charter School shall maintain accurate and contemporaneous written records that
document all pupil attendance and make these records available for audit and inspection.
[Ref. Education Code Section 47612.5(a)(2)]
• The Charter School shall consult with its parents and teachers on a regular basis
regarding the Charter School's education programs. [Ref. Education Code Section
47605(c)(2)]
• The Charter School shall comply with all applicable portions of the Elementary and
Secondary Education Act, as reauthorized and amended by the Every Student Succeeds
Act.
• The Charter School shall comply with the Public Records Act.
• The Charter School shall comply with the Family Educational Rights and Privacy Act.
• The Charter School shall meet or exceed the legally required minimum number of school
days [Ref. California Code of Regulations, Title 5, Section 11960(b)]


DISCOVERY CHARTER SCHOOL-MONTEBELLO AUTHORIZED LEAD

PETITIONER SIGNED CERTIFICATE OF COMPLIANCE
EDUCATION CODE Section 47605(b)(4)
By: _____________________________
Name: Norma Moreno
Date: December 8, 2017


Founders & Board
Lead Petitioners
Norma Moreno
Mrs. Moreno has been involved in education for over 20 years. She holds a Bachelor of Arts
Degree in Child Development from Cal State University Northridge. Mrs. Moreno earned her
Master’s Degree in Administration from Loyola Marymount University.
Currently she is pursuing a doctorate degree in K-12 Educational Leadership from the University
of Southern California. She recently completed the Urban Superintendents Academy
Certification Program and is in the process of completing the School Business Management
Certificate Program from the University of Southern California.
Mrs. Moreno has achieved a positive track record of leadership in several key roles for
charter organizations and for the Archdiocese of Los Angeles. She aspires to make a positive
impact as a member of the Discovery Charter School’s leadership team.
As an educator and school administrator, Mrs. Moreno is committed to equity, an urgency to

achieve outstanding results and an unrelenting drive to ensure that every student is college and
career-ready.
Mrs. Moreno brings significant knowledge, experience, innovation, initiative and positive energy
to the job. She is passionate about being an educator, school and community leader. Mrs.
Moreno believes that all children can learn but each learns in a different way and at different
rates. She believes that with hard work and perseverance we can touch each child in a special
way. Keeping the atmosphere positive is the key to success as well as keeping the lines of
communication open among staff, students, and parents. Mrs. Moreno feels that teamwork is the
ultimate way a school can be successful in reaching the goal of helping a child attain his or her
full potential.
Mrs. Moreno is a very visible principal and she states that the best part of her job is visiting the
students in all areas of the school, supporting teachers with instructional practices, and building
strong parent and community partnerships.
Mrs. Moreno enjoys spending time with her family, traveling, and teaching Zumba classes at a
local gym.


Board Members
Alfonso Flores, Board President

Mr. Flores was born and raised in Los Angeles, CA, he is a Husband, Father, Green Beret
Combat Veteran and has received a Silver Star, a Bronze Star and is a two-time Purple Heart
Recipient.
Mr. Flores is the Chief Executive Officer at Excellent Educational Solutions (EES). EES offers
consultation services to schools, districts, communities, nonprofits, foundations, associations, to
successfully create strategies and implement practices that contribute to higher educational
outcomes for youth and results in active engagement for parents and community members.
Mr. Flores has been instrumental in engaging parents and converting the only two districts
schools into charter schools by using the Parent Trigger Law.
Mr. Flores taught in Los Angeles Unified School District and was a founding principal. During
his time in the classroom /school site; Mr. Flores earned LAUSD’s Teacher of the Year and was
nominated by AALA as School Administrator of the Year.
Mr. Flores received his Master’s Degree in Educational Leadership & Administrative Credential
from California State University, Dominguez Hills and Bachelor’s Degree from California State
University, Los Angeles.
Norma Moreno, Board Secretary

Mrs. Moreno has been involved in education for over 20 years. She holds a Bachelor of Arts
Degree in Child Development from Cal State University Northridge. Mrs. Moreno earned her
Master’s Degree in Administration from Loyola Marymount University.
Currently she is pursuing a doctorate degree in K-12 Educational Leadership from the University
of Southern California. She recently completed the Urban Superintendents Academy
Certification Program and is in the process of completing the School Business Management
Certificate Program from the University of Southern California.
Mrs. Moreno has achieved a positive track record of leadership in several key roles for
charter organizations and for the Archdiocese of Los Angeles. She aspires to make a positive
impact as a member of the Discovery Charter School’s leadership team.
As an educator and school administrator, Mrs. Moreno is committed to equity, an urgency to

achieve outstanding results and an unrelenting drive to ensure that every student is college and
career-ready.


Mike Sonksen, Board Treasurer

Equally a scholar and performer, Mike Sonksen is a 3rd-generation L.A. native acclaimed for
poetry performances, published articles and mentoring teen writers. Following his graduation
from U.C.L.A. in 1997, he has published over 500 essays and poems. His KCET column L.A.
Letters celebrates literary Los Angeles. Mike has an Interdisciplinary Master of Arts in English
and History and his prose and poetry have been included in programs with the Mayor’s Office,
the Los Angeles Public Library’s “Made in LA,” series, Grand Park and the Music Center. His
most recent book, Poetics of Location, was just published by Writ Large Press.
Mr. Sonksen has taught at St. Bernard High School, Los Angeles Southwest College and
California State University of Los Angeles.
Angelina Micillo, Board Member

Ms. Micillo is vast experienced as an English teacher and District School and Charter School
administrator. Ms. Micillo began her educational journey in New York as a teacher and as
support staff within her school and in 2013, she joined Green Dot Public Schools (GD) in Los
Angeles. In her time at Green Dot Public Schools, she has developed curriculum for multiple
states where GD operates schools and has led as an instructional leader at her site.
Ms. Micillo received a Masters Degree in Middle/High School English Education from Lehman
College, a Bachelor’s Degree in English Rhetoric; Minor: Management & History from
Binghamton University, and holds a California Single Subject Clear Teaching Credential and a
California Administrator Credential.
Jay Neuman, Board Member
Mr. Jay Neuman has over twenty years of experience delivering data-driven business
transformation and developing Data Science & Business Intelligence solutions for industry
leading companies ranging from start-ups to Fortune 500 companies, as varied as: Advertising,
Automotive, B2B Managed Services, Education, Entertainment, Internet and Real Estate
Mr. Neuman received a Master of Public Policy, University of Southern California, Bachelor of

Arts in History, University of Southern California and a Certificate in Programming and Data
Processing, University of Southern California.  


Strategic Partners
California Charter School Association: The California Charter Schools Association (CCSA) is a
professional membership organization serving more than 500 public charter schools in the State
of California.
Charter School Management Corporation: Charter Schools Management Corporation (CSMC) is

the largest provider of back-office financial services to charter schools, serving over 150 schools
throughout the country
Young, Minney, & Corr, LLP: The Charter Law team of Young, Minney & Corr, LLP (YM&C)
has been providing expert, effective, and responsive legal advice to California’s charter school
community since the inception of the Charter Schools Act of 1992.
Direct Ed Educational Services: Provider of Special Educational Services for charter schools in
Los Angeles /Orange County.
Founders and Consultant Expertise Areas
Community Organizing
Fundraising /Grants
School Facilities /Real
Human Resources
Special Education
School Non-Profit /
Charter School/
Administration
School Finance
Methodology
Development
Instructional
Curriculum
Governance
Teaching
Business
School
Legal
Estate
Name
Norma Moreno X X X X X X X X X X X X X
Alfonso Flores X X X X X X X X X X X X X
Mike Sonksen X X X X X X X X X
Angelina Micillo X X X X X X X X X X X
Jay Neuman X X X X
Supporting Consultants
CCSA X X X X X X
CSSMC X X X X X X X X
Young, Minney, X X X X X X X X
& Corr, LLP
DirectEd X X X X X X X X
Together our founding team and advisory board brings over 75 years of teaching experience in
diverse educational settings. As former or present educators, researchers, finance experts,
community organizers, community-based service providers, small business owners, and parents
we represent a broad cross-section of skills and expertise in the education arena and a deep
knowledge of the surrounding community and school district. In creating the model for
Discovery we strive to bring to life the best educational research to serve students in Montebello.


EXECUTIVE SUMMARY
Discovery Charter School-Montebello shall be operated by Legacy Charter Public Schools,

which is a California nonprofit public benefit corporation that qualifies for and is applying for
tax exempt status under Section 501(c)(3) of the Internal Revenue Code. Legacy Charter Public
Schools is seeking to establish an exemplary public charter school in the Montebello Unified
School District named Discovery Charter School-Montebello. Our vision for Discovery Charter
School-Montebello is to create a TK-8th grade STEAM school focused on supporting all learners
in achieving academic excellence.
Our students, regardless of background, will exemplify our 3 core values that prepare our
students for the new century:
1. 2. 3.
STEAM Behavior & Growth &
Education Reflection Learning
(Investigation) iSTEAM Character Education Growth Through

Academic Support
Program Overview
Discovery Charter School-Montebello is a public charter school that will serve Transitional
Kindergarten through 8th grade students in the Montebello Unified School District. Discovery
Charter School-Montebello’s educational model will develop college and career ready citizens
through inquiry-based, STEAM-focused academics emphasizing the Sciences, Technology,
Engineering, Arts, and Mathematics. We integrate character education and have a proactive,
data-driven instructional culture to ensure optimal learning for all students.
By embracing our Core Values, Discovery Charter School-Montebello will foster the growth and
success of the whole student (academic, emotional, social, and physical) and provide a solid
foundation that will lead to increased high school graduation rates and success in future
academic endeavors and careers.
Mission, Vision and Core Values
The mission of Discovery Charter School-Montebello is to provide a high-quality STEAM-based

education in a digital learning environment to empower students to meet and surpass grade level
standards. Our students will be provided a well-rounded education with a focus on science,
technology, engineering, arts, and math to accelerate learning in their areas of strength and
interest. Students will successfully meet the common core standards through instruction that is
tailored to meet their unique needs by engaging in inquiry based instruction.
Discovery Charter School-Montebello is committed to providing our students with the tools to
meet the learning styles of our students. Using STEAM as a theme, we will incorporate inquiry
based instruction along with state of the art technological advances so our students will leave as
productive citizens and proficient learners ready to address 21st century challenges.


Our Core Values
Investigation through STEAM or iSTEAM

Students at Discovery Charter School-Montebello will experience a Science, Technology,
Engineering, Arts, and Math (STEAM) focused educational program that utilizes an inquiry-
based instructional model. iSTEAM is a daily instructional block dedicated to hands-on, STEAM-
focused learning where students, starting in transitional kindergarten, engage in meaningful
study and the hands-on application of STEAM concepts on a daily basis. In addition, our middle
school age students will experience a STEAM program throughout the school day that includes
time to prepare for STEAM-focused exhibitions, expositions, demonstrations, and competitions.
Discovery Charter School-Montebello allows inclusion of the Arts as part of the STEAM-
focused curriculum allowing students to develop creativity, imagination, and innovation. Our
educational approach expands beyond core subjects in middle school as students will participate
in elective courses, these could include music, art, and other courses as seemed accessible and of
interest to students.
iSTEAM allows students to demonstrate their learning through exhibitions, demonstrations,

performances, and competitions on campus and in the community. All instructional materials
will be aligned to the California State Adopted Standards and there will be an active
incorporation of technology tools in the classroom.
Character Education through Reflection

Discovery Charter School-Montebello sets daily time aside to build a positive school climate
through the lessons taught through the Medal of Honor Character Program provided by the
Congressional Medal of Honor Foundation (themedalofhonor.com/character-development). In
addition, our school is focused on a restorative justice approach as it provides effective
alternative to punitive responses to wrongdoing. Inspired by indigenous traditions, it brings
together persons harmed with persons responsible for harm in a safe and respectful space,
promoting dialogue, accountability, and a stronger sense of community.
Academic Reflection takes part during this daily schedule time as it allows students to revisit
their student portfolios, prepare for student-lead conferences, and allow time to access their
academic grades by using the Student Information System platform in order to reflect, set
attainable goals and discuss data with their teacher, as well as, their family thus bridging the
communication between home and school life for each child and family.
Growth through Academic Support

Discovery Charter School-Montebello’s daily schedule allows for students to be flexibly grouped
and be provided targeted instruction. Our students come with different academic levels and the
Academic Support period allows teachers to differentiate and support students meet their
academic needs, while allowing students to use data and reflection to guide their progress.
Discovery Charter School-Montebello will offer a data driven decision-making culture and will
be applied in multiple school areas/disciplines: assessment, differentiation, teaching strategies,
professional development. This analysis of data enhances communication with all stakeholders


by sharing with families their child’s progress, as well as, provide a student-centered goal setting
and reflection practices that nurture self-direction and inform students of their choices.
Who Does Discovery Charter School-Montebello Serve?

Discovery Charter School-Montebello will be open to all students at no cost. We value the
diversity of our community and strive to ensure our student body will represent the
demographics of the general population in the District’s boundaries. Discovery Charter School-
Montebello will serve families from a variety of ethnic, linguistic, and economic backgrounds as
we strive to achieve academic excellence that reaches beyond minimum requirements.
How is Discovery Charter School-Montebello Distinct?

Discovery Charter School-Montebello engages a community of learners in a rigorous STEAM-
focused academic program that also provides character education and preparation for future
college and career ready citizens.
The Need for STEAM Education

STEAM education infuses the creativity, design principles, technique, and expression of the Arts
into the interwoven fields of Science, Technology, Engineering, and Mathematics (STEM). The
integration of STEAM throughout the curriculum provides the backbone of Discovery Charter
School-Montebello's educational program, offering students opportunities to develop skills in
21st century technology, leadership, strategic thinking, problem solving, creativity, and
expression.
As educators it is our responsibility to provide our students with the highest quality education
and prepare them to be able to compete in the global marketplace. We recognize the importance
and value that science, technology, and art play in our lives. This is why we selected the
STEAM. model as the means for our students to obtain the requisite 21st century skills to be
successful later in their lives. This model embraces science, technology, engineering, art, and
math through inquiry-based instruction. Because this model is extremely engaging, it not only
has the potential to motivate our students to reach their potential, but to ignite their desire to
learn about new topics.
Discovery Charter School-Montebello is driven to focus our academic approach to address far
more than our subgroups but all students and categorize everyone as academic learners.
Anticipated Student Subgroups:

Students with disabilities; English Learners; Hispanic or Latino, and Asian; and
Socioeconomically Disadvantaged.
Academic Learners:
All students can achieve academically through a differentiated and a rigorous approach.
The STEAM model is very appealing to learners who have difficulty understanding abstract
concepts because it offers opportunities for them to conceptualize ideas through concrete
representations and activities. It also fosters the use of higher order thinking skills to solve
problems and provides opportunities for authentic or real life learning.


“We need to out-innovate, out-educate, and out-build the rest of the world.”
-President Barack Obama
“STEM employment is expected to grow 17% between 2008 and 2018, far faster than the 10%
growth projected for overall employment”
-Change the Equation1
“Ninety-three of the 100 STEM occupations had mean wages significantly above the all-
occupations average.”
-U.S. Department of Labor2
“…there is a growing recognition that economic innovation will increasingly be driven by

creativity, communication and new ways of approaching and solving problems, especially
through collaborative working and the use of technology.”
- Society for Human Resource Management3
According to the Department of Education, STEM education programs and STEM degrees are a
high-priority today, and are necessary if the U.S. wishes to keep its position as a world leader in
innovation and technology. In addition, educators, employers, and experts are recognizing that
the blending of arts and sciences leads to richer student learning and a more agile workforce. A
STEAM education prepares students for future demands by emphasizing inquiry-based learning
in cross-disciplinary lessons/projects.
The article “Growing from STEM to STEAM” notes STEAM is “complimentary with 21st
century skills, particularly the “4 Cs” of creativity, collaboration, critical thinking, and
communication, and is gaining traction across the country with support from a wide range of
organizations, including the National Science Foundation, the National Endowment for the Arts,
and the U.S. Department of Education”4.
Equity and Early Engagement in STEAM

The President’s Council of Advisors on Science and Technology wrote in their report Engage to
Excel5 that the United States needs to focus education on “producing one million additional
college graduates with degrees in science, technology, engineering, and mathematics”. The time
and place to begin this process is in early elementary school so these subjects become a part of
the student’s education and experience as they progress in school and into college and careers.
Discovery Charter School-Montebello students enjoy daily iSTEAM time starting as early as
Transitional Kindergarten and STEAM-based inquiry is the basis for our instructional approach
throughout the day.
1
http://changetheequation.org/stemdemand
2
http://www.bls.gov/news.release/pdf/ocwage.pdf
3
https://www.shrm.org/hr-today/trends-and-forecasting/labor-market-and-economic-
data/documents/08-0175wv_final.pdf
4
https://artsedge.kennedy-center.org/educators/how-to/growing-from-stem-to-steam
5
https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-
25-12.pdf

Discovery Charter School-Montebello is particularly committed to including and inspiring

traditionally underrepresented groups in STEAM education. In 2014, about 86% of engineers
and 74% of computer professionals were male6 and about 89% of engineers and 85% of
computer professionals were White or Asian7.
http://changetheequation.org/sites/default/files/CTE_Talent-in-Plain-Sight_Individuals_3.jpg
http://changetheequation.org/sites/default/files/CTE_Talent-in-Plain-Sight_Individuals_4.jpg
STEM Workforce
According to the National Girls Collaborative Project (https://ngcproject.org/statistics),

women remain underrepresented in the science and engineering workforce, although to a lesser
degree than in the past, with the greatest disparities occurring in engineering, computer science,
and the physical sciences (NSF, Science & Engineering Indicators, 2016).
• Women make up half of the total U.S. college-educated workforce, but only 29% of the
science and engineering workforce.
• Female scientists and engineers are concentrated in different occupations than are men,
with relatively high shares of women in the social sciences (62%) and biological,
6
CTE analysis of U.S. Census Bureau report on STEM college graduates, 2014,
http://changetheequation.org/sites/default/files/Stemtistics_WF-11.png
7
http://changetheequation.org/solving-diversity-dilemma

agricultural, and environmental life sciences (48%) and relatively low shares in
engineering (15%) and computer and mathematical sciences (25%).
For example:
• 35.2% of chemists are women;
• 11.1% of physicists and astronomers are women;
• 33.8% of environmental engineers are women;
• 22.7% of chemical engineers are women;
• 17.5% of civil, architectural, and sanitary engineers are women;
• 17.1% of industrial engineers are women;
• 10.7% of electrical or computer hardware engineers are women; and
• 7.9% of mechanical engineers are women.
Race and ethnicity are salient factors in rates of participation in the science and engineering
workforce (NSF, Science & Engineering Indicators, 2016).
• The U.S. science and engineering workforce has become more diverse, but several racial
and ethnic minority groups continue to be significantly underrepresented.
• In 2013, 70% of workers in science and engineering occupations were white, which is
close to the proportion in the U.S. working age population.
• Hispanics, blacks, and American Indians/Alaska Natives make up a smaller share of the
science and engineering workforce (11%) than their proportion in the general population
(27% of U.S. working age population).
• Asians work in science and engineering occupations at higher rates (17%) than their
representation in the U.S. working-age population (5%). Asians are particularly highly
concentrated in computer and information science occupations.
• The increase in female participation in science and engineering over the past two decades
includes increasing participation by members of all racial and ethnic groups, especially
Hispanic and Asian women.
• Minority women comprise fewer than 1 in 10 employed scientists and engineers
(NSF, Women, Minorities, and People with Disabilities in Science and Engineering,
2015).
When we look at the workforce of the future, we recognize we need to do a better job of
engaging diversity now. As the white paper Overview of Hispanics in Science, Mathematics,
Engineering, Technology: K-16 Representation, Preparation and Participation8 warns, “the
demand for skilled workers in STEM fields will be difficult, if not impossible, to meet if the
nation’s future mathematicians, scientists, engineers, information technologists, computer
programmers, and health care workers do not reflect the diversity of the population.” By starting
to develop a skillset and positive attitude for both students and parents about STEAM subjects in
the elementary school years, Discovery Charter School-Montebello students will be afforded the
8
http://www.hacu.net/images/hacu/OPAI/H3ERC/2012_papers/Crisp%20nora%20-
%20hispanics%20in%20stem%20-%20updated%202012.pdf


opportunity to excel in these subjects. This exposure to STEAM fields will continue to impact
these students throughout their education and beyond into adulthood.
In the report School Connectedness: Strategies for Increasing Protective Factors Among Youth,”
the Center for Disease Control defines school connectedness as “the belief by students that adults
and peers in the school care about their learning as well as about them as individuals.”9 Effective
school connectedness has been shown in multiple studies to play a significant positive role in
academic, behavioral, and social outcomes for students.
The National Longitudinal Study of Adolescent Health looked at 36,000 students grades 7-12
and found that school connectedness was a top protective factor for both boys and girls to:
School Connectedness Decreased School Connectedness Increased

• Substance use • School attendance
• School absenteeism • Staying in school longer
• Early sexual initiation • Higher grades and classroom scores
• Violence
• Risk of unintentional injury (e.g.
drinking and driving, not wearing
seat belts)
• Emotional distress
• Disordered eating
• Suicidal ideation and attempts
While Discovery Charter School-Montebello is a TK-8 campus, we believe that the benefits of
school connectedness will set our students up for success while they are at Discovery Charter
School-Montebello and beyond. Following guidelines from the National Research Council and
the Institute of Medicine (2004)10, Discovery Charter School-Montebello follows the
recommended practices that have shown a substantial increase in school connectedness:
• Avoid separating students onto vocational and college tracks.
• Set high academic standards for all students and provide all students with the same core
curriculum.
• Limit the size of the school to create small learning environments.
• Form multidisciplinary education teams in which groups of teachers work with students.
• Ensure that every student has an advisor.
• Ensure that course content is relevant to the lives of students.
• Provide service learning and community service projects.
• Provide experiential, hands-on learning opportunities.
• Use a wide variety of instructional methods and technologies.
• Extend the class period, school day, and/or school year.
9
http://www.cdc.gov/healthyyouth/protective/pdf/connectedness.pdf
10
http://www.ascd.org/publications/educational-leadership/apr05/vol62/num07/A-Case-for-
School-Connectedness.aspx

• Provide opportunities for students who are falling behind to catch up.
Discovery Charter School-Montebello strives to connect every child and their family to our
school.
Family Involvement
Building school connectedness for our students includes building relationships with their
families. Discovery Charter School-Montebello’s key component for interacting with family is
the family visit, ideally conducted at the student’s home every year. Additionally, teachers invite
parents and students to meet prior to the start of the school year and twice during the year for
Student Led Conferences.
Research into schools that have implemented home visit project found11:
Parent Positive Results from Family Visits
• Increased confidence, trust, and attitude towards school
• Increased volunteer involvement and participation at school conferences and
events
• Improved communication with school and teachers
• Decrease in cultural conflicts or misunderstandings
Student Positive Results from Family Visits
• Academic performance gains
• Improved attitude towards school
• Increased attendance rates
• Increased graduation rates
• Decreased behavior issues
Teacher Positive Results from Family Visits
• Improved empathy for students
• Increased communication with home
• Improved strategies for behavioral and academic support
• Decreased cultural conflicts or misunderstandings
Teachers who have participated in home visits report strong positive shifts in student
performance and school culture.
11
http://www.pthvp.org/wp-content/uploads/2016/03/Landscape-Evaluation-2014.pdf

12
At Discovery Charter School-Montebello, students and their families are connected in multiple
ways:
1. Morning Rally to start each day with positive school culture.
2. Family Visits every year to stay connected to family members and students’ lives
outside the classroom.
3. Introduction Meetings before the school year and Student-Led Conferences twice
during the school year to involve parents and students in understanding and planning
for school success.
4. 24/7 School Information System and school media where parents and students can
access grades, homework, events, announcements, and more.
Personalized Learning
Personalized learning can describe a range of strategies schools employ to best differentiate
instruction and meet the needs of their diverse student population. From how the schedule is
arranged, to how students make choices in the classroom, Discovery Charter School-Montebello
is committed to incorporating personalization into the school day for all students.
A 2015 report, “Continued Progress: Promising Evidence of Personalized Learning,”

summarized the impact of personalized learning strategies as documented at 46 schools. The
authors defined personalized learning using the following three criteria:
1. Systems that deepen and accelerate student learning by tailoring instruction to an

individual’s needs, skills and interests
2. Approaches that offer a variety of learning experiences that prepare students for college
and careers
12
http://files.eric.ed.gov/fulltext/EJ986814.pdf


3. Teachers who play an integral role by managing the learning environment, leading
instruction and guiding students to take ownership of their learning.
The study showed that personalized learning had an 11-point percentile gain in math and an 8-
point percentile gain in reading in across all schools.
Discovery Charter School-Montebello not only supports differentiation in the classroom, but
incorporates a daily period that is specifically designed to flexibly group students based on their
current academic needs. Careful use of student data is a key component to successful
personalization. Teachers, parents, and particularly students must be confident in their ability to
evaluate student progress, identify success, and plan goals for additional growth.
By teaching students to track their own progress, students at Discovery Charter School-
Montebello are able to self-evaluate their learning and become decision-makers in their own
education. Studies have shown that sharing responsibility for assessment and progress with
students has a positive impact on achievement:
“On average, the practice of having students track their own progress was associated with a 32
percentile point gain in their achievement.” Robert J. Marzano13
In their book Leaders of Their Own Learning: Transforming Schools Through Student-Engaged
Assessment, authors Berger, Rugen, and Woodfin14 describe three components of student-
engaged assessment:
• Students use their classwork as a source for data, analyzing strengths, weaknesses, and
patterns to improve their work.
• Students regularly analyze evidence of their own progress. They track their progress on
assessments and assignments, analyze their errors for patterns, and describe what they see in
the data about their current level of performance.
• Students use data to set goals and reflect on their progress over time and incorporate data
analysis into student-led conferences.
This model uses both classwork and formal assessment as tools for student evaluation and goal
setting. Discovery Charter School-Montebello believes students can learn to lead their learning,
creating a truly personalized education for each child.
Student-led Conferences
“If educators wish to have parents involved to a greater degree in their children’s educational
experiences, and we wish for students to be more involved in setting personal learning goals and
accepting greater responsibility for their academic process, it makes sense to include students at
the table when parents and teachers discuss their progress.”
13
https://ww2.kqed.org/mindshift/2014/09/08/how-students-can-be-partners-in-data-driven-
approaches-to-learning/
14
“Leaders of Their Own Learning: Transforming Schools Through Student-Engaged
Assessment,” by Ron Berger, Leah Rugen, and Libby Woodfin.


--Donald G. Hackmann, assistant professor of educational leadership and policy studies at Iowa
State University and author of Student-Led Conferences at the Middle Level.15
Involving students and parents in understanding student progress and learning has a powerful
impact on student achievement and engagement. While report cards and online SIS are helpful
tools to document student performance, face-to-face conversations give educators and families a
chance to dialog and give depth to student’s successes and challenges. It is common practice for
schools to have Parent-Teacher Conferences at least one a year. Discovery Charter School-
Montebello, however, utilizes Student-Led Conferences twice a year because we believe students
should understand and lead their own learning and we believe that they should play a central role
in communicating their growth and goals to their families.
Schools that have implemented Student-Led Conferences report16:

Student benefits of • Students accept personal responsibility for their
Student-Led Conferences learning and their behavior.
• Students learn to evaluate their own progress.
• Students gain greater commitment to their schoolwork,
and learning.
• Builds self-confidence and self-esteem.
• Builds communication and critical thinking skills.
• Students develop organizational and oral
communication skills.
• Enables student to share and discuss their work with
their parents.
Parent benefits of • Parents gain an understanding of classroom activities
Student-Led Conferences and expectations.
• Parents see their child’s work first-hand and what each
curriculum offering entails.
• Parents spend time discussing the importance of
education with their child.
• Parents encourage their son/daughter to accept
personal responsibility for their academic performance.
Additionally, parent participation in conferences skyrockets when compared to traditional

parent-teacher conferences.17 Students leading the presentations can also decrease cultural or
educational discrepancies between parents and school staff, making the conferences more
comfortable and engaging for all involved.
15
http://www.educationworld.com/a_curr/curr323.shtml
16
http://teacherweb.com/ca/centerstreet/msmoote/Whatarethebenefitofdocx.pdf
17
http://www.ascd.org/publications/educational_leadership/apr96/vol53/num07/when_students_lea
d_parent-teacher_conferences.aspx


•Student collects work for Conference

•Student Reflects on academic progress
•Student Prepares for Student-Led
Student Conference with the guidance of the
teacher
Responsbibility •Student writes formal invitation to their
parent(s) to attend the meeting
•Assists select the work for hte

portfolio Teacher
•Guides teh student in the reflection
of their academic progress Responsibility
•Teachers provide classtime for this
evidence to be collected and
reflection to take place
•Students facilitate the Conference while the

teacher circulates and assists as needed
During the •Student walks family in the classroom and
provides a tour
Conference •Student walks familiy through the portfolio
and content
•Must be willing to let the student speak and

saving questions until the end
•Must support the student with their
academic goals. Role of the
Parent
•Must prearrange the conferences, notify

teachers, students and stakeholders in a timely
manner
Role of the •Must provide all reflection formats and teacher
School training
•Provide translators for teachers who do not
speak the students' home language


ELEMENT 1: THE EDUCATIONAL PROGRAM
Governing Law: The educational program of the charter school, designed, among other things,
to identify those whom the charter school is attempting to educate, what it means to be an
“educated person” in the 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. Education Code Section 47605(b)(5)(A)(i).
Governing Law: The annual goals for the charter school for all pupils and for each subgroup of
pupils identified pursuant to Section 52052, to be achieved in the state priorities, as described in
subdivision (d) of Section 52060, that apply for the grade levels served, or the nature of the
program operated, by the charter school, and specific annual actions to achieve those goals. A
charter petition may identify additional school priorities, the goals for the school priorities, and
the specific annual actions to achieve those goals. Education Code Section 47605(b)(5)(A)(ii).
School Information
The facility will be located within the Montebello Unified School District boundaries.
Address: TBD
Discovery Charter School-Montebello will be located within the Montebello Unified School
District boundaries at an address that is to be determined. Discovery Charter School-Montebello
will identify and secure private facilities in the Montebello Unified School District boundaries
and will only consider to seek facilities through a Proposition 39 as needed.
Contact information:
Norma Moreno
Cell: (213) 200-9167
Email: founders.legacycharter@gmail.com
The requested term of the charter shall be for five years beginning on July 1, 2018 and ending on
June 30, 2023.
The tentatively scheduled opening date of the Charter School is August 13, 2018.
The grade configuration is TK-8.
The number of students in the first year of the charter term is estimated to be 300.
The grade levels of the students the first year of the charter term will be TK -4th grade.
The enrollment capacity is projected to be 540 students.


Mission, Vision and Core Values
The mission of Discovery Charter School-Montebello is to provide a high-quality STEAM-based

education in a digital learning environment to empower students to meet and surpass grade level
standards. Our students will be provided a well-rounded education with a focus on science,
technology, engineering, arts, and math to accelerate learning in their areas of strength and
interest. Students will successfully meet the common core standards through instruction that is
tailored to meet their unique needs by engaging in inquiry based instruction.
Discovery Charter School-Montebello is committed to providing our students with the tools to
meet the learning styles of our students. Using STEAM as a theme, we will incorporate inquiry-
based instruction along with state of the art technological advances so our students will leave as
productive citizens and proficient learners ready to address 21st century challenges.
Discovery Charter School-Montebello Core Values
Investigation through STEAM or iSTEAM

Students at Discovery Charter School-Montebello will experience a Science, Technology,
Engineering, Arts, and Math (STEAM) focused educational program that utilizes an inquiry-
based instructional model. iSTEAM is a daily instructional block dedicated to hands-on, STEAM-
focused learning where students, starting in transitional kindergarten, engage in meaningful
study and the hands-on application of STEAM concepts on a daily basis. In addition, our middle
school age students will experience a STEAM program throughout the school day that includes
time to prepare for STEAM-focused exhibitions, expositions, demonstrations, and competitions.
Discovery Charter School-Montebello allows inclusion of the Arts as part of the STEAM-
focused curriculum allowing students to develop creativity, imagination, and innovation. Our
educational approach expands beyond core subjects in middle school as students will participate
in elective courses, these could include music, art, and other courses as seemed accessible and of
interest to students.
iSTEAM allows students to demonstrate their learning through exhibitions, demonstrations,

performances, and competitions on campus and in the community. All instructional materials
will be aligned to the California State Adopted Standards and there will be an active
incorporation of technology tools in the classroom.
Character Education through Reflection

Academic Reflection takes part during this daily schedule time as it allows students to revisit


their student portfolios, prepare for student-lead conferences, and allow time to access their
academic grades by using the Student Information System platform in order to reflect, set
attainable goals and discuss data with their teacher, as well as, their family thus bridging the
communication between home and school life for each child and family.
Growth through Academic Support

Discovery Charter School-Montebello’s daily schedule allows for students to be flexibly grouped
and be provided targeted instruction. Our students come with different academic levels and the
Academic Support period allows teachers to differentiate and support students meet their
academic needs, while allowing students to use data and reflection to guide their progress.
Discovery Charter School-Montebello will offer a data driven decision-making culture and will
be applied in multiple school areas/disciplines: assessment, differentiation, teaching strategies,
professional development. This analysis of data enhances communication with all stakeholders
by sharing with families their child’s progress, as well as, provide a student-centered goal setting
and reflection practices that nurture self-direction and inform students of their choices.
Discovery Charter School-Montebello will integrate our three core values throughout our school
program as highlighted in the in the table below and elaborated throughout the petition.
Character Education Growth through

iSTEAM through Reflection Academic Support
Schoolwide STEAM Focus Daily Academic Support
Family Visits
Daily iSTEAM Lab Staff Training and PLCs
Restorative Justice Data Driven Decision-making
Inquiry-based instruction
Differentiation
Instructional Strategies Integrated Character Education, Life
and Leadership Skills Early Intervention
Core Classes and
Response to Intervention Model
Community Engagement
Integrated Technology
Student-Led Conferences
Field trips
Community Events Benchmark Goals
College/Career Readiness Evaluation and Reflection
Demonstrations of Learning Afterschool Programs
College/Career Readiness Focus


Target Student Population
Discovery Charter, as a school of choice, seeks to recruit a student population that is reflective of
the entire school district and surrounding areas; with the goal of creating an economically and
ethnically diverse student population similar to the general population in the Montebello Unified
School District.
Discovery Charter School-Montebello’s educational approach (an inquiry-based model with a

STEAM focus) and programs (academic, life skills and character development program, family
visit program, integrated intervention and enrichment classes, and safe and family-centered
school culture) we believe we will be uniquely able to successfully attract students from these
demographics.
We strive to attract students by providing an educational program that seeks to meet the needs of
each individual student. Discovery Charter School-Montebello will provide appropriate
interventions for both low-achieving and high-achieving students, and will meet the needs of
English Learners, students with disabilities, and socioeconomically disadvantaged students.
Students to be Served
Discovery Charter School-Montebello will grow to serve students in grades transitional
kindergarten through 8th grade from the Montebello Unified School District.
Discovery Charter will be sensitive to the needs of the diversified student population in the
preparation and implementation of appropriate learning experiences. At its full capacity in 2022,
Discovery Charter School-Montebello plans to serve 540 students. In the first year, 2018-2019,
the school plans to serve approximately 300 students in grades TK/Kinder through 4th grade until
reaching capacity of 540 in year 5 when serving Transition Kindergarten through 8th grade.
Montebello Unified School District

We aim to serve families residing within and around the boundaries of the Montebello Unified
School District. We expect our population to be similar to that of the Montebello Unified School
District. Montebello Unified School District currently serves approximately 18,852 students.
Student Population Ethnicity of the Montebello Unified School District
Montebello
School District Demographics Percent
Hispanic or Latino 96 %
White 1%
Asian/Asian American 2%
Source: 2017-2020 LCAP
http://montebellousd-ca.schoolloop.com/file/1394263500251/1468165844057/6263307856024649524.pdf


At Discovery Charter School-Montebello, we are committed to enrolling a similarly diverse

student population. Part of the Mission and Vision for the school, we will foster educational
equity for a diverse student population. For details on how we plan to achieve ethnic and
economic balance, see our Community Recruitment and Outreach Plan in Element 7: Racial and
Ethnic Balance.
In addition to being ethnically diverse, the public school district serves families from a variety of
linguistic and economic backgrounds. Approximately 32% of students in our targeted
community are currently designated as English Learners. The inclusive and comprehensive
educational program at Discovery Charter School-Montebello is designed to meet the needs of
students learning English along with native English speakers. Our support system for EL
students is detailed in the Special Learners Section of this document.
Of the families in the Montebello Unified School District, 82% currently qualify for free or
reduced- price lunch. At Discovery Charter School-Montebello we recognize that the economic
challenges faced by low-income families can impact education. We will work to address these
needs through partnerships with community organizations so that the comprehensive,
differentiated educational program described here in Curriculum and Instruction can ensure that
all students are prepared to be leaders in the community.
The Need for this school

The public schools in Montebello face a number of challenges. Currently, 22 of the 23 schools
(elementary, intermediate and span school) in the Montebello Unified School District are
designated as being in Program Improvement based on the requirements of No Child Left
Behind.
Community Profile
According to the City of Montebello’s website, there are more than 63,92 residents and with
approximately 5,486 businesses.
City of Montebello’s Ethnicity Percent

Hispanic or Latino 79.3%
White 53.8%
Asian 11%
African American 0.9%
Two or More Races 3.7%
Native Hawaiian/Pacific Islander 0.1%
American Indian/Alaska Native 1.0%
Other
Source: http://cityofmontebello.com/about-montebello/about-demographics.html


According to Montebello Unified School District’s LCAP, Montebello Unified School District
(MUSD) is one of the largest districts in Los Angeles County, with just over 28,000 students in
grades Headstart through twelve, in seventeen elementary schools, six intermediate schools, and
five high schools. In addition, approximately 20,000 students attend four adult schools.
Montebello Unified serves a diverse student population from the cities of Bell Gardens,
Commerce, Montebello, portions of Downey, Los Angeles, Monterey Park, Pico Rivera,
Rosemead, and South San Gabriel.
Approximately 95 percent of MUSD students are Hispanic, 2 percent are Asian or Pacific
Islander, and roughly 1 percent are Caucasian. Thirty-two percent of our students are English
Learners (EL). Eighty-two percent of students qualify for free or reduced-price meals, the
poverty indicator established by the federal government.


Montebello Unified School District: General Information by School

SED: Socioeconomically Disadvantaged
2017 2017
% CAASPP CAASPP
Elementary Enrollment SED English PI ELA: % Math: %
School Learners Year Meet or Meet or
Exceeding Exceeding
Bandini 464 78.4% 58.8% Year 4
Elementary 35.96% 27.83%
Bell Gardens 1,046 92.7% 69% Year 5
Bella Vista 605 83.8% 32.6% Year 5
Cesar E. 972 88.2% 54.2% Year 5
Chavez
Elementary 29.46% 17%
Fremont 487 92.2% 42.1% Year 4
Garfield 757 86.4% 60% Year 5
Greenwood 1,007 88.3% 46.6% Year 3
Joseph A. 850 92.9% 63.1% Year 5
Gascon
La Merced 786 82.1% 36.9% Year 5
Montebello 398 85.7% 43% n/a
Gardens
Montebello 600 94.2% 59.2% Year 3
Park
Potrero Heights 429 69.5% 23.8% Year 2
Suva 1,018 92.5% 59.5% Year 5
Washington 963 88.2% 37.6% Year 3
Wilcox 647 90.3% 30.3% Year 3
Winter Gardens 640 89.7% 67.7% Year 5 25.08% 17.25%


Elementary
Rosewood Park 879 74.7% 31.5% Year 5

(K-8) 26.41% 19.01%
Bell Gardens 1,184 89.7% 30.1% Year 5

Intermediate 28.01% 19.78%
Eastmont 884 94% 29.3% Year 5
La Merced 1,312 85.8% 19.8% Year 5
Macy 908 78% 10.6% Year 5
Montebello 992 85.8% 24.2% Year 5
Suva 855 90.6% 27.7% Year 5
Intermediate 33.54% 12%
Source: http://caaspp.edsource.org
Source: https://www.montebello.k12.ca.us/cms/page_view?d=x&piid=&vpid=1300877744672
Student Projected Enrollment

Please see the following table for the projected grade level enrollment at Discovery Charter
School-Montebello for the first five years of the charter. To reach its enrollment targets,
Discovery Charter has created a recruitment plan and will do many outreach activities as outlined
in general terms in Element 7. We are in the beginning stages of community outreach and
marketing activities and have substantial and increasing interest from students and families, as
well as teachers who are meaningfully interested in teaching at Discovery Charter School-
Montebello. Depending on the building capacity and the number of applications each year, the
following enrollment projections may be revised, in which case the Charter School will inform
the District.
Projected Grade-level Enrollment

Grade 2018-19 2019-20 2020-21 2021-22 2022-23
TK*/ 60 60 60 60 60
K
1 60 60 60 60 60
2 60 60 60 60 60
3 60 60 60 60 60
4 60 60 60 60 60
5 - 60 60 60 60
6 - - 60 60 60
7 - - - 60 60
8 - - - - 60
Total 300 360 420 480 540
*The TK program may accept up to 5 students annually


Montebello Unified School District: CAASPP Results
Discovery Charter School-Montebello knows students can succeed in rigorous environments

when provided with high expectations, extended time for learning, daily supplemental instruction
opportunities, and access to a wide range of enriching learning experiences.
Discovery Charter School-Montebello is working hard to prove what is possible in public

education. By promoting excellence in education, we aim to prove that every child can learn and
achieve at the highest levels.
Below are the Montebello Unified School District 2017 CAASPP Results for English Language
Arts and Mathematics.




Source:
https://caaspp.cde.ca.gov/sb2017/ViewReport?ps=true&lstTestYear=2017&lstTestType=B&lstGroup=1
&lstCounty=19&lstDistrict=64808-000&lstSchool=0000000


A Typical Day at Discovery Charter School-Montebello

As the day gets started on Discovery Charter School-Montebello, students, parents, and visitors
are greeted individually by supervising administration and teachers. Visitors are welcomed at the
clean and friendly front office, where Discovery Charter School-Montebello’s values are already
visible in the way individuals on campus interact with each other and with the interesting,
diverse, and rigorous student work displayed throughout the building.
7:15 AM –7:45 AM
Students at Discovery Charter School-Montebello arrive early to enjoy a delicious and well-
balanced breakfast to get them ready for their academic adventure.
7:50 AM –8:00 AM
Discovery Charter School-Montebello students gather at the quad/main playground on a daily
basis for the school’s morning rally. This is celebratory gathering of students and staff before the
first bell at 8:00 AM. Students join their classmates in their designated area and participate in
chants and cheers representing Discovery Charter School-Montebello’s core values, hear
announcements and compliments from the staff, and are lead through the Pledge of Allegiance
by a student representative. Students are dismissed by principal and they transition into the
classroom and eager to learn!
Classrooms are clean and well organized, reflecting the flexible grouping and cross-curricular
activity that will be happening throughout the day. Technology is evident in every room but so is
a lot of collaboration and communication! Students at Discovery Charter School-Montebello
have inquiring minds that aren’t afraid to ask questions, try ideas, and explain their thinking.
8:00 – 9:30 AM
Students begin their day with a 90 minute ELA block, a large portion of this time allows the
teacher to flexibly move through guided, group, or independent activities to best meet student
needs and curriculum goals. The third grade class is currently working on the essential question,
How do humans resolve conflict? Following the guidelines of the 5-E Inquiry Model, their
teacher engages the class by presenting a historical image connected to prior days' study and
asking students to write about what they think is happening and how the people shown are
reacting to each other. To explore the subject further, students break into learning groups to
study primary source documents, use computers for research, and refine their note-taking skills
in a small group with their teacher. Combining ELA skills with history content leads to a rich
whole-class Socratic Seminar discussion where students explain and justify their thoughts about
“how humans resolve conflict.” Eventually, students will be able to elaborate on their
understanding by writing and performing a short script of a historical conflict. The class will
develop a rubric together so that they correctly evaluate their knowledge, oral and written
communication, and presentation skills.
9:30 AM –9:50 AM
Discovery Charter School-Montebello’s students enjoy their recess with friends and have an
opportunity for a “second-chance” breakfast. During this quick snack, students get a chance to
continue their class dialogues or discuss their iSTEAM projects. Also, students who choose to
play during this time will be supervised by paraprofessionals at assigned areas. Equipment is
marked for each set of areas and selected ball monitors from each room pick up equipment.


9:50 AM –11:20 AM
Students continue their day with a 90-minute mathematics block. Teachers guide students to
engage, explore, explain, elaborate, and evaluate their mathematical thinking. Math is modeled,
discussed, manipulated, and applied as students build fluency and confidence as mathematicians.
Students will be a part of a teacher-directed whole group lesson the first 60 minutes in which the
teacher will use the interactive whiteboard for engaging visuals, note taking, manipulatives and
some video clips. The last 30 minutes of the class will be spent in “centers” where students will
be divided into groups and each group will be assigned tasks that are at “their level.” The teacher
will work with a group and focus on “re-teaching a measurement unit,” while other groups are
either working with chromebooks using a math software from the virtual lab, another group is
practicing math facts in pairs with flashcards, and another group is writing a short “How to”
paragraph using math skills to design a bedroom of their dreams with a paraprofessional. Centers
provides an excellent opportunity for in class intervention.
11:20 AM –12:00 PM
Student lunch time. Students will have several choices for lunch, and the eating area will be
supervised by supervision aides—all aides will wear fluorescent vests to insure they are easily
identified by students.
12:00 PM –12:50 PM
Students session starts with a directed lesson in Social Studies or Science which the teacher uses
to teacher mini-lesson in ELD and structured writing.
12:50 PM—1:15 PM
Students will participate in the Congressional Medal of Honor Program to develop exemplary
character. They will learn about the pillars and role play appropriate behavior and choices.
1:15 PM—1:40 PM
Students meet with their teacher and develop academic attainable goals. During this time,
students also work in small group with paraeducators and teachers and participate in mini-
lessons focused on interventions that to support their areas of growth.
1:40 PM –2:40 PM
During the one-hour iSTEAM time, teachers and students work together on projects,
presentations, or performances that tie together the sciences, technology, engineering, arts, and
mathematics and, of course, include a lot of reading and writing skills too!
Students continue to use the 5-E Inquiry Model, Math is modeled, discussed, manipulated, and
applied as students build fluency and confidence as mathematicians. These math skills continue
to be brought to life during iSTEAM, where students are able to apply and integrate math into
complex problem-solving and projects. The first graders are particularly excited to be using their
measurement skills to help plan and build a butterfly garden in partnership with the second
graders.
2:40 PM –3:10 PM
Students will participate in enrichment classes. These may include music, dance, or sports.


3:10 PM
Dismissal
3:10 PM- 5:30 PM

Free After School Program


Sample Schedule and Instructional Calendar
Discovery Charter School-Montebello will follow Education Code 47612.5 and will provide the
number of instructional minutes required for each grade level within the charter school. The
school calendar will provide a minimum of 175 days of instruction.
For each fiscal year, the charter school will offer, at a minimum, the following number of
minutes of instruction:
(A) To pupils in kindergarten, 36,000 minutes.
(B) To pupils in grades 1 to 3, inclusive, 50,400 minutes.
(C) To pupils in grades 4 to 8, inclusive, 54,000 minutes.
The school will announce the calendar for the following school year during the spring of the
preceding school year.
Extended School Day

Discovery Charter School-Montebello exceeds the minimum state instructional minutes in order
to incorporate the additional instructional programs into the school day and to ensure daily
iSTEAM time without sacrificing core instructional time.
Scheduling
Discovery Charter School-Montebello recognizes that proficiency in mathematics, reading, and
writing are crucial for students’ success in all subjects and therefore prioritizes time for
instruction in mathematics and ELA. However, Discovery Charter School-Montebello firmly
believes in integrated learning, which means that concepts from science, history, PE, and
enrichment courses can and should flow freely across subject areas.


In order to protect staff development time, Wednesdays are early release days, dismissing an
hour and 45 minutes early so that staff can meet. Early release days are also used at three times a
year when teachers are meeting with families for introductions or student-led conferences. Every
three weeks, staff time is devoted to Data Days where staff use structured protocols to evaluate
student performance and adjust plans accordingly.
The Benefits of Physical Activity

Discovery Charter School-Montebello exceeds the California Department of Education’s
minimum mandatory minutes of physical education for all grade levels. Discovery Charter
School-Montebello believes that opportunities for physical movement result in better academic
performance and fewer social conflicts.
Transitional Kindergarten
California law (EC 48000) defines transitional kindergarten as “the first year of a two-year
kindergarten program that uses a modified kindergarten curriculum that is age and
developmentally appropriate.” While no state curriculum is mandated, Discovery Charter
School-Montebello intends to modify the Kindergarten program in order to provide age and
developmentally appropriate curriculum for transitional kindergarten. This Transitional
Kindergarten program will be offered to age eligible students.
Pursuant to EC 48000(c), a child is eligible for TK if the child will have his or her fifth birthday
between September 2 and December 2. However, pursuant to AB 104, EC 48000(c)(3)(B)(i) a
school district or charter school may, at any time during a school year (including at the beginning
of the school year) admit a child to a TK program who will have his or her fifth birthday after
December 2 but during that same school year, with the approval of the parent or guardian, if the
governing board of the school district or the governing body of the charter school determines that
the admittance is in the best interests of the child and the parent or guardian is given information
regarding the advantages and disadvantages and any other explanatory information about the
effect of this early admittance. Average Daily Attendance (ADA) can be claimed for these
students once they attain the age of five (EC 48000(c)(B)(ii)).
What Happens in a Transitional Kindergarten Classroom?

In Transitional Kindergarten, teachers help children develop social skills through activities that
build confidence and communication. They also expose children to reading and math in an
exciting, interactive way by using educational games to teach children about words and
sentences and help them understand mathematical concepts like counting and patterns.
• Classroom facility and teacher: Transitional Kindergarteners have their own classroom
with their own credentialed teacher.
• Length of school day: The Transitional Kindergarten class will follow the same full-day
schedule as the traditional kindergarten program.
• Shared activities: Students participate in all kindergarten activities throughout the year.
• Curriculum and learning: The Transitional Kindergarten curriculum blends the best
practices from the pre-school learning environment with the best practices from the


kindergarten environment.
• Learning environment: They learn by working with the teacher in small and large groups
and also have opportunities for independent exploration.
Why is Transitional Kindergarten Good for Kids?

Transitional kindergarten bridges the path between preschool and kindergarten and gives
students the gift of time that will help them build a strong foundation for future school success. It
blends social and emotional experience with academic learning, so that students not only learn
essential pre-literacy, pre-math, and other cognitive skills, but also develop social and self-
regulation skills needed to succeed in school and life. One out of every four kindergarten
students in California can benefit from transitional kindergarten.
(2018-2019) Instructional Calendar

The 2018-19 academic school year for will be comprised of 149 Regular Days and 39 Early
Release Wednesdays for a total of 188 instructional days.
July 2018 • 4th of July –Independence

SUN MON TUE WED THUR FRI SAT Day
1 2 3 4 5 6 7 • Student Recruitment
• July 25 to Aug 9 –
8 9 10 11 12 13 14 Staff Development
15 16 17 18 19 20 21
22 23 24 25 26 27 28 Instructional Days: 0
29 30 31
August 2018 • July 30 to Aug 10

SUN MON TUE WED THUR FRI SAT –Staff Development
1 2 3 4 • Aug 13—First Day of
Instruction
5 6 7 8 9 10 11
19 20 21 22 23 24 25 Professional Development Days: 3
26 27 28 29 30 31
• September 3 – Labor Day

September 2018
• September 12– Back to
SUN MON TUE WED THUR FRI SAT School Night
1
Professional Development Days: 4
9 10 11 12 13 14 15


16 17 18 18 20 21 22
23 24 25 26 27 28 29
30
October 2018
SUN MON TUE WED THUR FRI SAT • Oct. 15 to Oct. 19
– Parent Conference Week
1 2 3 4 5 6
21 22 23 24 25 26 27
28 29 30 31
November 2018 • Nov. 12– Veteran’s Day

SUN MON TUE WED THUR FRI SAT (Observed)
1 2 3 • Nov. 19 to Nov. 23—
Thanksgiving Break
4 5 6 7 8 9 10
25 26 27 28 29 30
December 2018
• December 21, 2018 to
SUN MON TUE WED THUR FRI SAT January 4, 2019 – Winter
1 Break
2 3 4 5 6 7 8
23 24 25 26 27 28 29
30 31
• December 21, 2018 to
January 2019 January 4, 2019 – Winter
Break
SUN MON TUE WED THUR FRI SAT
• Jan. 21 – Martin Luther
1 2 3 4 5 King, Jr. Day
6 7 8 9 10 11 12
27 28 29 30 31


February 2019
1 2 • Feb. 15—Lincoln Day
3 4 5 6 7 8 9 • Feb. 18—Washington Day
10 11 12 13 14 15 16
24 25 26 27 28
March 2019
SUN MON TUE WED THUR FRI SAT • March 4- March 8
1 2 —Parent Conference Week
3 4 5 6 7 8 9
Instructional Days: 21
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31
April 2019 • April 1 to April 5

—Spring Break
SUN MON TUE WED THUR FRI SAT • April 29 to June 7—SBAC
1 2 3 4 5 6 Testing
7 8 9 10 11 12 13
14 15 16 17 18 19 20
Instructional Days: 17
21 22 23 24 25 26 27
28 29 30
May 2019 • May 27--Memorial Day

• April 29 to June 7—SBAC
Testing
1 2 3 4
5 6 7 8 9 10 11
26 27 28 29 30 31


• April 29 to June 7—SBAC

June 2019 Testing
SUN MON TUE WED THUR FRI SAT • June 7—Last Day of
1 Instruction
• June 10—Teacher
2 3 4 5 6 7 8
Breakfast & Staff
9 10 11 12 13 14 15 Reflection (No Students)
16 17 18 18 20 21 22
30 Professional Development Days: 1
Sample Regular Day Bell Schedule
Bell Schedule
Morning Rally 7:50 AM 8:00 AM

English Language Arts 8:00 AM 9:30 AM
Recess 9:30 AM 9:50 AM
Math 9:50 AM 11:20AM
Lunch 11:20 AM 12:00 PM
Literacy and ELD 12:00 PM 12:50 PM
Through
Social Studies or Science
Character Development 12:50 PM 1:15 PM
/”Behavior & Reflection
Growth & Learning 1:15 PM 1:40 PM
/Academic Support
iSTEAM 1:40 PM 2:40 PM
Arts & PE Wheel 2:40 PM 3:10 PM
(Visual, Music, Dance,
Sports)
Dismissal 3:10 PM
Free 3:10 PM –5:30 PM
After School Program


Sample Early Release Day Bell Schedule
Bell Schedule
Morning Rally 7:50 AM 8:00 AM

English Language Arts 8:00 AM 9:30 AM
Recess 9:30 AM 9:50 AM
Math 9:50 AM 11:20AM
Lunch 11:20 AM 12:00 PM
Literacy and ELD 12:00 PM 12:50 PM
Through
Social Studies or Science
Character Development 12:50 PM 1:15 PM
/”Behavior & Reflection
Dismissal 1:15 PM
Free 1:15 PM –5:30 PM
After School Program
How Learning Best Occurs

Discovery Charter School-Montebello will implement proven and successful learning
pedagogies and educational philosophies that reflect effective school practice for our target
population.
Learning best occurs when student`s construct their own meaning through active inquiry
and in-depth study.
• We believe learning best occurs when students are given the means to explore, solve
problems, reflect on situations, and demonstrate their knowledge creatively as individuals
or in groups. Instructional units will be developed that integrate multiple content and
performance standards, build on students’ prior knowledge, allow time for reflection and
self-assessment, and relate what they have learned to the world around them. Students
should initiate activities based on self-generated goals, work actively with concrete
materials, try out ideas, solve problems, make mistakes and correct mistakes. We believe
that the more actively engaged students are in the learning process, the more effectively
they will learn and understand concepts and skills. Discovery Charter School-
Montebello’s STEAM-focused program and inquiry-based instruction encourage this
active approach to learning.
Learning best occurs when students know how to collaborate, cooperate, and negotiate
with diverse people and understand others’ perspectives.
• Students should be educated in a richly diverse school environment in order to prepare
them for global citizenship and success in college and in their careers. Discovery Charter
School-Montebello embeds character and study skills into daily curriculum. During daily
iSTEAM, students work together on cooperative inquiry projects, learning to become
open to the perspectives and values of other students as they work toward common goals.


Learning best occurs when teaching and learning is personalized to support students’
academic and social development.
• Discovery Charter School-Montebello provides a personalized learning environment for
students by collecting and effectively utilizing data about our students and their learning
needs. Our Growth Through Academic Support program builds tutoring, intervention,
independent study into each day. Discovery Charter School-Montebello will ensure that each
student experiences a safe learning environment both physically and psychologically by
encouraging meaningful and respectful relationships between students and staff.
Learning best occurs when students apply classroom learning to tangible problem solving
in a way that brings learning alive as it achieves real life relevance.
• Discovery Charter School-Montebello’s iSTEAM is a daily block of time committed to

inquiry and multi-disciplinary discovery. Our inquiry-based approach will focus on using
and learning content as a means to develop students’ information processing and problem
solving skills. Our approach will be based more on how we come to know and less on
what we know. Teachers will provide students with opportunities to reflect on their
learning throughout the process. To keep learning relevant to the world outside of
school, Discovery Charter School-Montebello students will participate in expositions,
demonstrations, and competitions highlighting their skills. In order to exchange ideas
and inspire our students, Discovery Charter School-Montebello will seek to establish
community connections with expert adults representing local or global colleges,
organizations, and businesses.
What It Means to Be An Educated Person In The 21st Century

Discovery Charter School-Montebello students will not just be 21st century citizens; they will
likely live to see the turn of the 22nd century. The skills they are developing while they are at
Discovery Charter School-Montebello must prepare them for this vast, unpredictable, and
promising future. Discovery Charter School-Montebello has the privilege and responsibility to
prepare our students to be 21st century educated individuals by ensuring that they are able to:
• Think creatively and critically
• Identify problems and develop solutions
• Collaborate with others and be individually accountable
• Embrace local and global diversity and seek commonalities
• Access and analyze information by being flexible and adaptable to content
• Express themselves effectively with oral, written, and visual communication
• Use and create technology responsibly
• Take care of their whole selves to meet healthy academic, social/emotional, and physical
goals
• Have the confidence and competence to pursue college and productive career paths
A key focus at Discovery Charter School-Montebello is ensuring that our students are on the
path to and through college. By focusing on college starting in transitional kindergarten and


preparing our students to be successful in middle school, high school, and beyond, we will
achieve our goal. To be college-ready, our students must be able to:
• Master core content;  

• Develop key cognitive strategies;  
• Take ownership of their learning and become proficient with a range of learning
strategies; and
• Acquire the knowledge necessary to make a successful transition from secondary to
postsecondary education 
At Discovery Charter School-Montebello, high-quality instruction is based on the Common Core

State Standards, Next Generation Science Standards, and California Content Standards
(collectively referred to herein as the “State Standards”). Our instructional model is explicitly
tied to Discovery Charter School-Montebello’s mission of preparing our students to be confident
college and career ready citizens by immersing them in a safe, diverse, STEAM-focused
educational community.
Discovery Charter School-Montebello’s unique program gives students the academic depth and
breadth, the social and emotional development, and the integrated and personalized instruction
that will best prepare them to be 21st century citizens. We provide students the skills in
transitional kindergarten through eighth grade that will put them on a track to succeed in high
school, college, and life.
Staffing & Professional Development

Discovery Charter School-Montebello is committed to recruiting, supporting, and retaining
quality staff that are passionate and professional. Opportunities for growth and reflection,
regular formal and informal feedback, and structured professional development are essential for
our administrators and teachers perform at their peak. As such, administrators, faculty, and staff
will attend regularly scheduled meetings, take part in peer observation and classroom
walkthroughs, and attend conferences and workshops. The School will also invite professional
trainers and college/university professors to provide lectures/trainings at the school site.
Teacher Planning
Discovery Charter School-Montebello’s teachers will engage in a long term planning process
each school year and will create a pacing guide built on the mastery of the State Standards. After
teachers and administrators develop this scope and sequence, we will create assessments, outline
daily objectives, and start lesson planning. All teachers will be expected to use the selected
curriculum as a foundation for instruction and use engaging pedagogical techniques to lift the
material off of the page and into standards-based lesson plans. Discovery Charter School-
Montebello teachers will use the following to create criteria to plan for all content areas, with a
special focus on phonics, guided reading, and math:


Lesson Plan Essentials

Standard being Taught
Key Vocabulary
3-part objective (content, level of cognition (verb), proving behavior)
Proving behavior
Lesson design guided by data
What data have you considered in creating this plan (e.g., exit slip data, SpEd, ELL, OARS
data, teacher generated data) and how has this informed planning of content organization and
instructional strategies? And what subgroup (s) has been defined by your data? And how are
you planning to meet those students’ needs? SPED - Academic Success teachers should also
include current grades/quick look-ups, general education teacher feedback and IEP goal data
they will use to guide Content Support time
OARS will be the online assessment program utilized by teachers to create assessments and also
for administration to support in writing of quarterly assessments.
The Online Assessment Reporting System (OARS) is the data management system utilized
by Discovery Charter. It is a web-based software tool that facilitates the collection,
reporting, and analysis of state and local assessments. The reports available in OARS help
teachers identify successes and challenges, by helping teachers make meaning from complex
assessment data. The reports make it easy for teachers to modify instructional based on
assessment results and to plan interventions for students who need them. The school-level
and district-level reports assist school and district administrators in planning appropriate
professional development and support.
Summer Professional Development

Being a part of the Discovery Charter School-Montebello team starts in summer with a two-week
training and preparation time designed to unify staff and ensure they are up-to-date with the
practices used on campus. Summer Professional Development training is held two weeks prior
to the start of the school year each year. In addition to team-building and collaborative planning
time, staff receive consistent information about the evaluation process, the school site, school
policies, operation and system formats, mandatory procedures, and other critical information.
Teachers will receive the dates, times, and agenda by e-mail during the month of July in order to
be prepared for the rigor of the Summer Professional Development.
Professional Walkthroughs
Discovery Charter School-Montebello will employ weekly walkthroughs as a way for
administrator(s) to stay familiar with how the school is delivering curriculum and teachers’
instructional practices. By using walkthroughs, administrators can gauge the students’
engagement, the effectiveness of cross-curricular teaching, and the performance new and
returning teachers. Walkthroughs help develop a team atmosphere as teachers and
administrators examine instruction and student motivation together.


Peer Observations
Peer observations are a powerful tool to increase instructional cohesion, develop professional
collaboration, and improve classroom practices. With proper structure, staff shall feel
comfortable to have visitors to their room and to receive and discuss positive and critical
feedback. Discovery Charter School-Montebello believes in the practice of peer observation
between teachers not only at the same grade level, but across grade levels as well. The school
will employ the following sequence for effective teacher-observing-teacher observations, as
developed by Dr. Sally Blake, Professor of teacher education at the University of El Paso:
1. Overview. A simple overview of the program with a focus on what the main
point of the observation will be.
2. Observation. A short observation sequence.
3. Discussion. Immediate discussion concerning the observation.
4. Reflection. Reflection concerning how information from the sequence may be
used by the observer.
5. Application. Application of the behavior by the observer in a classroom with
feedback by the teacher.
Teachers who want to participate in a peer observation will complete a form designed to request
the time for observation, and which will also require responses to the questions of what, when,
where, and why. The form will require approval by the administration but will not be used as
part of a formal evaluation process.
Teacher Evaluation
Discovery Charter School-Montebello will adopt the Dr. Charlotte Danielson Evaluation
Instrument to evaluate teacher effectiveness. Teachers and administrators will use the Danielson
framework as it is a structured program that allows teachers to self-analyze and to work towards
being at the distinguished level.
All teachers participate in summer Professional Development to kick off the school year. At such
training, teachers learn the overview of four domains of the framework; Planning & Preparation;
The Classroom Environment; Instruction & Professional Responsibilities. The framework is
revisited throughout the academic year as this is the tool used for teacher evaluation.
The Danielson’s Framework gives teachers the ability to distinguish, in any area, whether they
are proficient, below, or if they can work towards achieving new heights. It is also very scripted
and shows examples of each level, therefore, teaches can easily differentiate between any levels
of performance. The framework covers four major domains: Planning & Preparation; Classroom
Environment, Instruction & Professional Responsibilities.
Within those domains are the different components listed below:


-Enhancing Professional Practice

Charlotte Danielson
Discovery Charter School-Montebello’s Professional Development will cover these standards

and review them in-depth. Teachers will participate in valuable discussions that allows them to
self-reflect and to determine next steps of action so that teachers may progress to the next level
within the components. Administration leads these Professional Development.
All teachers participate in a formal classroom observation twice per year by members of the
administrative team that includes the Principal or administrator. Summer Professional
Development will cover an in-depth training of the Charlotte Danielson Framework, the school’s
evaluation and school expectations.
Formal observations will be pre-arranged to ensure the teacher has prior notice to the evaluation.
Professional Development Criteria

Each teacher will be held accountable to learn and develop as a teacher, to be an expert at
delivering the curriculum and to become a creative instructional leader. To ensure staff are
prepared to excel at the key components of the Discovery Charter School-Montebello model,
training in the following will take place prior to the start of each school year:


Discovery Charter School-Montebello 101

• iSTEAM
o STEAM Integration
o Project and Discovery-Based Learning
o Cooperative Strategies
o Technology Tools
• Character Education Through Reflection
o Medal of Honor Character Program
o Developmental Character and Life Skills
o Family Visit Procedures
o Student-Led Conferences
• Growth Through Academic Support
o Data Driven Instruction
o Flexible Grouping and Accountability
o Student Goal Setting and Progress
Types of Professional Development/Teacher Training
• Conferences
• Inquiry and Focus Groups
• Analyzing student work
• Off- site school visits
• Peer-coaching and mentoring
• Teacher- directed workshops
• Modeled/demonstrated lessons
• Training in development of individualized and data driven instruction (Staff)
• Cultural Proficiency for EL and SEL Students
• Cooperative Education and Differentiation of Instruction
• Special Needs: Differentiation of Instruction in the General Ed Classroom
• EL Students and Preparation for the ELPAC
Professional development will be differentiated to address the specific needs of the students in
the classroom and the whole child, therefore, all teachers; not only those working with students
designated as Special needs, GATE, ELD and SEL will attend meetings, specific to these
populations. The following special populations will all be addressed in Professional
Development sessions. Each group will be addressed separately with regard to its specific
requirements and concerns but all will be addressed with regard to commonalities.


The following are descriptions of content for the specific sub-groups for professional
development:
Special Needs Professional Development

Teachers of Students with Special Needs based on the dictates of the individual child‘s Individual
Education Plan (IEP), will learn to optimize learning through awareness of and the incorporation
of the following concepts, actions and strategies into their practice:
• Climate–We want our students to think, so we will make the learning environment and
instructional processes safe.
• Stress Reduction- Teachers will make sure students know how to reduce stress by
teaching stress reduction and relaxation exercises.
• Environments – Teachers will allow students the opportunity to optimize their learning
by creating different learning environments for different types of activities.
• Chunking Information – Teachers will learn to pace and chunk material so that it fits
the cognitive structure of the students.
• Group Work Minimizes Risk – At individual levels, competition frequently kills
originality and creativity; teachers will foster risk-taking behaviors when they want
students to come up with original answers and products. Group work makes it safe to fail,
revise and try again, and competition at group levels is much less threatening.
Gifted & Talented Education Professional Development

In order to teach GATE students effectively, it is important to train teachers in the following:
• Differentiation of Instruction
• Affective Guidance: Addressing the Social and Emotional Needs of Gifted Learners
• Increasing Thinking Skills: Bloom‘s Revised Taxonomy
• Learn how the GATE Learner Learns
English Learners (EL) Professional Development

There is urgency for teacher training to solve the problems and deal with the issues – social,
political and economic – around EL‘s in our classrooms due to:
• Changing demographics, increased diversity – schools without capacity or conditions to
respond
• Long history of differential treatment and inequities – and of school’s agent and
battleground
• Highly politicized climate around the education of English Learners
• High stakes, high pressure accountability climate relying on frustratingly inadequate data


Professional Development Plan

Professional development is led by school site leaders, teacher content area leaders, and other
curriculum specialists.
Approx.
Professional Development Topic Timeframe
Hours
Discovery Charter School-Montebello 101:
Ongoing during the school year
iSTEAM, Character Education Through 4
and every summer.
Reflection, Growth Through Academic Support
Backward Mapping & Clustering Standards Ongoing during the school year
8
(Common Core) to Create Units and every summer.
5E Inquiry-based Instructional Model 4
and every summer.
Classroom Management and Behavior Ongoing during the school year
2
Management and every summer.
Developing Instructional Skills – Common Core Ongoing during the school year
12
Standards and every summer.
Differentiated Instruction 6
and every summer.
S.D.A.I.E. Training 4 and every summer.
Embedding Rigor in the Curriculum: Understand

the Major Shifts in Instruction and Expectations of 12 Ongoing during the school year
Rigor in the Common Core Standards and every summer.
Data-Driven Decision Making 4
and every summer.
Supporting Full Access of General Ed for Special Ongoing during the school year
8
Education Students and every summer.
Completed online and through safe
Sexual Harassment 2
schools training.
Completed online and through safe
Mandated Reporting 2
schools training.
Analyzing Student Achievement Data with Peers
and Knowledge and Ability: Using the Interim Data Days approximately every
26
Block Assessments, formative and summative three weeks.
assessments.
TOTAL HOURS 94


Approx.
Summer Professional Development Topic Timeframe
Hours
Discovery Charter School-Montebello 101:
iSTEAM, First week of summer professional
5
Character Education Through Reflection & development.
Growth Through Academic Support
Backward Mapping & Clustering Standards to First week of summer professional
7
Create Units development.
First week of summer professional
Classroom Management 5
development.
Content Specific Instructional skills 7
development.
Differentiated Instruction 5
development.
S.D.A.I.E. Training 3
development.
Embedding rigor in the curriculum 4
development.
Second week of summer
Data-Driven Decision Making 4
professional development
Technology in the Classroom 4
5E Instructional Model 4
iSTEAM Approach, Prep, Planning 4
Character Education Through Reflection and Second week of summer
4
Family Visits professional development
Growth Through Academic Support--Using Data, Second week of summer
4
Drafting Options professional development
TOTAL HOURS 60


Curriculum
Textbooks, Instructional Materials and Technology

Discovery Charter School-Montebello will utilize California State Board of Education adopted
instructional materials, and will select these materials based on the consensus of school
administrators and faculty members to provide the instructional materials best suited to our
students.
As the state adopts new standards and instructional materials, Discovery Charter School-
Montebello will adjust accordingly.
It is important to note that the California Standards for kindergarten have changed and many of
the skills taught now in Kindergarten used to be taught in first grade. Therefore, Discovery
Charter School-Montebello’s Transitional Kindergarten program will students the space to
develop the following academic skills:
• Phonemic awareness
• Letter names and sounds
• Motor skills
• Writing
• Oral language
• Listening skills
• Number sense
Transitional Kinder Program

California law (EC 48000) defines transitional kindergarten as “the first year of a two-year
kindergarten program that uses a modified kindergarten curriculum that is age and
developmentally appropriate.”
While no state curriculum is mandated, Discovery Charter School-Montebello intends to modify

the Kindergarten program in order to provide age and developmentally appropriate curriculum
for transitional kindergarten.
Discovery Charter School-Montebello’s Transitional Kindergarten program will be offered to

age eligible students.
What Happens in a Transitional Kindergarten Classroom?
In Transitional Kindergarten, teachers help children develop social skills through activities that
build confidence and communication. They also expose children to reading and math in an
exciting, interactive way by using educational games to teach children about words and
sentences and help them understand mathematical concepts like counting and patterns.
• Classroom facility and teacher: Transitional Kindergarteners have their own classroom
with their own credentialed teacher.
• Length of school day: The Transitional Kindergarten class will follow the same full-day
schedule as the traditional kindergarten program.
• Shared activities: Students participate in all kindergarten activities throughout the year.


• Curriculum and learning: The Transitional Kindergarten curriculum blends the best
practices from the pre-school learning environment with the best practices from the
kindergarten environment.
• Learning environment: They learn by working with the teacher in small and large groups
and also have opportunities for independent exploration.
Why is Transitional Kindergarten Good for Kids?
Transitional kindergarten bridges the path between preschool and kindergarten and gives
students the gift of time that will help them build a strong foundation for future school success. It
blends social and emotional experience with academic learning, so that students not only learn
essential pre-literacy, pre-math, and other cognitive skills, but also develop social and self-
regulation skills needed to succeed in school and life. One out of every four kindergarten
students in California can benefit from transitional kindergarten.
Discovery Charter School-Montebello Transitional Kindergarten Program and its relation

to Kindergarten Expectations
Transitional Kindergarten will use the same core curriculum and materials as the kindergarten
program, with curricular modifications and developmentally appropriate practices that will allow
TK students to ultimately meet the Kindergarten Common Core and State Content Standards at
the end of their two-year program.
Curriculum/Instruction
Discovery Charter School-Montebello’s leaders are allowed to independently make curriculum

decisions for the best interest of their students. Therefore, Discovery Charter School-Montebello
retains the right to select appropriate research-based curricula that may include, but are not
limited to, the following instructional programs listed below:
Grade Level English Mathematics Science History & Social

Language Arts Studies
& ELD
Transitional Reach for GO Math! TCI History Alive!

Kindergarten & Reaching TK - (Houghton www.teachtci.com (TK/K)
Kindergarten 6th Grade + Mifflin (TK-6th Grade)
ELD (National Harcourt) and TCI
Geographic) Supplemental
Leveled materials: Delta www.teachtci.com
Reading Library Education /FOSS
Next Generation
Kits
First Grade Reach for GO Math! TCI History Alive!
Reaching TK - (Houghton www.teachtci.com (1st Grade)
6th Grade + Mifflin (TK-6th Grade)



Next Generation
Kits
2nd Grade Reach for GO Math! TCI History Alive!
Reaching TK - (Houghton www.teachtci.com (2nd Grade)
Next Generation
Kits
3rd Grade Reach for GO Math! TCI History Alive!
Reaching TK - (Houghton www.teachtci.com (3rd Grade)
Next Generation
Kits
4th Grade Reach for GO Math! TCI History Alive!
Reaching TK - (Houghton www.teachtci.com (4th Grade)
Next Generation
Kits
5th Grade Reach for GO Math! TCI History Alive!
Reaching TK - (Houghton www.teachtci.com (5th Grade)
Next Generation
Kits
6th Grade iLit Literacy GO Math! TCI History Alive!
and ELL (Houghton www.teachtci.com (6th Grade)
Solutions Mifflin (TK-6th Grade)
(6th-8th) Pearson Harcourt) and


Supplemental TCI
materials: Delta
Education /FOSS www.teachtci.com
Next Generation
Kits
th
Solutions Mifflin (TK-6 Grade)
(6th-8th) Pearson Harcourt) and TCI
Supplemental
materials: Delta www.teachtci.com
Education /FOSS
Next Generation
Kits
th
Solutions Mifflin (TK-6 Grade)
(6th-8th) Pearson Harcourt) and TCI
Supplemental
materials: Delta www.teachtci.com
Education /FOSS
Next Generation
Kits
Discovery Charter School-Montebello has selected each of these instructional programs due to
its comprehensive nature and alignment with the California Common Core Standards for ELA
and Math, the Next Generation Science Standards, and California Content standards for all other
applicable subjects.
Discovery Charter School-Montebello will utilize California State Board of Education adopted
instructional materials and will select these materials based on the consensus of school board,
administrators and faculty members to provide the instructional materials best suited to our
students. As the California Department of Education adopts new standards and instructional
materials, Discovery Charter will adjust accordingly.
Modifications
Discovery Charter School-Montebello Teachers will be provided professional development prior
to the start of the school year to ensure that they understand the distinctions between the
expectations of achievement for students in TK as compared to students in Kindergarten.
Discovery Charter School-Montebello’s Teachers will teachers use the California Preschool
Curriculum Framework and the Preschool Learning Foundations, Vol. 1 (CDE). These
documents articulate expectations and descriptors of early childhood achievement and progress
at 48 and 60 months of age for math, literacy and language, ELD, and social emotional
development.


These Learning Foundations address the first half-year of instruction in TK, as students begin to
develop their skills towards mastery of the CCSS kindergarten standards. It is also recommended
that teachers study the alignment document published by CDE in July 2012, connecting the
Foundations, the CCSS, and the CA content standards, to develop an understanding of students’
progression and mastery of K standards over the two years of instruction.
http://www.cde.ca.gov/sp/cd/re/psalignment.asp
Discovery Charter School-Montebello understands that modifications to the Kindergarten

curriculum will provide increased and specific opportunities for language development, play-
driven exploratory learning, and social- emotional growth. Instruction throughout the day should
reflect a balanced approach of teacher-guided and child-initiated experiences.
English Language Development

TK instruction is modified in order to be age and developmentally appropriate. In contrast, ELD
instruction is differentiated by ELD level (not age).
Language development is a focus for all TK students. EO/IFEP students are expected make
academic language progress in accord with the Preschool Learning Foundations for the first
semester and based on CCSS and CA standards throughout.
Assessment Recommendations
TK teachers will use the same assessments as used for Kindergarten – with modified
expectations. The expectation is for TK students to meet all kindergarten standards by the end of
two years in the TK and K program. Formative assessment, monitoring and observation of
student work and behaviors should be conducted regularly to monitor progress in language and
literacy, social-emotional development, mathematics, physical development, the arts, science,
social sciences, and English language development as well as to inform instruction.
Mathematics: A California State Board of Education adopted textbook series that is compatible
with the 5E Instructional Model will be implemented at the elementary level (for example,
GoMath! Houghton Mifflin Harcourt). Supplemental materials will be used to meet the needs of
all learners as appropriate in addition to the selected series.
Science: A California State Board of Education adopted textbook series will be implemented at
the elementary level and the middle school level. Supplemental materials will be used to meet
the needs of all learners as appropriate in addition to the selected series—some materials may
include TCI.
TCI is a K-12 publishing company that provides science and social studies textbooks. With
TCI, teachers can have all the resources they need to create engaging and interactive
experiences that meet both the Common Core and Next Generation Science Standards.
https://www.teachtci.com


Discovery Charter School-Montebello will utilize the established Kindergarten standards

to guide and structure the Transitional Kindergarten (TK) program. The TK program
will be modified to meet the academic and social needs of our TK students.
English Language Arts/English Language Development (ELD): A California State Board of

Education adopted textbook series meeting Program 2 Basic ELA/ELD requirements and
compatible with Discovery Charter School-Montebello’s STEAM-focus and inquiry-based
instruction will be implemented at the elementary level (for example, National Geographic
Learning/Cengage Learning’s Reach for Reaching) and the middle school level (for example,
iLit Literacy and ELL Solutions—6th -8th grade). Supplemental materials will be used to meet the
needs of all learners as appropriate in addition to the selected series.
History/Social Science: A California State Board of Education adopted textbook series will be
implemented at the elementary level and the middle school level. Supplemental materials will
be used to meet the needs of all learners as appropriate in addition to the selected series—some
materials may include TCI.
TCI is a K-12 publishing company that provides science and social studies textbooks. With
TCI, teachers can have all the resources they need to create engaging and interactive
experiences that meet both the Common Core and Next Generation Science Standards.
https://www.teachtci.com

The educational program at Discovery Charter School-Montebello will allow students to receive
multi-faceted instruction due to our teachers’ ability to differentiate the curriculum and
technology options available in their classrooms. Teachers will have access to wireless
networks, LCD projectors, classroom sets of laptops or tablets, and other interactive technology
options make learning engaging, interesting and interactive for students at all grade levels from
TK-8. Discovery Charter School-Montebello will provide access to educational websites and
software that enhance learning.
Mathematics
The math curriculum at Discovery Charter School-Montebello will be based on the California
Common Core State Standards (CCSS) and we will apply the following Common Core
Mathematical Practices at each Grade level. Common Core Mathematics is a way of teaching so
that students develop a mathematical mindset and see Math in the world around them. At
Discovery Charter School-Montebello, we are making problem-solvers and mathematics will be
an integral part of iSTEAM as students apply their mathematical knowledge to iSTEAM projects
and problems such as designing and building a butterfly garden or surveying and analyzing
community recycling practices.


8 Common Core Mathematical Practices
Make sense of What it means: Understand the problem, find a way to attack it, and work
problems and until it is done. Teachers provide tough tasks and let the students work
persevere in through them allowing wait time as the process is the most important factor.
solving them. The teacher leads students with questions.
Reason Students learn to contextualize and decontextualize, learning to break apart a

abstractly and problem and show it symbolically or they should be able to apply math to the
quantitatively. situation. Students draw representations of the problem, use manipulatives
to collect and manipulate data. Teachers ask questions that lead students to
understanding.
Construct Students are able to talk about math, using mathematical language, to
viable support or oppose the work of others. Teachers post mathematical language
arguments and in the classroom and encourage discourse. Teachers provide a safe place to
critique the discuss ideas.
reasoning of
others.
Model with Students use Math to solve real world problems, organize data, and
mathematics. understand the word around them. Math is not limited to math class.
Students use math in science, art, music, and reading. Teachers seek ways to
incorporate math in all areas using graphics, articles, and data from
newspapers, textbooks, and other resources to make Math relevant.
Use Students select the appropriate Math tool and use it correctly to solve
appropriate problems. Teachers do not tell students what Math tool to use and try to
tools leave the decision open-ended and discuss what worked best and why.
strategically. Teachers leave math tools accessible and let the students choose the tool they
want to use to solve problems or discover information.
Attend to Students speak and solve Math problems and examples with exactness and
precision. meticulousness. Teachers hold students accountable for using precise and
exact language in Math. Measurements should be exact, numbers should be
precise, and explanations must be detailed. Teachers do not allow students
to merely say, “I don’t get it.” Students must explain what they don’t get
and be a part of deciding what needs to happen to help them learn.
Look for and Students find patterns and repeated reasoning that can help solve more
make use of complex problems. For young students it might mean recognizing fact
structure. families, inverses, or the distributive property. For older students, they can
break apart problems and numbers into familiar relationships. Teachers help
students identify multiple strategies and then students learn to select the best
one.


Look for and Students keep an eye on the big picture while working on the details of the
express problem. Students need to generalize their thinking. Teachers need to show
regularity in students how a problem works, but then as soon as they get it, have the
repeated students generalize to a variety of problems.
reasoning.
The classroom environment provides students the opportunity to examine, interpret, and think
critically about mathematical concepts. All students at all grade levels engage in challenging,
hands-on math activities that include manipulatives, simulation, real world problems, model
manipulation and creation. In addition to the structured Math period each day, the students will
utilize their mathematics skills in the iSTEAM component of the school day.
Elementary Mathematics Program –Kinder through 5th Grade

Per the 2015 Mathematics Framework for California Public Schools (scoe.net), elementary
students in Grades K-5 at Discovery Charter School-Montebello will focus on numerous skills
and content at each Grade Level based on focus, coherence, and rigor. Please see the outline
below of grade-level specific skills.
Major Principles of the California Common Core State Standards for Mathematics
Focus } Place strong emphasis where the standards focus.
Coherence} Think across grades and link to major topics in each grade.
Rigor} In major topics, pursue with equal intensity:

• conceptual understanding
• procedural skills and fluency
• application
TK/Kindergarten: Kindergarten students develop an understanding of the relationship between

numbers, quantities, and counting. Instructional time should focus on two critical areas: (1)
representing and comparing whole numbers, initially with sets of objects; and (2) describing
shapes and space. More learning time in kindergarten should be devoted to numbers than to other
topics. Kindergarten students also work toward fluency with addition and subtraction of whole
numbers within 5. Kindergarten students are introduced to addition and subtraction with small
numbers. Number pairs that total 10 are foundational for students’ ability to work fluently within
base-ten numbers and operations. Students also learn the teen numbers are composed of 10 ones
and some more ones—an important foundational concept that sets the stage for place-value
understanding and mental calculations.



Grade 1: In grade one, students develop the concept of place value by viewing 10 ones as a unit
called a ten, an essential concept in the base-ten number system. In grade one, instructional time
should focus on four critical areas: (1) developing understanding of addition, subtraction, and
strategies for addition and subtraction within 20; (2) developing understanding of whole-number
relationships and place value, including grouping in tens and ones; (3) developing understanding
of linear measurement and measuring lengths as iterating length units; and (4) reasoning about
attributes of and composing and decomposing geometric shapes. Students also work toward
fluency in addition and subtraction with whole numbers within 10. Students in first grade
represent word problems (e.g. using objects, drawings, and equations) and relate strategies to a
written method to solve various types of addition and subtraction problems.
Grade 2: In grade two, students continue to build upon their mathematical foundation as they
focus on four critical areas: (1) extending understanding of base-ten notation; (2) building
fluency with addition and subtraction; (3) using standard units of measure; and (4) describing
and analyzing shapes. Students also work toward fluency with addition and subtraction within 20
using mental strategies and within 100 using strategies based on place value, properties of
operations, and the relationship between addition and subtraction. They know from memory all
sums of two one-digit numbers. Place-value understanding is central to multi-digit computations.
In grade two, students learn three-digit numbers represent amounts of hundreds, tens, and ones,
and they apply this understanding to develop and use methods to add and subtract within 1000.
Grade 3: In grade three, students continue to build upon their mathematical foundation as they
focus on four critical areas: (1) developing understanding of multiplication and division, as well
as strategies for multiplication and division within 100; (2) developing understanding of
fractions, especially unit fractions (fractions with a numerator of 1); (3) developing
understanding of the structure
of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Students also work toward fluency with addition and subtraction within 1000 and multiplication
and division within 100. By the end of grade three, students know all products of two one-digit
numbers from memory. In grade three, students are formally introduced to fractions as numbers,
thus broadening their understanding of the number system. Students use the number line as a tool
to compare fractions and recognize equivalent fractions.
Grade 4: In grade four, students continue to build a strong foundation for higher mathematics
and
should focus on three critical areas: (1) developing understanding and fluency with multi-digit
multiplication and developing understanding of dividing to find quotients involving multi-digit
dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of
fractions with like denominators, and multiplication of fractions by whole numbers; and (3)
understanding that geometric figures can be analyzed and classified based on their properties,
such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
Students also work toward fluency in addition and subtraction within 1,000,000 using the


standard algorithm. In grade four, students extend multiplication and division to include whole
numbers greater than 100. Students learn to use visual representations, such as area and array
models, to explain these operations.
Grade 5: In grade five, students continue to build a strong foundation for higher mathematics
and should focus on three critical areas: (1) developing fluency with addition and subtraction of
fractions and developing understanding of the multiplication of fractions and of division of
fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided
by unit fractions); (2) extending division to two-digit divisors, integrating decimal fractions into
the place-value system, developing understanding of operations with decimals to hundredths, and
developing fluency with whole-number and decimal operations; and (3) developing
understanding of volume. Students also fluently multiply multi-digit whole numbers using the
standard algorithm. In grade five, students apply and extend previous understandings of
multiplication and division to multiply and divide fractions. By encouraging students to use
fraction models to build an understanding of fraction operations, teachers help students lay a
foundation for the algorithms that will follow.
Middle School Mathematics

Discovery Charter School-Montebello will offer Algebra I to students who are ready for rigorous
high school mathematics in eighth grade. To prepare students for high school mathematics in
eighth grade, the Charter School will provide opportunities for students in Grade 6 and 7 to take
an accelerated course that also contains Pre-Algebra concepts in preparation for Algebra I in
grade 8. Students on the path to take Algebra 1 in 8th grade would have an accelerated Math
program beginning in grade 6 that ensures they will meet all CCSS Math standards. Some
standards from 8th grade will be placed in the Accelerated 7th Grade course to make the 8th
Grade courses more manageable.
Math 6 (Core, Non-college preparatory)

In Grade 6, instructional time will focus on four critical areas: (1) connecting ratio and rate to
whole number multiplication and division and using concepts of ratio and rate to solve problems;
(2) completing understanding of division of fractions and extending the notion of number to the
system of rational numbers, which includes negative numbers; (3) writing, interpreting, and
using expressions and equations; and (4) developing understanding of statistical thinking.

In Grade 7, instructional time will focus on four critical areas: (1) developing understanding of
and applying proportional relationships; (2) developing understanding of operations with rational
numbers and working with expressions and linear equations; (3) solving problems involving
scale drawings and informal geometric constructions, and working with two- and three-
dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing
inferences about populations based on samples.
Math 7 (Accelerated) (Core, Non-college preparatory)

This course differs from the non-accelerated 7th grade course in that it contains content from
Math 8 and prepares students for continuing on a higher mathematics pathway. While coherence
is retained, in that it logically builds from the 6th grade, the additional content when compared to


the non-accelerated course demands a faster pace for instruction and learning. Content is
organized into four critical areas, or units. The Mathematical Practice Standards apply
throughout each course and, together with the CCSS, prescribe that students experience
mathematics as a coherent, useful, and logical subject that makes use of their ability to make
sense of problem situations.

In Grade 8, instructional time will focus on three critical areas: (1) formulating and reasoning
about expressions and equations, including modeling an association in bivariate data with a
linear equation, and solving linear equations and systems of linear equations; (2) grasping the
concept of a function and using functions to describe quantitative relationships; (3) analyzing
two- and three- dimensional space and figures using distance, angle, similarity, and congruence,
and understanding and applying the Pythagorean Theorem.
Algebra I (8th Grade) (Core, College preparatory)

Students who take Algebra 1 in Grade 8 embark on an advanced math pathway that will prepare
them for advanced coursework in high school and beyond. Algebra 1 puts a prominent focus on
the concept of a function and understand the notation and skills that accompany this idea,
including viewing sequences as functions. Algebra 1 offers a survey of linear, exponential, and
quadratic functions and their properties. Four strands of focus are 1) exponents and rational and
irrational numbers; 2) solving linear and quadratic equations and inequalities; 3) the properties of
linear, exponential, and quadratic functions and comparing the properties of all three; 4)
modeling and applying these ideas to the real world.
English Language Arts

At Discovery Charter School-Montebello, the English Language Arts program develops literate
and thoughtful communicators who can engage their complex world effectively through written
and oral language. Students develop and refine skills in reading, writing, speaking, listening and
viewing and apply these skills in a range of contexts. Students engage with a broad range of
texts and media in order to appreciate the depth and breadth literacy can bring to their lives.
Enduring Understanding
• Language is a powerful tool for expressing ideas, beliefs, and feelings.

• Knowledge of language facilitates thought.
• Readers, listeners, and viewers continually develop and apply strategies to construct
meaning from increasingly complex and challenging texts.
• Writers and speakers strategically use language to communicate for a variety of purposes.
• Individuals need advanced literacy skills to participate actively and successfully in
today’s demanding, information-based society.
• Literature reveals the complexities of the world and human experience.
Elementary English Language Arts—Kinder through 5th Grade

In the ELA Framework (cde.ca.gov) in grades K-5, the overarching goals of ELA/Literacy and
ELD instruction are for students to develop readiness for college, careers, and civic life; attain
the capacities of literate individuals; and acquire the skills for living and learning in the complex


information- and technology-rich and global world of the 21st century. In grades K-5 the key
themes of Meaning Making, Language Development, Effective Expression, Content Knowledge,
and Foundational Skills remain constant with increasing levels of complexity as students move
through the school program.
TK/Kindergarten: At Discovery Charter School-Montebello, Kindergarten ELA/literacy and

ELD instruction will be age-appropriate, carefully sequenced, thoughtfully planned, and focused
on clear objectives and needs. Instruction will occur in an environment that is responsive to the
social, emotional, physical, linguistic, and cognitive needs of young children as it conveys the
thrill of becoming literate. The key themes of ELA/Literacy and ELD instruction as they apply
to kindergarten include Making Meaning, Language Development, Effective Expression,
Content Knowledge, and Foundational Skills. The foundational skills at the Kindergarten level
include Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency.

In Kindergarten the students learn the purpose of print through engagement with a wide variety
of texts across content areas and in their own attempts to express their ideas and knowledge in
writing. Students will recognize that reading is a meaning-making act and will be provided
instruction in comprehension that promotes literal and higher-level thinking about texts and
topics. They will increase their vocabulary, and learn and make use of the alphabet in writing and
decoding. They will be exposed to literature and nonfiction, reading simple texts and also
listening to more sophisticated texts that are read to them. ELA/Literacy and ELD are part of the
Kindergarten program that provides hands-on-learning that builds knowledge in all content areas
(Science, Social Studies, Mathematics, Health, and the Arts).
Grade 1: As students move on to Grade 1 at Discovery Charter School-Montebello, they will

continue to learn skills that enable them to read, write, and communicate more independently.
They will be more proficient at decoding words and learn an increasing number of sight words.
They will learn to write and spell many words and use them to express ideas and describe their
experiences. They will engage with high-quality literary and informational texts as readers and
listeners. They continue on the path to become broadly literate. Instruction will be designed so
that the range of learners in the classroom receive excellent First Teaching. Some children will
require additional instruction to meet the standards. This additional instruction will be provided
in a prompt targeted fashion to ensure that all students make required progress.
Grade 2 and 3: During Grades 2 and 3 students at Discovery Charter School-Montebello

continue to build more sophisticated comprehension and decoding skills and develop fluency that
enables them to begin reading chapter books. They engage in high quality, increasingly complex
texts as both readers and listeners as their teachers provide appropriate levels of scaffolding to
support making meaning of these texts. Students increase their vocabulary and their academic
language skills expand. They will become more proficient with writing for different purposes
and they will use digital tools for writing, editing, and publishing. They will build knowledge
from content area reading and instruction and interact with literary and informational texts in


science, social studies, and STEAM subjects. Students engage in reading in a wide variety of
areas and do research projects.
Grade 4 and 5: At Discovery Charter School-Montebello, the students in Grade 4 and 5 will
learn to use and further develop their literacy and language skills to comprehend and produce
increasingly sophisticated and complex texts. They will communicate effectively with others
about a wide range of texts and topics. In grade 4 and 5 texts become longer, word complexity
increases, structural complexity increases, conceptual challenge increases, and texts begin to
vary widely across content areas. Our students in Grade 4 and 5 will read for knowledge (i.e.
doing research) and for pleasure.
Middle School English Language Arts
English/Language Arts 6 (Core, Non-college preparatory)

Students in sixth grade will focus on active engagement with text. They will be required to
analyze, identify, define, explain, integrate, evaluate, compare, contrast, and cite supportive
evidence—developing and building upon those skills that were required in fifth grade. Deeper
analysis of literature and informational text will continue to be the focus of sixth-grade
instruction, although reading fluently and accurately remains a CCSS-based goal for all students.
Students’ understanding of the precise meaning of words, critical language conventions,
structural features of informational text and materials, and fundamental elements of literature all
support greater comprehension of what they read, see, and hear.

In seventh grade, the English/Language Arts CCSS establish a higher level of communication
skills and comprehension strategies. Students will demonstrate a growing understanding by
connecting ideas and information in two or more texts and analyzing and evaluating textual
evidence more carefully. Their writing will reflect both a deeper understanding of texts and the
interrelationship between reading and writing as they draw evidence to support their claims and
convey concepts and ideas. Seventh-grade students will build on their communication and
collaboration skills from earlier grades. As they engage in collaborative discussions, they will be
able to acknowledge and analyze new information and, when appropriate, modify their own view
based on the new information. Students will continue to acquire and use general academic
language and domain-specific vocabulary. They will also learn to use precise and concise
language to express themselves in their speaking and writing.

In preparation for high school and beyond, students in eighth grade must have a firm grasp of
skills to be a literate person in the 21st century. Students will read and respond to significant
works of literature and examine how modern works of fiction draw on traditional themes and
characters. Given informational text, students will read critically the arguments and specific
claims in a text, assessing whether the author’s evidence is reasoned and sufficient in addressing
conflicting evidence and viewpoints. Students, working on their own and with others, will
produce clear and coherent texts appropriate to the task, purpose, and audience. Students will
connect their reading to their writing by drawing evidence from literary and informational texts
when writing analyses or short research projects. Eighth-grade students will build on the


communication and collaboration skills from earlier grades. As they engage in collaborative
discussions, they will probe and reflect on discussion topics and be able to justify their own
views in light of evidence presented by others. Students continue to acquire and accurately use
general academic language and domain-specific vocabulary. They will recognize when it is
important to know the precise meaning of a word in order to comprehend a text and call upon a
range of strategies to determine word meanings.
Science
The science curriculum is based on the state framework and state standards following Next
Generation Science Standards (NGSS). The state framework is based on accumulated research
on effective science learning. In this vision, all students engage in science and engineering
practices (SEP) and apply crosscutting concepts (CCC) as a path to develop and apply
knowledge of disciplinary core ideas (DCI). Through experiences explaining phenomena, using
science models and concepts, and designing solutions to engineering problems, students not only
learn science but develop an identity as science learners and problem solvers.
The Next Generation Science Standards

Discovery Charter School-Montebello will provide students the opportunity to learn by
utilizing the NGSS parameters:
1. Three-dimensional learning: Effective and long-lasting science and engineering
learning occurs when students engage in all the three dimensions of the CA NGSS
to explain phenomena or design solutions to problems.
2. Coherent instruction: Learning opportunities in science are based on a carefully
designed and coherent instructional sequence with clear and focused learning
goals, and appropriate connections to grade-level expectations in other
disciplines.
3. Effective teaching: Effective teaching and support for teacher learning are
essential to student success in science and engineering. Coherent professional
learning plans for teachers, leadership development supports (also for
administrators) and community engagement are required so that teachers have
adequate resources, spaces and time to implement the California NGSS.
4. Appropriate access to and use of technology: Technology, including the use of
technology to develop models and simulations for conducting scientific
investigations, is an essential tool for the full implementation of the California
NGSS in the classroom. All teachers and students should reliably have access to
technology for learning and evaluation purposes.
5. Attention to equity: All students should have the opportunity to experience high-
quality science programs that engage them in all the content and practices
outlined in the California NGSS.
6. Meaningful assessment: Student learning should be assessed in multiple ways to
inform instruction and to evaluate students’ progress towards mastery
performance.
7. Student motivation and engagement: The vision of the California NGSS and
the NRC Framework highlights the importance of student motivation and
engagement as critical factors in providing a rich science education linked to
students’ interests, experiences, and engagement.


The National Research Council's (NRC) Framework describes a vision of what it means to be
proficient in science; it rests on a view of science as both a body of knowledge and an evidence-
based model- and theory-building enterprise that continually extends, refines, and revises
knowledge.
It presents three dimensions that will be combined to form each standard:
Dimension 1: Practices
The “Practices” describe behaviors that scientists engage in as they investigate and build models
and theories about the natural world and the key set of engineering practices that engineers use as
they design and build models and systems. The NRC uses the term practices instead of a term
like “skills” to emphasize that engaging in scientific investigation requires not only skill but also
knowledge that is specific to each practice. Part of the NRC’s intent is to better explain and
extend what is meant by “inquiry” in science and the range of cognitive, social, and physical
practices that it requires.
Although engineering design is similar to scientific inquiry, there are significant differences. For
example, scientific inquiry involves the formulation of a question that can be answered through
investigation, while engineering design involves the formulation of a problem that can be solved
through design. Strengthening the engineering aspects of the Next Generation Science Standards
will clarify for students the relevance of science, technology, engineering and mathematics (the
four STEM fields) to everyday life.
Dimension 2: Crosscutting Concepts

Crosscutting concepts have application across all domains of science. As such, they are a way of
linking the different domains of science. They include: patterns, similarity, and diversity; cause
and effect; scale, proportion and quantity; systems and system models; energy and matter;
structure and function; stability and change. The Framework emphasizes that these concepts
need to be made explicit for students because they provide an organizational schema for
interrelating knowledge from various science fields into a coherent and scientifically-based view
of the world.
Dimension 3: Disciplinary Core Ideas

Disciplinary core ideas have the power to focus K–12 science curriculum, instruction, and
assessments on the most important aspects of science. To be considered core, the ideas should
meet at least two of the following criteria and ideally all four:


• Have broad importance across multiple sciences or engineering disciplines or be a key

organizing concept of a single discipline.
• Provide a key tool for understanding or investigating more complex ideas and solving
problems.
• Relate to the interests and life experiences of students or be connected to societal or
personal concerns that require scientific or technological knowledge.
• Be teachable and learnable over multiple grades at increasing levels of depth and
sophistication.
Disciplinary ideas are grouped in four domains: the physical sciences; the life sciences; the earth
and space sciences; and engineering, technology and applications of science. The performance
expectations in elementary school grade bands develop ideas and skills that will allow students to
explain more complex phenomena in the four disciplines as they progress to middle school and
high school. Below are the areas of focus Discovery Charter School-Montebello will concentrate
on in each grade level as described by nextgensicence.org
Elementary Science
Students will explore topics of Astronomy, Geology, Meteorology, Biology, Physics, and
Chemistry in cross-curricular units and programs. The curriculum will be based on the California
state framework and state standards and will integrate essential learning in all areas of Earth,
Physical, Life Sciences and Engineering Design.
Transitional Kindergarten/Kindergarten: The performance expectations in kindergarten help

students formulate answers to questions such as: “What happens if you push or pull an object
harder? Where do animals live and why do they live there? What is the weather like today and
how is it different from yesterday?” Students are expected to develop understanding of patterns
and variations in local weather and the purpose of weather forecasting to prepare for, and
respond to, severe weather. Students are able to apply an understanding of the effects of different
strengths or different directions of pushes and pulls on the motion of an object to analyze a
design solution. Students are also expected to develop understanding of what plants and animals
(including humans) need to survive and the relationship between their needs and where they live.
The crosscutting concepts of patterns; cause and effect; systems and system models;
interdependence of science, engineering, and technology; and influence of engineering,
technology, and science on society and the natural world are called out as organizing concepts
for these disciplinary core ideas. In the kindergarten performance expectations, students are
expected to demonstrate grade-appropriate proficiency in asking questions, developing and using
models, planning and carrying out investigations, analyzing and interpreting data, designing
solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating
information. Students are expected to use these practices to demonstrate understanding of the
core ideas.



Grade 1: The performance expectations in first grade help students formulate answers to
questions such as: “What happens when materials vibrate? What happens when there is no light?
What are some ways plants and animals meet their needs so that they can survive and grow?
How are parents and their children similar and different? What objects are in the sky and how do
they seem to move?” Students are expected to develop understanding of the relationship between
sound and vibrating materials as well as between the availability of light and ability to see
objects. The idea that light travels from place to place can be understood by students at this level
through determining the effect of placing objects made with different materials in the path of a
beam of light. Students are also expected to develop understanding of how plants and animals
use their external parts to help them survive, grow, and meet their needs as well as how
behaviors of parents and offspring help the offspring survive. The understanding is developed
that young plants and animals are like, but not exactly the same as, their parents. Students are
able to observe, describe, and predict some patterns of the movement of objects in the sky. The
crosscutting concepts of patterns; cause and effect; structure and function; and influence of
engineering, technology, and science on society and the natural world are called out as
organizing concepts for these disciplinary core ideas. In the first grade performance expectations,
students are expected to demonstrate grade-appropriate proficiency in planning and carrying out
investigations, analyzing and interpreting data, constructing explanations and designing
solutions, and obtaining, evaluating, and communicating information. Students are expected to
use these practices to demonstrate understanding of the core ideas.
Grade 2: The performance expectations in second grade help students formulate answers to
questions such as: “How does land change and what are some things that cause it to change?
What are the different kinds of land and bodies of water? How are materials similar and different
from one another, and how do the properties of the materials relate to their use? What do plants
need to grow? How many types of living things live in a place?” Students are expected to
develop an understanding of what plants need to grow and how plants depend on animals for
seed dispersal and pollination. Students are also expected to compare the diversity of life in
different habitats. An understanding of observable properties of materials is developed by
students at this level through analysis and classification of different materials. Students are able
to apply their understanding of the idea that wind and water can change the shape of the land to
compare design solutions to slow or prevent such change. Students are able to use information
and models to identify and represent the shapes and kinds of land and bodies of water in an area
and where water is found on Earth. The crosscutting concepts of patterns; cause and effect;
energy and matter; structure and function; stability and change; and influence of engineering,
for these disciplinary core ideas. In the second grade performance expectations, students are
expected to demonstrate grade- appropriate proficiency in developing and using models,
planning and carrying out investigations, analyzing and interpreting data, constructing
explanations and designing solutions, engaging in argument from evidence, and obtaining,
evaluating, and communicating information. Students are expected to use these practices to
demonstrate understanding of the core ideas.
Grade 3: The performance expectations in third grade help students formulate answers to
questions such as: “What is typical weather in different parts of the world and during different
times of the year? How can the impact of weather-related hazards be reduced? How do


organisms vary in their traits? How are plants, animals, and environments of the past similar or
different from current plants, animals, and environments? What happens to organisms when their
environment changes? How do equal and unequal forces on an object affect the object? How can
magnets be used?” Students are able to organize and use data to describe typical weather
conditions expected during a particular season. By applying their understanding of weather-
related hazards, students are able to make a claim about the merit of a design solution that
reduces the impacts of such hazards. Students are expected to develop an understanding of the
similarities and differences of organisms’ life cycles. An understanding that organisms have
different inherited traits, and that the environment can also affect the traits that an organism
develops, is acquired by students at this level. In addition, students are able to construct an
explanation using evidence for how the variations in characteristics among individuals of the
same species may provide advantages in surviving, finding mates, and reproducing. Students are
expected to develop an understanding of types of organisms that lived long ago and also about
the nature of their environments. Third graders are expected to develop an understanding of the
idea that when the environment changes some organisms survive and reproduce, some move to
new locations, some move into the transformed environment, and some die. Students are able to
determine the effects of balanced and unbalanced forces on the motion of an object and the cause
and effect relationships of electric or magnetic interactions between two objects not in contact
with each other. They are then able to apply their understanding of magnetic interactions to
define a simple design problem that can be solved with magnets. The crosscutting concepts of
patterns; cause and effect; scale, proportion, and quantity; systems and system models;
interdependence of science, engineering, and technology; and influence of engineering,
for these disciplinary core ideas. In the third grade performance expectations, students are
expected to demonstrate grade-appropriate proficiency in asking questions and defining
problems; developing and using models, planning and carrying out investigations, analyzing and
interpreting data, constructing explanations and designing solutions, engaging in argument from
evidence, and obtaining, evaluating, and communicating information. Students are expected to
use these practices to demonstrate understanding of the core ideas.
Grade 4: The performance expectations in fourth grade help students formulate answers to
questions such as: “What are waves and what are some things they can do? How can water, ice,
wind and vegetation change the land? What patterns of Earth’s features can be determined with
the use of maps? How do internal and external structures support the survival, growth, behavior,
and reproduction of plants and animals? What is energy and how is it related to motion? How is
energy transferred? How can energy be used to solve a problem?” Students are able to use a
model of waves to describe patterns of waves in terms of amplitude and wavelength, and that
waves can cause objects to move. Students are expected to develop understanding of the effects
of weathering or the rate of erosion by water, ice, wind, or vegetation. They apply their
knowledge of natural Earth processes to generate and compare multiple solutions to reduce the
impacts of such processes on humans. In order to describe patterns of Earth’s features, students
analyze and interpret data from maps. Fourth graders are expected to develop an understanding
that plants and animals have internal and external structures that function to support survival,
growth, behavior, and reproduction. By developing a model, they describe that an object can be
seen when light reflected from its surface enters the eye. Students are able to use evidence to
construct an explanation of the relationship between the speed of an object and the energy of that


object. Students are expected to develop an understanding that energy can be transferred from
place to place by sound, light, heat, and electric currents or from object to object through
collisions. They apply their understanding of energy to design, test, and refine a device that
converts energy from one form to another. The crosscutting concepts of patterns; cause and
effect; energy and matter; systems and system models; interdependence of science, engineering,
and technology; and influence of engineering, technology, and science on society and the natural
world are called out as organizing concepts for these disciplinary core ideas. In the fourth grade
performance expectations, students are expected to demonstrate grade-appropriate proficiency in
asking questions, developing and using models, planning and carrying out investigations,
analyzing and interpreting data, constructing explanations and designing solutions, engaging in
argument from evidence, and obtaining, evaluating, and communicating information. Students
are expected to use these practices to demonstrate understanding of the core ideas.
Grade 5: The performance expectations in fifth grade help students formulate answers to
questions such as: “When matter changes, does its weight change? How much water can be
found in different places on Earth? Can new substances be created by combining other
substances? How does matter cycle through ecosystems? Where does the energy in food come
from and what is it used for? How do lengths and directions of shadows or relative lengths of day
and night change from day to day, and how does the appearance of some stars change in different
seasons?” Students are able to describe that matter is made of particles too small to be seen
through the development of a model. Students develop an understanding of the idea that
regardless of the type of change that matter undergoes, the total weight of matter is conserved.
Students determine whether the mixing of two or more substances results in new substances.
Through the development of a model using an example, students are able to describe ways the
geosphere, biosphere, hydrosphere, and/or atmosphere interact. They describe and graph data to
provide evidence about the distribution of water on Earth. Students develop an understanding of
the idea that plants get the materials they need for growth chiefly from air and water. Using
models, students can describe the movement of matter among plants, animals, decomposers, and
the environment and that energy in animals’ food was once energy from the sun. Students are
expected to develop an understanding of patterns of daily changes in length and direction of
shadows, day and night, and the seasonal appearance of some stars in the night sky. The
crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and
matter; and systems and systems models are called out as organizing concepts for these
disciplinary core ideas. In the fifth grade performance expectations, students are expected to
demonstrate grade-appropriate proficiency in developing and using models, planning and
carrying out investigations, analyzing and interpreting data, using mathematics and
computational thinking, engaging in argument from evidence, and obtaining, evaluating, and
communicating information; and to use these practices to demonstrate understanding of the core
ideas.
Middle School Science

Students will explore Disciplinary Core Ideas (DCI) in Physical Sciences, Life Sciences, Earth
and Space Sciences, and Engineering, Technology, and Applications of Science in the cross-
curricular units and programs. The curriculum will be based on the California state framework
and state standards and will follow the NGSS design, integrating essential learning in all areas of
Earth, Physical, Life Sciences and Engineering Design throughout grades 6-8.


Middle School –Earth and Space Sciences

Students in middle school continue to develop their understanding of the three disciplinary core
ideas in the Earth and Space Sciences. The middle school performance expectations in Earth
Space Science build on the elementary school ideas and skills and allow middle school students
to explain more in-depth phenomena central not only to the Earth and space sciences, but to life
and physical sciences as well. These performance expectations blend the core ideas with
scientific and engineering practices and crosscutting concepts to support students in developing
useable knowledge to explain ideas across the science disciplines. While the performance
expectations shown in middle school Earth and space science couple particular practices with
specific disciplinary core ideas, instructional decisions should include use of many practices that
lead to the performance expectations.
Middle School—Physical Science

Students in middle school continue to develop understanding of four core ideas in the physical
sciences. The middle school performance expectations in the Physical Sciences build on the K –
5 ideas and capabilities to allow learners to explain phenomena central to the physical sciences
but also to the life sciences and earth and space science. The performance expectations in
physical science blend the core ideas with scientific and engineering practices and crosscutting
concepts to support students in developing useable knowledge to explain real world phenomena
in the physical, biological, and earth and space sciences. In the physical sciences, performance
expectations at the middle school level focus on students developing understanding of several
scientific practices. These include developing and using models, planning and conducting
investigations, analyzing and interpreting data, using mathematical and computational thinking,
and constructing explanations; and to use these practices to demonstrate understanding of the
core ideas. Students are also expected to demonstrate understanding of several of engineering
practices including design and evaluation.
Middle School—Life Science

Students in middle school develop understanding of key concepts to help them make sense of life
science. The ideas build upon students’ science understanding from earlier grades and from the
disciplinary core ideas, science and engineering practices, and crosscutting concepts of other
experiences with physical and earth sciences. There are four life science disciplinary core ideas
in middle school: 1) From Molecules to Organisms: Structures and Processes, 2) Ecosystems:
Interactions, Energy, and Dynamics, 3) Heredity: Inheritance and Variation of Traits, 4)
Biological Evolution: Unity and Diversity. The performance expectations in middle school blend
the core ideas with scientific and engineering practices and crosscutting concepts to support
students in developing useable knowledge across the science disciplines. While the performance
expectations in middle school life science couple particular practices with specific disciplinary
core ideas, instructional decisions should include use of many science and engineering practices
integrated in the performance expectations.
History /Social Science

Discovery Charter School-Montebello prepares students for the challenges of living in a fast-
changing society. Our approach incorporates the CCSS for ELA and Literacy/History/Social
Studies in grades TK-8. With the standards, students in transitional kindergarten through grade
three are introduced to the basic concepts of each discipline: history, geography, civics, and


economics. Beginning at grade four, the disciplines are woven within the standards at each
grade. Teachers will prepare lessons that include the common core standards for ELA & Literacy
in History/Social Studies. The literacy standards include reading and writing of informational
text, opinion, research skills, use of technology, and presentation and publication of stories.
The goals of the social studies program fall into the following three categories as described in the
content Framework:
• Knowledge and cultural understanding, incorporating learning’s from history and other
humanities, such as, geography, and social studies.
• Democratic understanding and Civic values, incorporating an understanding of our
national identity, heritage, civic values and rights and responsibilities.
• Attainment and Social participation, including basic skills such as, study skills, critical
thinking skills and participation skills.
Discovery Charter School-Montebello is utilizing a social studies curriculum that is aligned with
the Common Core State Standards and supplemental materials from TCI.
TCI is a K-12 publishing company that provides science and social studies textbooks. With TCI,
teachers can have all the resources they need to create engaging and interactive experiences that
meet both the Common Core and Next Generation Science Standards.

The curriculum and instructional program addresses the foundational skills and knowledge as
students are introduced to facts, concepts and principles, organized under the three strands stated
above. These basic learnings serve as curriculum strands, unifying the curriculum across all
grade levels.
The social studies curriculum is based on the following:
Elementary History/ Social Science
TK/Kinder: Me and my World
Explores the relationships in students' lives with their families, friends, teachers, and
neighbors. Students learn that people live differently in different places and that they can
help care for the world.
First Grade: My School and Family
Introduces the structures of schools and families. Students learn how to get along with
classmates, follow school rules, and identify people who work at a school.
2nd Grade: My Community


Teaches students the basics of geography, economics, and citizenship in the context of
learning about their local community.
3rd Grade: Our Community and Beyond
Broadens students' awareness about the local and global communities in which they live.
Students learn the fundamentals of geography and explore different cultures and public
service roles.
4th Grade: Regions of our Country
Presents five regions of the United States through the lens of four social sciences —
economics, geography, political science, and history.
5th Grade: America’s Past
Covers American history from the first migrations into the Americas through the 20th
century. Intense interaction with the personalities, places, and events that structured our
nation leads students to be both keen observers of and informed participants in U.S.
history.
Middle School History / Social Science
6th Grade: The Ancient World
Introduces students to the beginnings of the human story. As they explore the great early
civilizations of Egypt and the Near East, India, China, Greece, and Rome, students
discover the secrets of these ancient cultures that continue to influence the modern world.
7th Grade: The Medieval World and Beyond
Explores the legacy of civilizations from Europe, Africa, and the Middle East to Asia and
the Americas.
8th Grade: The United States Through Industrialism
Immerses students in a powerful journey through the history of the United States from its
earliest foundations to the age of industrialism.
Since social studies instruction is intended for all learners, instruction is designed so that each
student has the opportunity to master the standards. To provide equal access to the core Social


Studies program, Discovery Charter School-Montebello provides differentiated instruction to

English learners, special needs students, struggling learners and advanced learners.
Physical Education /Health

Physical Education (PE) is critical for student learning and for maintaining personal well-being.
The object of the physical education program at Discovery Charter School-Montebello is for
students to develop life-long habits of fitness and wellness. Students will be exposed to a variety
of physical movement activities that will suit diverse learning styles and skills.
This time will allow for students to develop awareness of their bodies and how physical fitness
and exercise can contribute to their overall happiness and wellness. For example, students may
learn how physical activity can relieve stress or help with focus. PE activities will also contribute
to an integrated social-emotional program as students practice habits like cooperation, fairness,
teamwork, and honesty through athletics.
Arts
Discovery Charter School-Montebello has intentionally chosen to be STEAM and not just STEM
focused because we believe the Arts develop creativity, increase inclusivity, and build deeper
insights for our students. We view the arts broadly, including dance, visual arts, theater, music,
design, and languages.
During iSTEAM, art and design may serve as a starting point (how do instruments make their
sounds?), a medium for exploration (illustrating the different phases of an animal’s life cycle), or
a means for expression (developing a dance routine that represents addition and subtraction).
While the California Visual and Performing Arts content standards18 serve as a guide for our
teachers, our aim is to include arts holistically within our iSTEAM to spark students’
imaginations and help them develop skills in innovative thinking. Students at Discovery Charter
School-Montebello will draw, dance, use digital technology or even compose music as a means
of sharing their learning in STEAM areas.
Depending on community interest and available instructors, Discovery Charter School-

Montebello may also offer specific Arts courses such as drama, foreign languages, band, or
graphic design and/or as part of the Enrichment period offered to middle school students.
Technology
Technology will be incorporated in all classes and in all grade levels. By ensuring technology is
embedded in class projects, Discovery Charter School-Montebello’s students will develop
interest in technology and prepare students for STEAM-related careers.
Students in the 21st century will live in an increasingly digital society. Global learning in this
digital age requires that all students become competent users of technology. Our technology
program requires teachers to set up the projects so that students can apply those skills.
18
http://www.cde.ca.gov/be/st/ss/documents/vpastandards.pdf


Students will use technology to:
• Demonstrate creativity and innovation

• Communicate and collaborate
• Conduct research and use information
• Think critically, solve problems and make decision
• Practice digital citizenship
• Use technology effectively and productively
Engineering
Engineering is incorporated into the Next Generation Science Standards as well as the ideology
of STEAM education. Engineering supports teamwork, collaboration and communication skills
that will benefit children in any field they pursue. When introduced early, children are more
likely to pursue engineering as a career. Like any subject, introducing engineering at a young
age allows for better absorption of the material. Starting with a foundation of basic engineering
practices and building on them over time is beneficial for young minds.
Following the NGSS guidelines, engineering will be implemented through the design process
and incorporated beginning at the T/Kindergarten level. Explicit and integrated experiences in
the elementary grades leads to more sophisticated engineering design in middle school grades,
focused on the core practices of:
• Defining the problem
• Developing possible solutions
• Improving designs
Connections with other science disciplines help students develop these capabilities in various
contexts. For example, in the life sciences students apply their engineering design capabilities to
evaluate plans for maintaining biodiversity and ecosystem services. In the physical sciences
students define and solve problems involving a number of core ideas in physical science,
including: chemical processes that release or absorb energy, Newton’s third law of motion, and
energy transfer. In the Earth and space sciences students apply their engineering design
capabilities to problems related the impacts of humans on Earth systems.
Enrichment Classes
All Middle School students will participate in an enrichment class as part of the regular school
day. Enrichment programs are fully incorporated into the appropriate grade-level curriculum and
meet and exceed the established California Content Standards. Discovery Charter School-
Montebello will ensure qualified specialists teach these programs. Program may include drama
and technology but will be determined by student interests and may change year to year.
Drama
The drama specialist works with middle school students teaching appropriate State Standards in
theatre arts as well as integrating specific classroom curriculum in dramatic play. The students
create and perform a monologue or short story based on the elements learned in the classroom
about creative writing. Students are given a subject and are expected to use their imagination to
create a story. This form of improvisation develops analytical and creative problem solving skills


breeding independent thinkers. “Numerous studies have demonstrated a correlation between

drama involvement and academic achievement. In addition to having higher standardized test
scores than their peers who do not experience the arts, students who participate in drama often
experience improved reading comprehension, maintain better attendance records, and stay
generally more engaged in school than their non-arts counterparts.” (American Alliance for
Theatre & Education, “The Effects of Theatre Education”, 2009)
Technology /Media Laboratory

As prescribed by the International Society for Technology in Education (ISTE), Discovery
Charter School-Montebello will employ 21st century tools to create a learning environment that
takes students beyond the walls of the classroom and into a world of endless opportunities.
“Technology standards promote classroom transformation by ensuring that digital-age students
are empowered to learn, live, and work successfully today and tomorrow” (ISTE, 2011).
Our technology curriculum is designed to develop in students a mastery of the skills and
vocabulary needed to leverage the power of technology as a tool of learning and communication.
Students are given the cognitive tools, guidance and resources needed to produce successful
outcomes. While the finished product is important, emphasis is placed on the process of how
each particular project is developed. Students are also encouraged to explore the technology, and
are provided opportunities to do so. The goal of the technology program is to produce highly
motivated, self- regulated students who responsibly use technology as a tool of learning and
communication; to understand and be understood in this rapidly changing 21st Century. The
instructional goals of the technology program are to teach technique, encourage creativity,
require discipline, develop courage, instill confidence, and promote enjoyment of the ride. Both
skill-building and project-based learning activities are used to accomplish these goals.
Instructional Design
Discovery Charter School-Montebello instruction is designed with the end goal in mind at all
times: to ensure Discovery Charter School-Montebello Students are college and career ready
citizens. Our students are preparing for exciting and unknown futures that will demand not just
academic proficiency, but well developed “people skills,” problem solving, and self-sufficiency.
To this end, we address the range skills and experiences students will need to ultimately succeed
in their careers, in college, and as citizens. As a campus and as a community, we have a
continuous cycle of improvement and reflection as we strive to fulfill our mission. Our
instructional approach:
• emphasizes inquiry-based instruction and STEAM curriculum.

• incorporates character education, and personalized learning goals into each day.
• offers a robust and well-rounded academic program and the necessary supports to ensure
all students meet state expectations in math and language arts, history and science,
physical education and arts.
All of our programs correlate with our core values of iSTEAM, character education through
reflection and growth through academic support.


iSTEAM
Discovery Charter School-Montebello values inquiry-based instruction.
Inquiry-based learning teaches students how to ask questions and pursue answers rather than
passively absorb information. Students learn via hands-on, minds-on lessons and experiences.
Discovery Charter School-Montebello believes that inquiry-based learning is a powerful tool to
develop the kinds of skills colleges and careers expect of our students.
To implement curriculum most effectively and reach the diverse needs of our students, our
teachers will be trained to use the 5E Instructional Model19 which represents a sequence for
teaching and learning of engage, explore, explain, extend, and evaluate. Developed by the
Biological Sciences Curriculum Study (BSCS) and utilized by, among others, NASA, the
National Science Teachers Association (NSTA), the Society for Research on Educational
Effectiveness, and universities and districts throughout the nation, the 5E Instructional Model is
based on the constructivist philosophy20 that proposes learners need to build their own
understanding of new ideas.
While the 5E Instructional Model was originally developed for science education, Discovery
Charter School-Montebello applies the five components across all disciplines to design inquiry-
based instruction for diverse learners. The five components should be seen as flexible and
interrelated processes rather than a lock-step sequence to learning.
1. Engage: teachers pique student interest, connect to prior knowledge, assess student’s
initial understandings, and work with students to develop the questions that guide the
cycle of learning.
2. Explore: with the teacher as facilitator, students explore materials and experiences that
help them question, make predictions and connections, and think critically to draw their
own conclusions. This phase can be structured as whole-group, small-group, or
independent work.
3. Explain: students interpret, organize, and communicate what they have learned.
Communication may be between peers, with the teacher, with external audiences, and
includes self-reflection.
4. Extend: students apply, connect, and expand upon what they have learned. Knowledge
is seen as fluid and ever-growing rather than isolated or stagnant.
5. Evaluate: both students and teachers utilize a range of on-going as well as formative
evaluation tools to monitor how well learning and understanding is progressing. Students
learn to actively evaluate their own learning needs and goals so that they take
responsibility for and pride in their knowledge.
19
http://bscs.org/bscs-5e-instructional-model
20
Jean Piaget- stages of cognitive development
http://www.learningandteaching.info/learning/piaget.htm and Howard Gardner – multiple intelligences
http://www.tecweb.org/styles/gardner.html


As a STEAM school that emphasizes integrated learning, Discovery Charter School-Montebello

also uses Inquiry-based 5E Instruction because it mirrors the scientific method and engineering
design process valued in the Next Generation Science Standards as well as and the Studio Habits
of Mind21 that Harvard’s Project Zero developed to describe how artists approach their work.
The table below summarizes components of these approaches to learning.
Scientific Method Engineering Design Model Studio Habits of Mind

components components
Ask Questions Identify a Need/Problem Develop Craft
Research Imagine Solutions Engage and Persist
Hypothesize Plan Out Envision
Investigate Create Express
Observe Experiment Observe
Evaluate Evaluate Reflect
Explain Improve Stretch and Explore
Apply Communicate Understand Community
Additionally, inquiry-based instruction prepares students to excel in the 4C’s of Communication,

Collaboration, Critical Thinking, and Creativity, crucial skills the National Education
Association emphasized in their whitepaper, “Preparing 21st Century Students for a Global
Society: An Educator’s Guide to the 4C’s”22. These are the same skill sets continuously listed in
surveys as the top qualities businesses are demanding from their employees. Inquiry-based
learning ensures Discovery Charter School-Montebello students will be well-prepared to excel in
their future endeavors.
While inquiry-based instruction is our emphasis, Discovery Charter School-Montebello

recognizes that one instructional approach is not appropriate 100% of the time. Teachers will
meet the diverse needs of their students, as well as the wide-range of academic standards, by
supplementing inquiry-based learning with the following strategies for a balanced approach to
instruction:
• Direct Instruction – straightforward, explicit teaching techniques, usually to teach a

specific skill.
• Cooperative Learning – a teaching strategy in which small teams, each with students of
different levels of ability (or who have varied skillsets), use a variety of activities to
improve their understanding of a subject.
• Advance Organizers – organizational cues that connect the known to the unknown and
are frameworks that help students understand what they will be learning.
• Classroom Discussion – students discuss learning with peers and the instructor.
21
Studio Habits of Mind from Studio Thinking: The Real Benefits of Visual Arts Education, Hetland,
Winner, et al, Teachers College Press, 2007
22
http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf


• Jigsaw Technique – method of organizing classroom activity that makes students

dependent on one another to succeed. It breaks classes into groups and assignments into
pieces the group assembles to complete the (jigsaw) puzzle.
• Think Pair Share – a collaborative learning strategy in which students work together to
solve a problem or answer a question. It requires students to think independently and then
share ideas with classmates.
• Reciprocal Teaching – a strategy that asks students and teachers to share the role of
teacher by allowing both to lead the discussion in a reading lesson or activity.
• Brainstorming – an informal way of generating ideas to write about, points to make, or
solutions to try.
• Field Trips – a trip to a place away from the students’ natural environment to study
something first hand.
• Literature Circles – the student equivalent of an adult book club, but with greater
structure, expectation, and rigor that encourages thoughtful discussion and a love of
reading.
• Writers’ Workshop – each student in the class is considered a working author. The
teacher takes on the role of a writing professional and peer coach, guiding authors as they
explore their craft.
• Journals– writing across the curriculum is encouraged as students keep journals in core
classes.
• Rubrics – a document that articulates the expectations for an assignment by listing the
criteria, or what counts, and describing levels of quality from excellent to poor.
• Guest Speakers – community members/professionals invited to the classroom/school to
speak on their area of expertise.
• Flexible Grouping – a range of grouping students for delivering instruction, such as
whole class, small group, partner, or 1:1 that maximizes student performance.
• Individual and Group Projects—in-depth exploration of a particular theme or idea that
results in an end product or production.
• Differentiated Curriculum – teachers will differentiate three aspects of the curriculum:
content, process, and products.
• Ongoing, Summative, and Formative Assessment—teachers and students use a variety of
tools to measure performance towards goals.
• Use of Technology – incorporating tools and resources such as educational websites,
apps, student research on devices (i.e. pc’s, tablets, phones), to enhance instruction.
• Portfolios – a compilation of student work for 1) evaluating coursework and quality
academic achievement, 2) creating a lasting archive of academic work and projects, and
3) determining if learning standards or academic requirements have been met. Portfolios
can be either digital of paper based.


iSTEAM /Core Classes

Discovery Charter School-Montebello’s schedule includes time for the traditional “core” classes
of math, English, science, and history, as well as a period in all grade levels called “iSTEAM.”
While inquiry-based learning happens throughout the day, iSTEAM is specifically intended for
integrated, process and project-driven exploration. STEAM instruction develops a set of
thinking, reasoning, teamwork, investigative, and creative skills that students can use in all areas
of their lives. STEAM is a way to intentionally incorporate different subjects across an existing
curriculum. While the role of each “subject” may fluctuate from day to day or project to project,
teachers aim to tie iSTEAM work to the core curriculum while viewing the components of
STEAM Overview:
S Science The study of the natural world.

Any product made by humans to meet a want or need—not just digital
T Technology creations, but tools, objects, and products.
E Engineering The design process used to solve problems.
Creative products and expression, including languages, visual arts,
A Art musical expression, digital design etc.
M Mathematics The language of numbers, shapes, and quantities.
Teachers and students develop iSTEAM based on grade-level curriculum and their personal
interests or community issues. During iSTEAM, students have time to work on projects or
problems driven by an essential question such as How do communities reduce their water usage?
Or What impact does music have on math proficiency? Teachers may network with other staff,
for example a first grade and fifth grade class working together to write and create a shadow
puppet performance about the science of light, or partner with external experts, such as a 7th
grade class partnering with a local nutritionist to develop a guide to popular young adult food
choices. Teachers may utilize outside curriculum and/or develop their own. Work in iSTEAM
results in a sharing project, presentation, or performance that showcases student learning and
challenges them to communicate their learning to others.
Components of High Quality STEAM Lessons:23

1. focus on real-world issues and problems.
2. guided by the engineering design process.
3. immerse students in hands-on inquiry and open-ended exploration.
4. involve students in productive teamwork.
5. apply rigorous core content your students are learning.
6. allow for multiple right answers and reframe failure as a necessary part of
learning.
This form of project and inquiry-based learning is expected to yield significant achievement
results24 (Darling-Hammond et al., 2008). Project based learning (PBL) is a researched based
23
Education Week, Anne Jolly: Six Characteristics of a Great STEAM Lesson


strategy that helps students develop skills for living in a knowledge-based, highly technological
society. Solving highly complex problems develops both fundamental skills (reading, writing,
math) and 21st century skills (teamwork, problem solving, research gathering, time management,
information synthesizing, utilizing high tech tools). At Discovery Charter School-Montebello,
we will provide this combination of skills, encouraging students to become directors and
managers of their learning process while being guided by a skilled teacher.
To support our teachers in providing high-quality iSTEAM, Discovery Charter School-

Montebello will provide on-going training in, and access to, STEAM and project-based learning
resources.
Technology as a Tool
Recognizing that technology is a crucial part of being a 21st century citizen, Discovery Charter
School-Montebello embraces technology not just as part of its iSTEAM, but a regular part of
every classroom. Since technological advances happen rapidly, Discovery Charter School-
Montebello will do annual evaluations of technology on our campus to choose which software,
hardware, and training to invest in to optimally meet educational needs. Discovery Charter
School-Montebello does not believe in technology for technology’s sake, but in the purposeful
utilization of technology to solve, create, share, and discover in meaningful ways.
Discovery Charter School-Montebello students will have access and training to use classroom
sets of laptops or tablets at the TK-5 level and 1:1 chromebooks at grades 6-8. At minimum,
classrooms will have a projection and audio system and additional tools may be available such
such as science equipment, 3D printers, virtual reality goggles, and digital art or music tools will
be actively and purposefully pursued. Teachers will receive training to utilize the technology
available to them, the goal being to move our educators and students from the foundational levels
of technology usage to the transformative implementation of technology, as described by the
SAMR model:
Figure 1
https://upload.wikimedia.org/wikipedia/commons/5/5e/The_SAMR_Model.jpg
24
http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf


Fieldtrips & Speakers

Discovery Charter School-Montebello will use field trips and guest speakers to bridge students’
experiences on our campus to the larger world. Field trips will connect to state curriculum and
give students the chance to visit museums, businesses, festivals, or organizations that build on
the material they study in school. For example, second graders may visit the zoo in connection
to their study of animal systems and the life cycle. Guest speakers, especially experts in fields
relating to STEAM and grade-level curriculum, bring adult world knowledge and relevance into
the classroom. Through these experiences, Discovery Charter School-Montebello students are
exposed to ideas and opportunities beyond our campus.
College & Career Readiness

Discovery Charter School-Montebello holds the core belief that preparation for college education
is a critical criterial of what it means to be an educated person in the 21st Century. Our emphasis
on rigorous academics and strong foundations in core subjects aligns with Common Core State
Standards (CCSS) and state standards.
California Assessment of Student Performance and Progress (CAASPP) measures are aligned to
Common Core State Standards, which were developed and adopted with an explicit goal of
supporting College and Career Readiness. Consequently, we believe that accomplishing our
goals for exceptional performance on the CAASPP will ensure that our students are meeting the
most critical academic benchmarks for college and career readiness. Furthermore, our
interdisciplinary curricular integration of STEAM and schoolwide values will support college
and career readiness by supporting students’ development of the social, intrapersonal, and
interpersonal skills they will need to thrive as independent adults in college and the careers of
their choice.
Character Education Through Reflection
Community Rally
Each day at Discovery Charter School-Montebello starts with a 15-minute community Rally
before the first bell. Rallies may be held as a whole school, by a particular grade or group, or
even within individual classrooms depending on space and weather. This is a time to transition
into the school day by greeting each other, celebrating Discovery Charter School-Montebello
student successes and school culture, setting goals for the day, and focusing minds and bodies on
the learning ahead.


One Billion Acts of Kindness
Discovery Charter School-Montebello will adopt a bi-annual campaign focused on “One Billion
Acts of Kindness” initiative that reminds our students that “to pursue a billion acts of kindness is
a lofty undertaking, perhaps even audacious in its scope…But the current climate of
divisiveness, social fragmentation and political polarization calls for something big, and between
our local school districts and community partners, we believe we have the resources and the
drive to make this happen. ~Orange County Superintendent of Schools Dr. Al Mijares.25
“There are critical lessons for our students as well. Beyond the emphasis on the four Cs of
communication, collaboration, critical thinking and creativity, we have an extraordinary
opportunity to promote the fifth C – character.” ~Orange County Superintendent of Schools Dr.
Al Mijares.26
Home Visits
According to a 2014 article in NEA Today by Mary Ellen Flannery27, a home-visit program can
build meaningful parent-teacher partnerships — the kind of family engagement that research has
shown to boost school attendance and willingness to do homework, reduce discipline problems
and dropout rates, and raise student achievement and social outcomes. It also can end the cycle
of parent-teacher blame, especially in communities where children have traditionally
underachieved, by building trust between teachers and parents. In addition, the United States
Department of Education28 includes family visits as one component of effective family and
community engagement.
The Discovery Charter School-Montebello Family Visit program is modeled after the guidelines
of the Parent Teacher Home Visit Project29, a resource recommended by the US Department of
Education:
25
http://newsroom.ocde.us/orange-county-department-of-education-calls-for-one-billion-
acts-of-kindness/
26
http://newsroom.ocde.us/orange-county-department-of-education-calls-for-one-billion-
acts-of-kindness/
27
http://neatoday.org/2014/10/28/all-in-the-family-how-teacher-home-visits-can-lead-to-
school-transformation/
28
http://www2.ed.gov/documents/family-community/partners-education.pdf
29
http://www.pthvp.org/resources/


1. Visits are always voluntary for families and arranged in advance.

2. Focus of the visit is relationship-building; we discuss hopes and dreams.
3. Teachers are trained and use templates to guide and document their visit.
4. Educators conduct visits in pairs, with reflection on assumptions, strengths & bringing it
back to the classroom.
5. No targeting –all students are invited to participate.
The Family Visit program at Discovery Charter School-Montebello invites families to meet with
their child’s teachers beyond typical Parent-Teacher Conferences in an effort to get to know a
child’s family and build a relationship between the school and the family.
During Family Visits, Discovery Charter School-Montebello’s teachers and/or administrators

focus the conversation on building trust and relationships. It is not the time to talk about test
scores or behavior issues but a time for Discovery Charter School-Montebello teachers to learn
more about the home lives, interests, and passions of their students.
Visits are documented from the planning stage until visit follow up and shared with the site
administrator. Discovery Charter School-Montebello uses a post-visit process to digest and
disseminate insights about a child with other staff.
Discovery Skills
At Discovery Charter School-Montebello, we create a safe, respectful learning environment in

which we provide students with the life and leadership skills necessary to grow into engaged
citizens through character building, social skills development, and academic excellence.
Discovery Charter School-Montebello’s Character Education Through Reflection time embeds

curriculum in social and emotional learning, study skills, environmental issues, conflict
resolution, responsible choices, self-discipline, college and career awareness, and character
education. Students will participate in activities/projects to demonstrate their understanding of
the values/lessons. Guest speakers and various forms of technology also engage students in the
course content. Life and Leadership Skills themes are integrated into broader school-wide
activities including assemblies, field trips, displays, announcements, and into the general
curriculum. Parents are regularly informed about Life and Leadership Skills topics to support
efforts to inspire positive principles of conduct in future leaders.
Discovery Charter School-Montebello staff will plan themes and topics for the year in advance,
as well as have the flexibility to meet students’ needs as they arise. Discovery Charter School-
Montebello may develop materials in-house or draw from pre-made curriculum. Topics will be
age-appropriate and may include
• Problem solving and decision making
• Responsibility and accountability
• Coping with stress
• Empathy and compassion
• Study skills


• Organizational skills
• Peer relationships
• Communication strategies
• Bullying prevention
• Healthy choices
• Goal setting
• Financial literacy
• Cyber safety
Community Engagement
Discovery Charter School-Montebello seeks to create collaborative and coordinated systems for
family and community engagement. Discovery Charter School-Montebello will be a center of
the community, developing partnerships connecting school, family, and community. As outlined
in the Handbook on Family and Community Engagement30 developed by the US Department of
Education, Discovery Charter School-Montebello will align with the community by providing:
• A core instructional program delivered by quality teachers; instruction is organized

around a challenging and engaging curriculum with high standards and expectations for
students.
• Students are motivated and engaged in learning in both school and community settings.
This occurs before, during, and after school as well as in the summer.
• The basic physical, mental, and emotional health needs of students and their families are
recognized and addressed.
Discovery Charter School-Montebello will be a resource for information on programs
provided for families within the community.
• Parents, families, and school staff demonstrate mutual respect and engage in effective
collaboration.
• Community engagement, together with school efforts, promotes a school climate that is
safe, supportive, respectful, and that connects students to the broader learning
community.
In addition, Discovery Charter School-Montebello’s Character Education Through Reflection

time will focus on family visits’ next steps, Family nights, guest speakers, student performances,
and educational workshops for parents and caregivers.
After School Programs
Discovery Charter School-Montebello will apply for grants (i.e. ASES, 21st Century, etc.) in
order to provide after school program for families who wish to participate. The school’s goal is
to ensure all students can participate in a safe and supervised program after school.
30
http://www.schoolcommunitynetwork.org/downloads/facehandbook.pdf


At Discovery Charter School-Montebello, we strive to improve ourselves and our world through
academic, social, emotional, and physical growth. We use reflection, goals setting, and data to
maintain a cycle of continuous and conscientious improvement. We interact with the world
around us, starting with those closest to us, our family and friends, to those around the globe that
share our planet and our future.
The culture at Discovery Charter School-Montebello helps students develop the skills to self-
direct their growth while being supported by their community. Discovery Charter School-
Montebello students exemplify the ideals of a lifelong learner, defined as “a continuously
supportive process which stimulates and empowers individuals...to acquire all the knowledge,
values, skills and understanding they will require throughout their lifetimes...and to apply them
with confidence, creativity, and enjoyment in all roles, circumstances, and environments.”31
This definition emphasizes lifelong learning as

• continuous (it never stops)
• supportive (it isn’t done alone)
• stimulating and empowering (it’s self-directed and active, not passive)
• incorporating knowledge, values, skills, and understanding (it’s more than what we know
• spanning a lifetime (it happens from our first breath to our last)
• applied (it’s not just for knowledge’s sake)
• incorporating confidence, creativity, and enjoyment (it’s a positive, fulfilling experience)
• inclusive of all roles, circumstances, and environments (it applies not only to our chosen
profession, but to our entire life)
Discovery Charter School-Montebello builds in several strategies to inspire lifelong learning for
our students. During this allowed time, students are to be grouped flexibly, even across grade-
levels, in order to best meet their current needs. Students are involved in collecting and
monitoring their own academic data and work with their teachers to make choices about their
academic pathway.
The level of support varies on the age group

Grade Levels Support by Teacher/Admin Public Accountability &
Parental Engagement
TK-2nd grade • Teachers print grades of • Parents sign an
assignments, test, etc. for acknowledgement of the
students goal
• On a one-on-one coaching • Support their child by
takes place and an monitor the goal and
attainable goal is created reviewing their child’s
on their personal progress online via the the
31
Commission for a Nation of Lifelong Learning. A nation learning: vision for the 21st century.
Washington, DC: Commission for a Nation of Lifelong Learning, 1997


educational plan journal Student Information

• Goals are reviewed and System (SIS).
measured on a weekly • Communicate with school
basis teacher if additional
support is needed. This is
done via email, phone call
or by writing a note on the
student’s personal
educational plan journal.
3rd-5th grade • Teachers guide students on • Parents sign an

viewing their grades using acknowledgement of the
the SIS system and goal
reflecting on their grades • Support their child by
on assignments, test, etc. monitor the goal and
• On a one-on-one coaching reviewing their child’s
takes place and an progress online via the the
attainable goal is created Student Information
on their personal System (SIS).
educational plan journal • Communicate with school
• Goals are reviewed and teacher if additional
measured on a weekly support is needed. This is
basis done via email, phone call
6th -8th grade • Teachers guide students on • Parents sign an

viewing their grades using acknowledgement of the
the SIS system and goal
reflecting on their grades • Support their child by
on assignments, test, etc. monitor the goal and
• On a one-on-one coaching reviewing their child’s
takes place and an progress online via the the
attainable goal is created Student Information
on their personal System (SIS).
educational plan journal • Communicate with school
• Goals are reviewed and teacher if additional
measured on a weekly support is needed. This is
basis done via email, phone call


Personal Educational Plan Journal: These are journals that are issued to each
student that allows them to establish, monitor, and reflect on the set goals.
This is also used to communicate with families on goals and other school related
concerns.
This daily period at Discovery Charter School-Montebello is where students can be flexibly
grouped to provide them with targeted instruction. Our approach is to use data and reflection to
meet students’ needs and propel them forward. Students needing academic intervention will be
able to receive targeted academic support in a small group setting as needed while other students
receive academic enrichment or accelerated content.
Teachers will collect and utilize student data (as explained and detailed in the Data Driven
Instruction section below) and will work together to assign students and set schedules and
routines to keep this part of the school day purposeful and manageable. In order to keep a low
student-teacher ratio, Discovery Charter School-Montebello will utilize creative scheduling,
teachers and paraeducators, peer tutoring groups as appropriate, and may seek, screen, and train
volunteers to work with students under teacher supervision.
Differentiation
Discovery Charter School-Montebello will use the latest and most innovative tools and learning
strategies to maximize personalization and differentiation such as:
Task One of the core methods of differentiation,

differentiation by task, involves setting
different tasks for students of different
abilities. One way to achieve this may be to
produce different sets of worksheets or
exercises depending on students’ abilities.
Grouping Collaborative learning has many well-

documented benefits such as enabling shy
students to participate more confidently in
class, but it’s also a useful differentiation
method. Small, mixed-ability groups allow
lower achievers to take advantage of peer
support whilst higher achievers gain the
opportunity to organize and voice their
thoughts for the benefit of the whole group
(known as peer modelling).
Grouping also allows roles to be allocated
within the team which cater for each member’s
skill set and learning needs.


Resources In this method it’s important to recognize that

some students can work with more advanced
resources than others, and that it is possible to
use multiple materials in order to approach a
topic from different angles. Therefore, while
some may require basic texts with illustrations,
others are capable of working with more
advanced vocabulary and complex ideas.
Pace In most classrooms, activities are completed
within a particular time frame, therefore; the
more advanced learners can be held back to the
speed of the less able ones. At the same time,
some may simply find it impossible to keep up.
When differentiation is used in lesson
planning, the available time is used flexibly in
order to meet all students’ needs. Students who
quickly grasp core activities need not be held
back because their classmates need to spend
more time on the fundamentals of a topic. They
can instead be given a more challenging
extension tasks in order to develop a more
rounded understanding of the subject matter or
even to progress through the set course more
quickly.
Outcome Differentiation by outcome is a technique

whereby all students undertake the same task
but a variety of results is expected and
acceptable.
Dialogue and support With this technique, the emphasis is on the role
of the teacher, who must facilitate problem
solving by identifying which students need
detailed explanations in simple language and
which students can engage in dialogue at a
more sophisticated level.
Source:
http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassro
om.aspx


Student –Engagement & Student-led Conferences

Student-engaged assessment practices, including student-led conferences, put children in the
driver’s seat of their own education, engaging them in gathering evidence and tracking the
progress of their learning through portfolios, classwork, and assessments. Throughout the year,
students are trained and involved in collecting and tracking their own academic progress.
Student-led conferences are held in October, around the mid-point of the trimester, so that goals
for the year can be set and shared by parents, students, and teachers. The second student-led
conferences take place at the end of the second trimester, when students are able to demonstrate
how much they have mastered and what goals they have for the remaining trimester. Prior to
both conferences, students and teachers work together to build a presentation of the student’s
work. Conferences follow age-appropriate scripts or template so that students can clearly and
comprehensively share with their families. Parents are always invited to schedule a conference
time with their child’s teacher if they have questions or concerns they would like to discuss
without their child present. Teachers have a PD day prior to conference weeks to prepare as well
as an Early Release schedule throughout the week to free time for meetings.
Staff Training
The quality of our teachers directly impacts the quality of the education our students receive. To
support our core values, staff will receive specific training in 5E Inquiry-based instruction,
STEAM integration, and use of data to inform instruction, among many other topics (as outlined
later in Element 1).
Discovery Charter School-Montebello will provide a weekly early dismissal of students one day
per week to ensure that Faculty and Administration have time to meet and plan together. Weekly
meetings will be organized flexibly to ensure time each month for:
• Weekly General Staff/Faculty Meeting

• Professional Learning Community Meetings—this may include grade level,
departmental, or special topic teams such as accreditation or school culture.
• RTI meetings to review data, test scores, and progress monitoring for individual students.
• Professional Development Trainings
In addition, staff will have opportunities to participate in external professional development via
conferences, workshops, and guest speakers.
Data-Driven Instruction
Discovery Charter School-Montebello will rely on data-driven decision making that enhances
communication with all stakeholders in multiple school areas including assessment and
differentiation. Data from informal and formal measures, including formative and summative
assessments, student surveys, and teacher observation, supports student’s individual paths.
All students are assessed with in the first three weeks of the school year in order to identify
student needs and inform instruction. Discovery Charter School-Montebello will use a suite of
math and literacy assessments including California SBAC Interim assessments, math and ELA


benchmark assessments, and teacher-developed formative assessments aligned with the CCSS.
Student assessment data will be processed through an interactive SIS such as Illuminate or
PowerSchool so that teachers have access to comprehensive student data.
To maintain the balance between assessments informing instruction and assessments taking away
from instructional time, Discovery Charter School-Montebello administration will establish a
calendar for each year that records the dates, grades and subjects, purpose, and estimate time
required for school-wide assessments.
Gathering, analyzing, and utilizing accurate and up-to-date data about our students’ learning
needs is a key component of Discovery Charter School-Montebello’s approach to instruction.
Staff have regularly scheduled Data Days disaggregate and evaluate student data. Students will
be taught to evaluate their own progress, track goals and improvement, and play an active role in
their learning and growth. While data informs all instructional decisions, it is particularly useful
when developing groups and programs that support students.
Early Intervention
Discovery Charter School-Montebello will seek to quickly identify students who may be low-
achieving in the first weeks of the academic year, and will implement an early intervention
program. Students who are achieving substantially below grade level will be identified through
multiple measure assessments including Smarter Balanced interim assessments, diagnostic tests,
and teacher-designed tests. In addition to assessments during the first few weeks of school, each
student is invited to an introduction meeting between the student’s homeroom teacher and
parents prior to the start of the school year. This meeting opens communication between home,
school, and student and includes a brief review of student goals and concerns for the year,
including highlights of the student’s past academic history.
Response to Intervention (RTI) Model
Discovery Charter will implement the Response to Intervention model (RTI), a multi-tier system
of supports to create an integrated, comprehensive framework that focuses on CCSS, core
instruction, differentiated learning, student-centered learning, individualized student needs, and
the alignment of systems necessary for academic, behavior, and social success. Discovery
Charter is committed to the success of all students and to training and maintaining staff that is
knowledgeable and effective at achieving this goal.
Discovery Charter’s RTI model has three tiers of increasing support:
Tier 1: Universal Screening & Core Classroom Instruction (100% of students)

Our universal interventions are school-wide and include proper instructional materials and
strategies to engage all levels of learners and the creation of a school culture that exemplifies our
core values. Using prompt and effective assessments to measure student needs allows Discovery
Charter staff to identify students who require early intervention. Tier 1 interventions will involve


providing all students with high quality, differentiated instruction as part of the regular core
instruction in the classroom.
• Instruction: all students receive high-quality, scientifically-based, differentiated

instruction.
• Growth through Academic Support (GTAS): all students participate in GTAS. Tier 1
students may use up to 25% of their GTAS time to address skill deficiencies or receive
academic supports. These supports may include self-leveling educational software,
whole or small group work, or peer tutoring.
• Assessment and Progress Monitoring: Students in Tier 1 receive periodic progress
monitoring through traditional quizzes/tests, rubrics, portfolio evaluations, performances,
and other means of assessment. All students participate in monitoring their progress and
building a portfolio of work. End of trimester report cards, mid-trimester progress
reports, and student-led conferences formally record student progress.
• Parent Involvement: Beyond the standard level of communication provided to parents,
Tier 1 students do not require additional parental involvement.
• Next Steps: Students who are not maintaining grade-level progress are moved to Tier 2.
Tier 2: Targeted Supplemental Intervention & Support (15% of students)

We anticipate that approximately 15% of Discovery Charter students will benefit from additional
supports. Identified students who are not maintaining grade-level progress will participate in Tier
2 targeted interventions which may include small group work, expanded curriculum, and/or
behavioral supports. Tier 2 interventions will focus on additional support for specific skill sets
and provide targeted interventions for students who need additional support in addition to core
instruction. Typically, supplemental materials will be used for short periods of time for Tier 2
interventions. These interventions are provided by teachers or classroom aides under the
supervision of a teacher. The intervention plan for the student will be shared with the student’s
parents.
In addition to continuing Tier 1 supports, Tier 2 interventions include:
• Instruction: Tier 2 students have identified instructional targets that they will work to
address through intervention. Supplemental curriculum may be utilized.
o At Tier 2, intervention is enhanced with skill-specific interventions delivered by
teachers or paraprofessionals, typically in small groups. Intensity of the
intervention might also vary based on size, frequency, and duration of
interventions.
• Growth through Academic Support (GTAS): Tier 2 students may use up to 50% of
their GTAS time to address skill deficiencies or receive academic or behavioral supports.
At Tier 2, intervention is enhanced with skill-specific interventions delivered by teachers
or paraprofessionals, typically in small groups. Intensity of the intervention might also
vary based on size, frequency, and duration of interventions.
• Assessment and Progress Monitoring: Teachers review and document student progress
toward specific instructional targets every three weeks on designated faculty data
professional development time.


• Parent Involvement: Parents of Tier 2 students are notified in writing that their child is
receiving specific support.
• Next Steps: Students who are not maintaining grade-level progress are moved to Tier 3.
Tier 3: Intensive Intervention

We anticipate that a small percentage of students will require additional support beyond the Tier
2 intervention and will employ Tier 3 intervention. Tier 3 supports include increased time
dedicated to interventions, weekly progress monitoring, and increased parent involvement.
Should students require supports beyond Tier 3, the foundations of Tier 3 support the creation of
a Student Success Team.
In addition to continuing Tier 1 supports, Tier 3 interventions include:

• Instruction: Tier 3 students have identified instructional targets that they will work to
address through intervention. Supplemental curriculum may be utilized.
• Growth through Academic Support (GTAS): Tier 3 students may use up to 80% of
their time to address skill deficiencies or receive academic or behavioral supports. At
Tier 3, intervention is enhanced with skill-specific interventions delivered by teachers or
paraprofessionals, typically in small groups. Intensity of the intervention might also vary
based on size, frequency, and duration of interventions.
• Assessment and Progress Monitoring: Teachers review and document student progress
toward specific instructional targets on a weekly basis.
• Parent Involvement: Parents of Tier 3 students are notified in writing that their child is
receiving support and are invited for a parent conference with an administrator.
• Next Steps: Students who are not maintaining grade-level progress are nominated for a
Student Success Team.
Student Success Team

Students who do not achieve the desired level of progress will be referred to administration to
initiate a Student Success Team (SST) meeting. The administrator will organize the SST process
by managing the necessary paperwork, scheduling meetings, and inviting members (including
parents/guardians) to the SST meetings. Working together, the SST members follow a
documented process to:
• Collect and evaluate background information, supports tried, and evidence of the
student’s strengths and areas of concern.
• Identify areas for improvement and the assets and resources available as a foundation for
intervention.
• Collaborate to develop and agree to a detailed plan and timeline of supports for the
student.
• Gather and evaluate evidence of progress over time to gauge success, make additional
plans, discuss further needs, and evaluate next steps including concluding the SST,
adding additional tiers of support, or possibly referring for 504 or special education
consideration.
Ongoing Evaluation The SST team will re-evaluate the learning programs/placement of the
student and review all interventions applied and their level of success and/or failure. To open
pathways of additional support, a referral to the SST may be made by a teacher, administrator,


parent, or guardian. The SST process is a positive and proactive measure meant to bring together
a team of stakeholders (including the parents, relevant school staff and administration and, as
developmentally appropriate, the student) to ensure that all avenues of support are explored and
applied appropriately to help a student succeed.
Under Achieving Students
Identification and Support
Students who are performing below grade level in each of the content areas as measured by
informal and formal classroom assessments, as well as, anecdotal records/classroom observations
will receive individual and small group instruction to target their individual needs. Teachers will
utilize the RTI model described above and during whole class instruction, the teacher may
differentiate instruction based upon students’ needs, interests, readiness, and learning profile. In
addition, other types of instructional support that Discovery Charter School-Montebello may
utilize to support students achieving below grade level include:
• Individual /small group instruction targeting specific standards

• More time to increase learning opportunities
• Guided reading groups
• Scaffolding
• Pre-teaching
• Pairing struggling readers with younger readers, so they feel like they are reading books
at their level with a purpose
• Valuing strengths and building self-confidence
• Recognizing growth
• Enhancing parent involvement
If an area of growth for student success becomes evident across a grade level or the school, such
as reading comprehension, professional development will be dedicated to that focus. In addition,
teachers and administrators will work collaboratively to share best practices and ideas to support
students achieving below grade level.
If implementing instructional support strategies in the classroom do not show significant

progress has been made as measured by assessments, students achieving below grade level may
be referred by the teacher or by the parent for a Student Success Team (SST) meeting.
Parent Involvement
In Student Success Team (SST) meetings, the classroom teacher, the parent, the Principal, and
any other relevant party will convene to discuss the child’s strengths and areas of concern. The
SST uses multiple sources of information and data to create a plan that addresses the individual
needs of each student. Teachers, parents, and other relevant parties will bring student work
samples, tests and quizzes, notes from observations of performance or behavior, discipline logs
and any other pertinent source of information concerning the child’s demonstrated abilities.


Based on the evidence and the discussion of its meaning, action steps will be generated for
follow-up interventions to further assist the child in academic or behavioral growth.
Ongoing Evaluation
Ongoing evaluation is key to understand the student’s progress in the intended interventions.
Therefore, tools will either be gathered or generated to track the progress of the student given
these new interventions. Specific strategies, interventions and accommodations will be
implemented and documented based on the individualized needs and areas of concern. In
addition to detailing the steps, the expected outcomes and the responsible personnel, the SST will
also schedule timely follow-up meetings to review and discuss the student’s response to the
interventions. Based on the progress a student makes, the level of intervention can be adjusted in
order to meet each student's needs.
After three SST meetings, if significant progress has not been made as measured by assessments,
the student may be referred for assessment to determine if the child is eligible for special
education services under the Individuals with Disabilities Education Act (IDEA), if appropriate.
The school will make efforts to ensure an exhaustive list of interventions is utilized to avoid over
identification of students in Special Education.
Socioeconomically Disadvantaged Students
Discovery Charter School-Montebello seeks to serve a population comprised in part of students

who are socioeconomically disadvantaged. To put students on the path to and through college,
the mission, vision, and instructional programs of Discovery Charter School-Montebello’s are
designed to provide and ensure equal access for all students, particularly those students who are
designated as socioeconomically disadvantaged.
According to the definition adopted by the State Board of Education (SBE), the
"socioeconomically disadvantaged subgroup" consists of students who meet either one of two
criteria:
• Neither of the student's parents has received a high school diploma
OR
• The student is eligible for the free or reduced-price lunch program
At its core, Discovery Charter School-Montebello believes in high expectations for each of its
students regardless of background.
Discovery Charter School-Montebello’s program will support students from

socioeconomically disadvantaged backgrounds in the following ways:
• More time to increase the learning opportunities and literacy experiences—longer school
days
• Vocabulary, including anchored word instruction


• Real life experiences to build schema

• Visitors and guest speakers sharing their experiences
• Working with families to create supportive learning environments at home and increase
literacy experiences
• Flexibility in meeting times with families
• Taking home books to ensure students are reading at home
• Focusing on the development of phonemic awareness
• Providing opportunities for technology, physical education, etc.
• Incorporating technology such as video to increase exposure to the greater world
• Targeting the interests and personal connections of the learners
• Using Instructional Assistants to target specific needs
• Parent workshops on topics such as nutrition and ways to support learning at home
• Meals provided for students
Parent Involvement
Discovery Charter School-Montebello intends to engage parents as we value them as partners in

their child’s education. We intend to encourage parents to take part in school activities during
our home visits, as well as in the following manners:
• School involvement (Volunteer opportunities, attend parent conferences, etc.)

• Encouraging parents to participate in educational activities with their child
o Doing homework together
o Discussing what students are learning in school
o Participate in educational fieldtrips
• Discovery Charter School-Montebello will inform parents of what students are learning
through its newsletter, as well as, through its social media platforms.
English Learner Students
Discovery Charter School-Montebello will comply with all federal, state, and judicial mandates
for English Learners. The school is dedicated to providing these students with an exceptional
education and transitioning them into English Proficiency through the use of the school’s
services and teaching methods.
All students who are identified as English Learners via the Home Language survey will take the
English Language Proficiency Assessments for California (ELPAC) each year as required. The
school also recognizes the importance of valuing students’ native languages, and reinforces an
appreciation for the cultures, customs, and languages of all its students through the school’s core
curriculum, enrichment programs, and school character trait instruction.
Based on a substantial research base proving the benefits of a structured English immersion
program, Discovery Charter School-Montebello will implement a comprehensive structured


immersion program, in every mainstream classroom, for its EL students. It is the goal of
Discovery Charter School-Montebello that all of its students will leave the school proficient in
the English language, properly redesignated, and with pride and support for their home language.
Teachers at Discovery Charter School-Montebello will use the English Language Development
standards set forth by the California Department of Education to assist in planning and assessing
the progress of English Learners. Students of limited English proficiency will receive the same
academic content as those students who are native English speakers. All instruction will be in
English; however, there may be times when primary language support will be provided to
students when possible. Language acquisition is enhanced by exposing students to experiences in
a variety of learning modalities (kinesthetic, auditory, and visual) that correspond to the subject
matter and grade level curriculum as well as providing structured, explicit language instruction.
Teachers will use Specially Designed Academic Instruction in English (SDAIE) strategies to
enhance the English Language development of all of students. When using SDAIE strategies,
teachers will write lesson plans with an emphasis on ensuring that content is grade level
appropriate and within the students’ zone of proximal development. SDAIE provides (1) access
to the core curriculum, (2) English language development, and (3) opportunities for social
integration into the multicultural classroom community. Examples of utilizing SDAIE strategies
include supporting verbal explanations with nonverbal cues and designing appropriate learning
sequences, such as building upon prior knowledge. In addition to SDAIE strategies, teachers will
also provide students with differentiated explicit language instruction. Teachers will use the
California English Language Development standards.
The school will use proven methodologies including increased time for reading and math and
individualized instruction for students who are acquiring English.
Examples of instructional models that may be employed with EL students at Discovery Charter
School-Montebello are:
• Workshop models
• Cooperative learning
• Thematic teaching
• Scaffolding instruction
• Think/pair/share
• Kinesthetic activities
• Books on tape
• Graphic organizers
• Pre-teaching vocabulary
• Manipulatives
• Jigsaw
• Storytelling
• Using culturally relevant materials
• Repetition
• Modeling
• Labeling items in classrooms and school in different languages


Discovery Charter School-Montebello seeks to hire faculty who have received CLAD (Cross-
Cultural Language Acquisition Design) or BCLAD (Bilingual Cross-cultural Language and
Academic Development training and/or hold Bilingual Authorizations.
Beyond using the ELPAC to monitor students English Language Development, Discovery
Charter School-Montebello staff will use the English Language Content Standards to monitor the
levels at which students are performing in reading, listening, speaking, and writing. This
information will particularly guide the teachers in differentiating instruction, such as the level of
questioning for English Learners who are not progressing through the English language
development levels. To further support students who are not progressing through the English
language development levels, the following instructional strategies may be used to support these
students in gaining higher levels of English proficiency:
• Workshop focused on English Language development skills such as vocabulary

development, oral language skills, comprehension skills
• Small group work to lower the affective filter and target specific areas of growth
• Increasing collaborative time to increase the amount of interaction spoken in English
• Pre-teaching content vocabulary and frontloading concepts
• Echo reading and choral reading
• Focusing on the development of Cognitive Academic Language Proficiency (CALP)
beyond Basic Interpersonal Communicative Skills (BICS)
• Offering at-home development support, such as providing packets, games, CDs, and
other tools aligned with students’ English levels to take home for additional language
practice
• Using technology for literacy support that has proven successful with English Learners
In addition, differentiated instruction based on students’ needs will be implemented throughout

the school day.
Based on the reclassification procedures developed by the California Department of Education

(CDE) and set forth in Education Code Section 313(d), Discovery Charter School-Montebello
shall utilize multiple criteria in determining whether to reclassify a pupil as proficient in English,
including, but not limited to, all of the following:
• Assessment of language proficiency using an objective assessment instrument, including,

but not limited to, the English language development test pursuant to Section 60810 of
the Education Code:
o The student must demonstrate English proficiency on the annual ELPAC by
achieving an overall performance level of 4 or 5 with skill area scores of 3 or
higher.
• Comparison of the student’s performance in basic skills against an empirically
established range of the performance of English proficient students of the same age in
basic skills, that demonstrates whether the student is sufficiently proficient in English to
participate effectively in a curriculum designed for students of the same age whose native
language is English. Basic skills criteria include:


o A student’s score on the SBAC for English Language Arts that meets or exceeds
the English Language Arts standards.
o Teacher evaluation, including, but not limited to, a review of the pupil’s
curriculum mastery
§ Teachers will use student academic performance in core subject areas to
inform the reclassification process.
§ Teachers understand and note that incurred deficits in motivation and
academic success unrelated to English language proficiency do not
preclude a student from reclassification.
• Parental opinion and consultation:
o Discovery Charter School-Montebello will provide notice to parents or guardians
of their rights and encourage them to participate in the reclassification process.
o Discovery Charter School-Montebello will provide an opportunity for a face-to-
face meeting with parents and guardians to discuss the reclassification process.
Reclassification Criteria
Students who have been identified as EL and who subsequently demonstrate that they are able to
compete effectively with English-speaking peers in mainstream classes, will be reclassified to
fluent English proficient (RFEP) according to the following guidelines:  
Reclassification Criteria
TK-8th Annual ELPAC Scores
Overall annual ELPAC score of 4 or 5 (with skill area scores of 3 or higher in
Listening, Speaking, Reading and Writing
Teacher Evaluation
The teacher judges the student will be successful in a Mainstream English
Program based on a review of:
Report Card
Report card grade marks of 3 or higher in the areas of Listening, Speaking,
Reading, and Writing in ELA
CAASPP
The students has demonstrated basic grade-level skills on the Assessment by
achieving scores in the Standard Exceeds & Standard Met performance band on the
ELA section of the test
Parent Opinion/Consultation
The academic progress of RFEP students is monitored for a minimum of two years, as required
by state and federal guidelines. During this monitoring period, ELPAC testing is not required. If
their continued linguistic and academic performance declines or stalls, interventions are provided
to ensure that these students reach and maintain grade level academic proficiency.
Monitoring Program Evaluation and Effectiveness


The Charter School shall monitor student progress to ensure that all educational programs meet
compliance requirements and to determine program effectiveness. Education code and Board
policies are followed closely to ensure appropriate implementation of English Learner programs.
ELs progress is monitored annually using both school adopted formative and summative
assessments. The assessments are used to determine students' English language proficiency in
English as well as academic performance. Student data is disaggregated and reviewed annually
by school administrators and teachers. ELs are expected to show one language proficiency level
of growth annually as measured by the ELPAC until they reach English proficiency and then
maintain level until reclassified. Data from the annual ELPAC administration is compiled to
identify individual students who are not meeting this expectation, and appropriate interventions
are applied at the school site.
School will have a committee comprised of parents, staff, and community members specifically
designated to advise school officials on English Learner program services for any school year.
The ELAC shall be responsible for advising School on programs and services for English
learners and on the development of the school’s LEA Plan/Single Plan for Student Achievement.
Monitoring Student Progress of English Learners and Reclassified (RFEP) Students

Teachers measure students’ mastery of the ELD standards through the observation, PLP
reflections, and informal and formal assessment (ELPAC) throughout the year. The ELD data
provides targeted outcomes are analyzed and used for differentiation of instruction, authentic
assessment, and evidence of growth. Observations and informal assessments are ongoing and a
natural outcome of effective ELD/SDAIE instruction. The ELPAC test is administered in the fall
for all students and to all incoming students new to U.S. schools throughout the year. The results
are tied directly to instruction through grade level planning and targeted lesson development.
Discovery Charter School-Montebello’s expectation is for students to progress through the levels
of proficiency and re-designate as fully English Proficient (RFEP) before they move on to
secondary school.
Discovery Charter School-Montebello is working to address the needs of English Learners in

their classrooms. Discovery Charter School-Montebello uses the following approaches to support
our English Learners; using formative assessment to guide instruction, focusing on building
students' oral and written academic language, encouraging primary language development, and
using engaging, relevant curriculum designed for elementary students. In order for students to
have true access to the content being taught, our teachers carefully consider the language
demands required in order to access that content and scaffold their instruction to meet both
language and content objectives. Building relationships with students and parents and creating a
positive learning environment where students feel challenged and engaged are also crucial
factors in addressing the needs of LTELs.
Parent Involvement and Ongoing Evaluation
Discovery Charter School-Montebello will facilitate different opportunities for parents to

understand the ELPAC, its structure and importance. This will be conducted through various
parent workshops taking place during the summer (orientations) and prior to the actual exam. In


addition, parents will be informed via the school’s newsletter, as well as, social media platforms
of the ELPAC testing window, its importance and how to help students prepare for the test (i.e.
sleep well before the test, eat a healthy breakfast at school/home and how to remove test
anxiety).
In addition, Discovery Charter School-Montebello will notify parents and guardians of their
child’s ELPAC results. If the student is to be reclassified, families will be informed of the next
steps and the school will update the school records. Families will also be informed that the
student’s success will be monitored for two years.
High Achieving Students
As all students are challenged to reach their intellectual potential within the instructional
program, Discovery Charter School-Montebello will not offer a formal, separate gifted and
talented program. However, throughout the day, the staff may differentiate instruction based
upon the individual needs of the students and will provide an opportunity to excel for those
students who are achieving at high levels or demonstrate a specific ability or talent, as identified
through student data or evidence of a pupil’s capacity. Teachers will differentiate in the forms of
acceleration, depth, complexity, and novelty and will differentiate the process, content, or
product to meet the needs of gifted and talented students. Examples of instructional models that
may be employed with gifted and talented students at Discovery Charter School-Montebello are:
• Project-based learning
• Discovery learning
• Computer activities, including online games, research, and targeted instruction through
online content
• Utilizing higher levels of questioning and thinking skills
• Ensuring there is a wide variety of materials at different skill levels that engage a wide
variety of interests
• Individual or group inquiry projects
• Ensuring that the curriculum is sufficiently challenging
By using assessment information to monitor students’ progress, teachers will be able to make the
necessary modifications and adjustments to best support students. All students at Discovery
Charter School-Montebello will be valued for their individualism and their interests and passions
will be cultivated. Further, the teachers will work together to develop plans to best support
students in driving forward their academic achievement and pursuits in relation to the students’
learning profiles and specific talents. In order to ensure that the needs of all students are being
met, the staff will utilize the Student Success Team (SST) process for students who have been
identified as consistently achieving well above the norms (as measured by formative, summative,
and standardized testing) just as they would use the process for identifying students who
struggle.
Discovery Charter School-Montebello will identify high achieving students by utilizing the Otis-
Lennon School Ability Test (OLSAT) to determine if they meet the eligibility as Gifted/Talented


(GATE) students, as well as, identify students in high achievement and intellectual ability.
Discovery Charter School-Montebello will begin to assess students in the 2nd grade.
Discovery Charter School-Montebello will schedule a parent conference to discuss with parents
the results of the OLSAT, as well as, the various ways parents can be encouraged to support their
student. Some examples include may include informational parent meetings on how GATE
students are classified and supported at school through differentiation in the classroom and how
they can support their child at home.
Foster Youth
Foster Youth students will be identified by the office through records. Regular classroom
teachers, office staff, behavior counselor, administration, Education Specialist (RSP) and after
school program coordinators and any other individual that may provide support will be notified
so that the student does receive the support he/she may need.
Foster Youth students will be provided support by ensuring that any adult that is working with
the student follows through with support, communicates with administration regularly and also
ensuring that meetings are held regularly to discuss updates, changes or further support that the
student may need.
Special Education Students
Overview
Discovery Charter School-Montebello shall comply with all applicable state and federal laws in
serving students with disabilities, including, but not limited to, Section 504 of the Rehabilitation
Act (“Section 504”), the Americans with Disabilities Act (“ADA”) and the Individuals with
Disabilities Education Improvement Act (“IDEA”).
Discovery Charter School-Montebello shall be its own local educational agency (“LEA”) and
shall apply directly for membership in a Special Education Local Plan Area (“SELPA”) in
conformity with Education Code Section 47641(a). Discovery Charter School-Montebello
intends to apply for and receive membership in the El Dorado County Charter SELPA.
Upon acceptance in the SELPA, Discovery Charter School-Montebello shall provide the District
evidence of membership. Discovery Charter School-Montebello’s application and acceptance as
an independent LEA member of a SELPA shall not be considered a material revision to this
charter. As an LEA member of the SELPA, Discovery Charter School-Montebello shall receive
state and federal revenues directly, in accordance with the SELPA’s allocation plan. If the
School is unable to join the El Dorado SELPA, the parties will meet and enter into an alternate
agreement for the provision and funding of services.
Discovery Charter School-Montebello shall comply with all state and federal laws related to the
provision of special education instruction and related services and all SELPA policies and
procedures; and shall utilize appropriate SELPA forms.


Discovery Charter School-Montebello may seek resources and services (e.g. Speech,
Occupational Therapy, Adapted P.E., Nursing, and Transportation) from the SELPA, subject to
SELPA approval and availability. Discovery Charter School-Montebello may also provide
related services by hiring credentialed or licensed providers through private agencies or
independent contractors.
Discovery Charter School-Montebello shall be solely responsible for its compliance with Section
504 and the ADA. The facilities to be utilized by Discovery Charter School-Montebello shall be
accessible for all students with disabilities.
Section 504 of the Rehabilitation Act
Discovery Charter School-Montebello shall be solely responsible for its compliance with Section
504 of the Rehabilitation Act and the Americans with Disabilities Act. All facilities of the
School shall be accessible for all students with disabilities in accordance with the ADA.
Discovery Charter School-Montebello recognizes its legal responsibility to ensure that no

qualified person with a disability shall, on the basis of disability, be excluded from participation,
be denied the benefits of, or otherwise be subjected to discrimination under any program of
Discovery Charter School-Montebello. Any student, who has an objectively identified disability
which substantially limits a major life activity including but not limited to learning, is eligible for
accommodation by the school.
A 504 team will be assembled by the Principal and shall include the parent/guardian, the student,
a qualified staff member, and other qualified persons knowledgeable about the student, the
meaning of the evaluation data, placement options, and accommodations. The 504 team will
review the student’s existing records; including academic, social and behavioral records, and is
responsible for making a determination as to whether an evaluation for 504 services is
appropriate. If the student has already been evaluated under the IDEA but found ineligible for
special education instruction or related services, those evaluations may be used to help determine
eligibility under Section 504. The student evaluation shall be carried out by the 504 team who
will evaluate the nature of the student’s disability and the impact upon the student’s education.
This evaluation will include consideration of any behaviors that interfere with regular
participation in the educational program and/or activities. The 504 team may also consider the
following information in its evaluation:
• Tests and other evaluation materials that have been validated for the specific purpose for
which they are used and are administered by trained personnel.
• Tests and other evaluation materials include those tailored to assess specific areas of
educational need, and not merely those which are designed to provide a single general
intelligent quotient.
• Tests are selected and administered to ensure that when a test is administered to a student
with impaired sensory, manual or speaking skills, the test results accurately reflect the
student’s aptitude or achievement level, or whatever factor the test purports to measure,
rather than reflecting the student’s impaired sensory, manual or speaking skills.


• The final determination of whether the student is eligible for accommodations under
Section 504 must be made by the 504 team in writing and notice is given in writing to the
parent or guardian of the student in their primary language along with the procedural
safeguards available to them. If during the evaluation, the 504 team obtains information
indicating possible eligibility of the student for special education per the IDEA, a referral
for assessment under the IDEA will be made by the 504 team.
If the student is found by the 504 team to be eligible for accommodations under Section 504, the
504 team shall be responsible for determining what, if any, accommodations or services are
needed to ensure that the student receives the free and appropriate public education (“FAPE”). In
developing the 504 Plan, the 504 team shall consider all relevant information utilized during the
evaluation of the student, drawing upon a variety of sources, including, but not limited to,
assessments conducted by the School’s professional staff.
The 504 Plan shall describe the Section 504 disability and any program accommodations,
modifications or services that may be necessary.
All 504 team participants, parents, guardians, teachers and any other participants in the student’s
education, including substitutes and tutors, must have a copy of each student’s 504 Plan. The
Principal will ensure that teachers include 504 Plans with lesson plans for short-term substitutes
and that he/she review the 504 Plan with a long-term substitute. A copy of the 504 Plan shall be
maintained in the student’s file. Each student’s 504 Plan will be reviewed at least once per year
to determine the appropriateness of the Plan, needed modifications to the plan, and continued
eligibility.
Services for Students under the “IDEA”
The following description regarding how special education and related services shall be
provided and funded is being proposed by Discovery Charter School-Montebello for the sole
purpose of providing a reasonably comprehensive description of the special education program
in the Charter Petition, and is not binding on the District. The specific manner in which special
education and related services shall be provided and funded shall be set forth in a Memorandum
of Understanding (“MOU”), delineating the respective responsibilities of Discovery Charter
School-Montebello and the El Dorado County SELPA. A copy of the MOU shall be presented to
the District upon execution.
Discovery Charter School-Montebello shall provide special education instruction and related
services in accordance with the IDEA, Education Code requirements, and applicable policies and
practices of the SELPA.
Discovery Charter School-Montebello shall provide services for special education students
enrolled in Discovery Charter School-Montebello. Discovery Charter School-Montebello shall
follow SELPA policies and procedures, and shall utilize SELPA forms in seeking out and
identifying and serving students who may qualify for special education programs and services
and for responding to record requests and parent complaints, and maintaining the confidentiality
of pupil records.


Discovery Charter School-Montebello agrees to promptly respond to all SELPA inquiries, to

comply with reasonable SELPA directives, and to allow the SELPA access to Charter School
students, staff, facilities, equipment and records as required or imposed by law.
Staffing
All special education services at the Discovery Charter School-Montebello shall be delivered by
individuals or agencies qualified to provide special education services as required by the
California Education Code and the IDEA. Discovery Charter School-Montebello staff shall
participate in County or SELPA in-service training relating to special education.
Discovery Charter School-Montebello shall be responsible for the hiring, training, and
employment of site staff necessary to provide special education services to its students,
including, without limitation, special education teachers, paraprofessionals, and resource
specialists. Discovery Charter School-Montebello shall ensure that all special education staff
hired or contracted by Discovery Charter School-Montebello is qualified pursuant to SELPA
policies, as well as meet all legal requirements. Discovery Charter School-Montebello shall be
responsible for the hiring, training, and employment of itinerant staff necessary to provide
special education services to Discovery Charter School-Montebello students, including, without
limitation, speech therapists, occupational therapists, behavioral therapists, and psychologists.
It is the goal of Discovery Charter School-Montebello for the principal of Discovery Charter
School-Montebello to be tasked with assuring that all aspects of the IEP and any possible 504
plans are properly implemented. All teaching staff at Discovery Charter School-Montebello will
also be involved in assuring that all IEPs and 504 plans are properly implemented.
Pending budgetary availability, Discovery Charter School-Montebello plans to employ a third

party, a Special Education Manager, that will have duties that will include:
• Ensure that all aspects of the IEP are followed;

• Arrange for the teacher of the student to attend the team meetings;
• Communicate with parents about progress made toward attaining the goals stated on the
student’s IEP, and inform them of due process procedures and rights;
• Consult quarterly with the Principal to ensure that the objectives and goals of students
with IEP’s are being met;
• Complete the requisite paperwork, updating and filing of necessary information for initial
referrals, triennial evaluations, ongoing monitoring of student progress, and appropriate
provision of any/all test modifications as stipulated in the IEP;
• Maintain a central file with all special education evaluation material and IEP’s in
accordance with FERPA and IDEA guidelines; and
• Provide a report of student progress on the same schedule as students in general
education
Staff Professional Development
The School Principal, regular and special education teaching staff, as well as other appropriate
faculty and staff members will attend professional development and/or training meetings


necessary to comply with state and federal special education laws, including those sponsored by
the County Office of Education, colleges and universities, and private companies or agencies.
Notification and Coordination
Discovery Charter School-Montebello shall follow SELPA policies as they apply to all SELPA
schools for responding to implementation of special education services. Discovery Charter
School-Montebello shall adopt and implement polices relating to all special education issues and
referrals.
Identification and Referral
Discovery Charter School-Montebello shall have the responsibility to identify, refer, and work
cooperatively in locating Discovery Charter School-Montebello students who have or may have
exceptional needs that qualify them to receive special education services. Discovery Charter
School-Montebello shall implement SELPA policies and procedures to ensure timely
identification and referral of students who have, or may have, such exceptional needs. A pupil
shall be referred for special education only after the resources of the regular education program
have been considered, and where appropriate, utilized.
Discovery Charter School-Montebello shall follow SELPA child-find procedures to identify all
students who may require assessment to consider special education eligibility and special
education and related services in the case that general education interventions do not provide a
free appropriate public education to the student in question.
Assessments
The term “assessments” shall have the same meaning as the term “evaluation” in the IDEA, as
provided in Section 1414, Title 20 of the United States Code. Discovery Charter School-
Montebello shall determine what assessments, if any, are necessary and arrange for such
assessments for referred or eligible students in accordance with applicable law. Discovery
Charter School-Montebello shall obtain parent/guardian consent to assess Discovery Charter
School-Montebello students.
IEP Meetings
Discovery Charter School-Montebello shall arrange and notice the necessary Individualized
Education Program (“IEP”) meetings. IEP team membership shall be in compliance with state
and federal law. Discovery Charter School-Montebello shall be responsible for having the
following individuals in attendance at the IEP meetings: the Principal and/or the Discovery
Charter School-Montebello designated representative with appropriate administrative authority
as required by the IDEA; the student’s special education teacher; the student’s general education
teacher if the student is or may be in a regular education classroom; the student, if appropriate;
and other Discovery Charter School-Montebello representatives who are knowledgeable about
the regular education program at Discovery Charter School-Montebello and/or about the student.
Discovery Charter School-Montebello shall arrange for the attendance or participation of all

other necessary staff that may include, but are not limited to, an appropriate administrator to
comply with the requirements of the IDEA, a speech therapist, psychologist, resource specialist,
and behavior specialist; and shall document the IEP meeting and provide notice of parental
rights.
IEP Development
Discovery Charter School-Montebello understands that the decisions regarding eligibility,

goals/objectives, program, services, placement, and exit from special education shall be the
decision of the IEP team, pursuant to the IEP process. Programs, services and placements shall
be provided to all eligible Discovery Charter School-Montebello students in accordance with the
policies, procedures and requirements of the SELPA and State and Federal law.
IEP Implementation
Discovery Charter School-Montebello shall be responsible for all school site implementation of
the IEP. As part of this responsibility, Discovery Charter School-Montebello shall provide
parents with timely reports on the student’s progress as provided in the student’s IEP at least as
frequently as report cards are provided for Discovery Charter School-Montebello’s non-special
education students. Discovery Charter School-Montebello shall also provide all home-school
coordination and information exchange. Discovery Charter School-Montebello shall also be
responsible for providing all curriculum, classroom materials, classroom modifications, and
assistive technology.
Interim and Initial Placements of New Charter School Students
Discovery Charter School-Montebello shall comply with Education Code Section 56325 with
regard to students transferring into Discovery Charter School-Montebello within the academic
school year. In accordance with Education Code Section 56325(a)(1), for students who enroll in
Discovery Charter School-Montebello from another school district within the State, but outside
of the SELPA with a current IEP within the same academic year, Discovery Charter School-
Montebello shall provide the pupil with a free appropriate public education, including services
comparable to those described in the previously approved IEP, in consultation with the parent,
for a period not to exceed thirty (30) days, by which time Discovery Charter School-Montebello
shall adopt the previously approved IEP or shall develop, adopt, and implement a new IEP that is
consistent with federal and state law.
In accordance with Education Code Section 56325(a)(2), in the case of an individual with
exceptional needs who has an IEP and transfers into Discovery Charter School-Montebello from
a district operated program under the same special education local plan area of Discovery
Charter School-Montebello within the same academic year, Discovery Charter School-
Montebello shall continue, without delay, to provide services comparable to those described in
the existing approved IEP, unless the parent and Discovery Charter School-Montebello agree to
develop, adopt, and implement a new IEP that is consistent with federal and state law.


For students transferring to Discovery Charter School-Montebello with an IEP from outside of
California during the same academic year, Discovery Charter School-Montebello shall provide
the pupil with a free appropriate public education, including services comparable to those
described in the previously approved IEP in consultation with the parents, until Discovery
Charter School-Montebello conducts an assessment pursuant to paragraph (1) of subsection (a)
of Section 1414 of Title 20 of the United States Code, if determined to be necessary by
Discovery Charter School-Montebello, and develops a new IEP, if appropriate that is consistent
with federal and state law.
Non-Public Placements/Non-Public Agencies
Discovery Charter School-Montebello shall be solely responsible for selecting, contracting with,
and overseeing all non-public schools and non-public agencies used to serve special education
students.
Non-discrimination
It is understood and agreed that all children shall have access to Discovery Charter School-
Montebello and no student shall be denied admission nor counseled out of Discovery Charter
School-Montebello due to the nature, extent, or severity of his/her disability or due to the
student’s request for, or actual need for, special education services.
Parent/Guardian Concerns and Complaints
Discovery Charter School-Montebello shall adopt policies for responding to parental concerns or
complaints related to special education services. Discovery Charter School-Montebello shall
receive any concerns raised by parents/guardians regarding related services and rights.
Discovery Charter School-Montebello’s designated representative shall investigate as necessary,

respond to, and address the parent/guardian concern or complaint.
Due Process Hearings
Discovery Charter School-Montebello may initiate a due process hearing or request for
mediation with respect to a student enrolled in Discovery Charter School-Montebello if it
determines such action is legally necessary or advisable. In the event that the parents/guardians
file for a due process hearing, or request mediation, Discovery Charter School-Montebello shall
defend the case.
SELPA Representation
Discovery Charter School-Montebello shall represent itself at all SELPA meetings.
Funding
Discovery Charter School-Montebello shall be subject to the allocation plan of the SELPA.


Special Education Strategies for Instruction and Services
Discovery Charter School-Montebello will comply with the federal mandate of the “least
restrictive environment”, meaning that the school will make every attempt to educate special
education students along with their non-disabled peers. Discovery Charter School-Montebello
will mainstream all of its students as much as is appropriate according to each individual IEP,
offering a comprehensive inclusion program that includes specialized individual tutoring through
Discovery Charter School-Montebello extended day and year. Each student’s IEP requires
different kinds of modifications for instruction and services, therefore the educational strategies
of the IEP will be built around the student’s needs and how these fit within the general
educational program of the school. The instruction outlined in each student’s IEP will be
delivered by personnel qualified to do so.
Discovery Charter School-Montebello plans to implement a pull-out/push-in method to provide

services for students with special needs. When possible, Special Education and general education
teachers collaborate to differentiate instruction and modify curriculum for students with special
needs. Discovery Charter School-Montebello plans to also provides speech, occupational
therapy, counseling, adapted physical education, educational-related intensive counseling
services, recreational therapy, and behavior intervention supports.
Discovery Charter School-Montebello plans to focus on meeting the social-emotional and

behavioral needs of students with special needs. Recognizing the importance of providing our
students the right supports in an inclusive least restrictive environment, our moderate/severe
students receive explicit instruction on social skills such as how to initiate and sustain
appropriate social interactions with peers, how to adapt to peers’ behaviors, and how to become
role models of appropriate behavior. This explicit instruction allows students to internalize the
strategies necessary to develop appropriate self- confidence and the ability to read appropriate
social cues.

WASC Accreditation
Discovery Charter School-Montebello shall obtain Western Association of Schools and Colleges
(WASC) accreditation within its charter term.
Charter School Goals and Actions to Achieve the Eight State Priorities
Please see the section “Goals, Actions and Measurable Outcomes Aligned with the Eight State
Priorities” in Element 2 of the charter for a description of Discovery Charter School-
Montebello’s annual goals to be achieved in the Eight State Priorities schoolwide and for all
pupil subgroups, as described in Education Code Section 52060(d), and specific annual actions
to achieve those goals, in accordance with Education Code Section 47605(b)(5)(A)(ii).


ELEMENT 2 MEASURABLE STUDENT OUTCOMES
Governing Law: The measurable pupil outcomes identified for use by the charter school. "Pupil
outcomes," for purposes of this part, means the extent to which all pupils of the school
demonstrate that they have attained the skills, knowledge, and attitudes specified as goals in the
school's educational program. Pupil outcomes shall include outcomes that address increases in
pupil academic achievement both school wide and for all groups of pupils served by the charter
school, as that term is defined in subparagraph (B) of paragraph (3) of subdivision (a) of Section
47607. The pupil outcomes shall align with the state priorities, as described in subdivision (d) of
Section 52060, that apply for the grade levels served, or the nature of the program operated, by
the charter school. Education Code Section 47605(b)(5)(B).
Goals, Actions and Measurable Outcomes Aligned with the Eight State Priorities
Pursuant to Education Code Sections 47605(b)(5)(A)(ii) and 47605(b)(5)(B), the table below
describes Discover Charter School-Montebello’s annual goals, actions, and measurable outcomes
to be achieved in the Eight State Priorities, as described in Education Code Section 52060(d), on
a schoolwide basis and for all pupil subgroups. Each of these goals addresses the unique needs of
students including Discover Charter School-Montebello’s anticipated numerically significant
subgroups: Students with disabilities; English Learners; Hispanic or Latino, and Asian; and
Socioeconomically Disadvantaged.
Local Control and Accountability Plan (LCAP)
Discover Charter School-Montebello shall annually update and develop the LCAP in
accordance with Education Code Section 47606.5 and shall use the LCAP template adopted by
the State Board of Education. Discover Charter School-Montebello shall submit the LCAP to
the District and County Superintendent of Schools annually on or before July 1, as required by
Education Code Section 47604.33. Discover Charter School-Montebello reserves the right to
establish additional and/or amend school-specific goals, outcomes and corresponding
assessments throughout the duration of the charter. The LCAP and any revisions necessary to
implement the LCAP shall not be considered a material revision to the charter, and shall be
maintained by Discover Charter School-Montebello at the school site.


LCFF STATE PRIORITIES
TEACHER ASSIGNMENTS AND

CREDENTIALING STATE PRIORITY #1:
BASIC SERVICES MEASURABLE OUTCOMES
ANNUAL GOALS SPECIFIC Method for Measuring: Hiring Process and
(Identify schoolwide and
subgroup goals as ANNUAL ACTIONS Annual Review
applicable)
2018- 2019- 2020- 2021- 2022-

Baseline
2019 2020 2021 2022 2023
100% of teachers All teacher N/A 100% 100% 100% 100% 100%
will credentials will be
hold a valid CA thoroughly
Teaching checked and
Credential with reviewed by the
appropriate Head of School
English learner during the
authorization as interview process
defined by the and before
CA Commission officially hiring.
on
Teaching
Credentialing and
will be
appropriately
assigned to specific
subjects and grade
levels.


ACCESS TO INSTRUCTIONAL
MATERIALS STATE PRIORITY #1: BASIC
SERVICES MEASURABLE OUTCOMES
ANNUAL GOALS Method for Measuring: Annual inventory and
(Identify schoolwide and SPECIFIC review; Monthly observations verifying student
subgroup goals as
applicable)
ANNUAL ACTIONS access to instructional materials
2018- 2019- 2020- 2021- 2022-

Baseline 2019 2020 2021 2022 2023
Each student will have Principal will conduct N/A 100% 100% 100% 100% 100%
access to instructional annual inventory of for all for all for all for all for all
materials and support as instructional materials and grades grades grades grades grades
outlined in our petition. All immediate purchase of
subgroups of students will necessary resources. 100% 100% 100% 100% 100%
receive access to resources for all for all for all for all for all
and services that equally Principal will conduct sub- sub- sub- sub- sub-
allow them to fully engage annual review of our groups groups groups groups groups
in our academic model. educational program
and analysis of
instructional impact on
learning.
Report to Board
and SSC will conduct
annual budget review
process to ensure
purchase of materials.
Principal will conduct

weekly observations to
ensure implementation of
materials and alignment to
CCSS.


FACILITIES MAINTENANCE
STATE PRIORITY #1: BASIC SERVICES
MEASURABLE OUTCOMES
ANNUAL GOALS SPECIFIC Method for Measuring: Monthly Review
subgroup goals as ANNUAL ACTIONS and Inspections
applicable)
2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
School facilities will be Principal will N/A Facilities Facilities Facilities Facilities Facilities
adequately maintained, conduct monthly will remain will remain will remain will remain will remain
routinely cleaned, and reviews of the facility in complia in complia in complia in complia in complia
repaired as necessary. and property. nce with nce with nce with nce with nce with
school school school school school
Principal will ensure and and and and and
all issues are district district district district district
addressed in a standards. standards. standards. standards. standards.
specified window.
Principal will log all

maintenance records
and track completion
of projects.
Custodial staff will

clean the facility daily.
IMPLEMENTATION OF STATE CONTENT AND PERFORMANCE

STANDARDS STATE PRIORITY #2
MEASURABLE OUTCOMES
ANNUAL GOALS Method for Measuring: BOY and Weekly Review of
(Identify schoolwide and SPECIFIC Lessons and Assessments
subgroup goals as ANNUAL ACTIONS
applicable) 2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
Core-content curriculum Principal will conduct N/A 100% 100% 100% 100% 100%
and assessments will be beginning of Year (BOY) core- core- core- core- core-
aligned to the California review of year-long scope content content content content content
State Standards (CSS) and sequence and curricular curricular curricular curricular curricular
and Next-Generation assessments ensuring alignment alignment alignment alignment alignment
Science Standards 100% alignment to CCSS to CCSS to CCSS to CCSS to CCSS to CCSS
(NGSS) and NGSS. and NGSS and NGSS and NGSS and NGSS and NGSS
Principal and supporting
staff will review and
provide feedback of
lesson plans weekly.
Teachers will attend

weekly professional
development (including
summer PD) to improve
lessons and
assessments.


PARENT
INVOLVEMENT STATE
PRIORITY #3 MEASURABLE OUTCOMES
ANNUAL GOALS SPECIFIC Method for Measuring: Parent surveys
subgroup goals as ANNUAL ACTIONS and attendance logs.
applicable)
2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
Parents at Discover School staff will N/A 100% of 100% of 100% of 100% of 100% of
Charter School- communicate our intereste d intereste d intereste d intereste d intereste
Montebello will be vision for parent families families families families d families
actively involved in our involvement during the will will will will will
community. student recruitment receive receive receive receive receive
process. this this this this this
At least 90% of parents message message message message message
will attend new-family Office Manager will
orientation. track attendance at At least At least At least At least At least
family events. 90% 90% 90% 90% 90%
At least 90% of families attendan attendan attendan attendan attendan
will score our school as Families will complete ce at ce at ce at ce at ce at
“satisfactory” on family surveys twice per year annual annual annual annual annual
surveys. that measure level of Family Family Family Family Family
parent satisfaction with Orientati Orientati Orientati Orientati Orientati
100% of new families will our educational program. on on on on on
receive a home-visit
before the start of the Office Manager will Parent Parent Parent Parent Parent
school year. track progress of home satisfactio satisfactio satisfactio satisfactio satisfactio
visits conducted by the n: n: n: n: n:
Principal and staff. 90% or 90% or 90% or 90% or 90% or
more more more more more
Home- Home- Home- Home- Home-

visits: visits: visits: visits: visits:
100% 100% 100% 100% 100%


STATEWIDE ASSESSMENTS
STATE PRIORITY #4: STUDENT ACHIEVEMENT
ANNUAL GOALS MEASURABLE OUTCOMES

(Identify schoolwide and SPECIFIC Method for Measuring: CAASPP score reports
subgroup goals as
applicable)
ANNUAL ACTIONS 2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
Students at every Principal will conduct a Differential Differential Differential Differential Differential
applicable grade level, monthly review of in in in in in
including all subgroups, assessment results proficiency proficiency proficiency proficiency proficiency
will score at a higher (internal interims, rate for all rate for all rate for all rate for all rate for all
proficiency rate by at weekly quizzes, unit subgroups subgroups subgroups subgroups subgroups
least 10% on the tests, and EOY over local over local over local over local over local
CAASPP in the areas of assessments) to schools: schools: schools: schools: schools:
ELA and Mathematics determine academic
than local schools; and progress in ELA and 10% or 10% or 10% or 10% or 10% or
5% above the CAASPP math. Based on areas of more more more more more
statewide assessment growth, school will
results in the areas of provide necessary Increase Increase Increase Increase Increase
ELA and Mathematics. intervention at the over over over over over
individual and collective CAASPP CAASPP CAASPP CAASPP CAASPP
levels. benchmark: benchmark: benchmark: benchmark: benchmark:
5% or more 5% or more 5% or more 5% or more 5% or more
Principal and supporting
staff will conduct
weekly review of lesson
plans and curriculum to
ensure alignment to
California State
Standards. Weekly
observations of teachers
to ensure delivery and
implementation matches
curricular alignment.
Principal will provide

ongoing, weekly
for teachers and staff to
improve instruction and
curriculum.


ACADEMIC PERFORMANCE INDEX

(API) STATE PRIORITY #4: STUDENT
ANNUAL GOALS ACHIEVEMENTMEASURABLE OUTCOMES
SPECIFIC
(Identify schoolwide and ANNUAL ACTIONS Method for Measuring: API (CDE)
subgroup goals as
applicable)
2018- 2019- 2020- 2021- 2022-

Baseline
2019 2020 2021 2022 2023
School will meet the Principal will provide N/A Meet or Meet or Meet or Meet or Meet or
annual API Growth weekly professional exceed exceed exceed exceed exceed
Target, or equivalent as development to further API or API or API or API or API or
determined by the CA build our quality of equivalen equivalen equivalen equivalen equivalen
Dashboard, both teaching and instruction. t growth t growth t growth t growth t growth
schoolwide and for all targets targets targets targets targets
student subgroups as Principal will review school school school school school
mandated by the CA lesson plans and wide and wide and wide and wide and wide and
State Board of Education. assessments weekly. for all for all for all for all for all
subgrou subgrou subgrou subgrou subgrou
We will achieve a Principal will review ps. ps. ps. ps. ps.
Growth API of at least student data and
800 or equivalent during progress toward goals
our first eligible year. weekly.
A-G COURSE/ CTE COURSE OF STUDY COMPLETION RATE(S) [High School

Only] STATE PRIORITY #4: STUDENT ACHIEVEMENT
(Identify schoolwide and S PECIFIC Method for Measuring: N/A
subgroup goals as
applicable)
A NNUAL ACTIONS
Baseline
2018- 2019- 2020- 2021- 2022-
2019 2020 2021 2022 2023
N/A N/A N/A N/A N/A N/A N/A N/A
ENGLISH LEARNER ADEQUATE PROGRESS

RATE STATE PRIORITY #4: STUDENT ACHIEVEMENT
(Identify schoolwide and SPECIFIC Method for Measuring: ELPAC
subgroup goals as
applicable)
ANNUAL ACTIONS
2018- 2019- 2020- 2021- 2022-

Baseline
2019 2020 2021 2022 2023
100% of EL students will Principal will train N/A 100% 100% 100% 100% 100%
advance at least one 100% of teachers on
performance level on the EL instructional
ELPAC each academic support.
year.


Teachers will provide

daily small group
instruction for ELs.
Principal will closely

monitor the progress and
performance of EL
through assessments.
ENGLISH LEARNER RECLASSIFICATION

RATE STATE PRIORITY #4: STUDENT
ACHIEVEMENT MEASURABLE OUTCOMES
ANNUAL GOALS SPECIFIC Method for Measuring: Reclassification
subgroup goals as ANNUAL ACTIONS documents, ELPAC Reports
applicable) 2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
Discover Charter School- Principal will train N/A Reclassi Reclassi Reclassi Reclassi Reclassi
Montebello’s 100% of teachers on fication fication fication fication fication
reclassification rate will EL instructional rate will rate will rate will rate will rate will
exceed the district’s support. exceed the exceed the exceed the exceed the exceed the
reclassification rate by at district’s district’s district’s district’s district’s
least 5%. Teachers will provide reclassific reclassific reclassific reclassific reclassific
daily small-group ation rate ation rate ation rate ation rate ation rate
instruction for ELs. by at least by at least by at least by at least by at least
5% 5% 5% 5% 5%
Principal will closely
monitor the progress and
performance of EL
through assessments.
AP EXAMINATION PASSAGE RATE [High Schools

(Identify schoolwide and SPECIFIC Method for Measuring: N/A
subgroup goals as
applicable)
ANNUAL ACTIONS 2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
EAP COLLEGE PREPAREDNESS RATE [High Schools




subgroup goals as
applicable)
ANNUAL ACTIONS 2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
SCHOOL ATTENDANCE RATE

STATE PRIORITY #5: STUDENT ENGAGEMENT
MEASURABLE OUTCOMES
ANNUAL GOALS Method for Measuring: Average Daily Attendance Rates
(Identify schoolwide and SPECIFIC
subgroup goals as
applicable)
ANNUAL ACTIONS 2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
School averages 95% or Office Manager will N/A 95% or 95% or 95% or 95% or 95% or
more daily student make daily (morning) more. more. more. more. more.
attendance annually. calls home to families
of absent students.
Office Manager will

schedule a family
conference with
Principal after three
student absences.
Student is placed on
individual attendance
plan.
Teachers will deliver

monthly and trimester
positive incentives for
students with 100%
attendance.


CHRONIC ABSENTEEISM RATE

STATE PRIORITY #5: STUDENT ENGAGEMENT
(Identify schoolwide and SPECIFIC Method for Measuring: Attendance
subgroup goals as
applicable)
ANNUAL ACTIONS Rates
2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
At least 90% of students Office Manager will N/A 90+% of 90+% of 90+% of 90+% of 90+% of
will maintain an attendance make daily (morning) students students students students students
rate of 95% or higher. calls home to families have have have have have
of absent students. attendanc attendanc attendanc attendanc attendanc
Fewer than 3% of e rate e rate e rate e rate e rate
students will be Office Manager will of 95+% of 95+% of 95+% of 95+% of 95+%
demonstrate chronic schedule a family Fewer Fewer Fewer Fewer Fewer
absenteeism. conference with than 3% than 3% than 3% than 3% than 3%
Principal after three of of of of of
student absences. students students students students students
are are are are are
chronica chronica chronica chronica chronica
lly absent lly absent lly absent lly absent lly absent
DROPOUT RATE [Middle and High Schools

Only] STATE PRIORITY #5: STUDENT
ENGAGEMENT MEASURABLE OUTCOMES
ANNUAL GOALS
(Identify schoolwide and SPECIFIC Method for Measuring: Dropout
subgroup goals as
applicable)
ANNUAL ACTIONS Baseline 2018- 2019-Rates2020- 2021- 2022-
2019 2020 2021 2022 2023
GRADUATION RATE [High Schools

Only] STATE PRIORITY #5: STUDENT
ENGAGEMENT MEASURABLE OUTCOMES
ANNUAL GOALS
subgroup goals as
applicable)
ANNUAL ACTIONS 2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023


STUDENT SUSPENSION RATE

STATE PRIORITY #6: SCHOOL CLIMATE
ANNUAL GOALS SPECIFIC MEASURABLE OUTCOMES
subgroup goals as
ANNUAL ACTIONS Method for Measuring: Suspension
applicable) Rates
2018- 2019- 2020- 2021- 2022-

Baseline
2019 2020 2021 2022 2023
School will minimize the Principal will provide N/A 2% or 2% or 2% or 2% or 2% or
use of suspension. professional development less less less less less
targeting effective
School will average 2% classroom management
suspension rate or lower techniques.
annually.
Principal will actively
involve and engage
parents when student
misbehavior persists.
Ongoing student
misbehavior will result
in an individualized
behavior improvement
plan created by the
Principal or supporting
staff.
STUDENT EXPULSION RATE

STATE PRIORITY #6: SCHOOL CLIMATE
(Identify schoolwide and SPECIFIC Method for Measuring: Expulsion
subgroup goals as
applicable)
ANNUAL ACTIONS Baseline Rates
2018- 2019- 2020- 2021- 2022-
2019 2020 2021 2022 2023
School will minimize the Principal will provide N/A 1% or less 1% or less 1% or less 1% or less 1% or less
use of expulsion. professional development
targeting effective
School will average 1% classroom management
expulsion rate or lower techniques.
annually.
Principal will actively
involve and engage
parents when student
misbehavior persists.
Ongoing student
misbehavior will result
in an individualized
behavior improvement
plan


[OTHER LOCAL MEASURE(S) OF SCHOOL

CLIMATE] STATE PRIORITY #6: SCHOOL
CLIMATE MEASURABLE OUTCOMES
ANNUAL GOALS
(Identify schoolwide and SPECIFIC Method for Measuring: Satisfaction Survey score report
subgroup goals as
applicable)
ANNUAL ACTIONS 2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
On our annual Discover Charter Approval Approval Approval Approval Approval
teacher/parent/student School-Montebello will rating: rating: rating: rating: rating:
surveys, 90% or more will provide professional 90% or 90% or 90% or 90% or 90% or
rate the school as “strong” development and more more more more more
or higher (based on a 1-5 coaching of every rate the rate the rate the rate the rate the
scale: very weak, weak, teacher.
neutral, strong, and very school school school school school
strong). “strong” “strong” “strong” “strong” “strong”
We will host daily or or or or or
student morning
higher higher higher higher higher
meetings to foster
community. Participa Participa Participa Participa Participa
tion rate: tion rate: tion rate: tion rate: tion rate:
We will send home 100% of 100% of 100% of 100% of 100% of
daily skills and
teachers, teachers, teachers, teachers, teachers,
progress reports and
90% of 90% of 90% of 90% of 90% of
host multiple family
students, students, students, students, students,
events to build
and 75% and 75% and 75% and 75% and 75% of
community and
of parents of parents of parents of parents parents
support.
BROAD COURSE OF
STUDY STATE PRIORITY
#7
MEASURABLE OUTCOMES
ANNUAL GOALS
(Identify schoolwide and SPECIFIC Method for Measuring:
subgroup goals as
applicable)
ANNUAL ACTIONS
2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
100% of students, Discover Charter School- N/A 100% 100% 100% 100% 100%
including all significant Montebello will plan and
subgroups, will have provide strategic course
access to a broad course offerings and curriculum
of study in mathematics, that allows all student to
ELA, history/social access a broad course of
sciences, science, study.
physical education, and
technological literacy.


OTHER STUDENT
OUTCOMES
STATE PRIORITY #8
(Identify schoolwide and SPECIFIC Method for Measuring:
subgroup goals as
applicable)
ANNUAL ACTIONS
2018- 2019- 2020- 2021- 2022-
Baseline
2019 2020 2021 2022 2023
80% of students enrolled at Principal will conduct 80% 80% 80% 80% 80%
the Charter School for a full annual inventory of
academic year will receive a instructional materials and
grade of “C” or better. immediate purchase of
necessary resources.
Principal will conduct

annual inventory of
instructional materials and
immediate purchase of
necessary resources.
80% of students enrolled at Principal will review 80% 80% 80% 80% 80%
the Charter School for a full student data and
academic year will perform progress toward goals
at “proficient” on the related weekly
state standardized tests) in
core subjects (English,
mathematics, social sciences,
science) and electives.


ELEMENT 3: METHODS TO ASSESS STUDENT PROGRESS
Governing Law: The method by which pupil progress in meeting those pupil outcomes is to be
measured. To the extent practicable, the method for measuring pupil outcomes for state
priorities shall be consistent with the way information is reported on a school accountability
report card. Education Code Section 47605(b)(5)(C).
How data will be gathered
As stated in Element 1, Discovery Charter School-Montebello will seek to quickly identify

students who may be low-achieving in the first weeks of the academic year, and will implement
an early intervention program. Students who are achieving substantially below grade level will
be identified through multiple measure assessments including Smarter Balanced interim
assessments, diagnostic tests, and teacher-designed tests. In addition to assessments during the
first few weeks of school, each student is invited to an introduction meeting between the
student’s homeroom teacher and parents prior to the start of the school year. This meeting opens
communication between home, school, and student and includes a brief review of student goals
and concerns for the year, including highlights of the student’s past academic history.
Also, Discovery Charter School-Montebello will use state-mandated tests to monitor each
student’s performance and academic growth. State-mandated tests will be administered as
required by law. Other standards-aligned assessment tools (such as interim assessments, teacher-
designed tests, publisher-designed tests, portfolios, presentations, etc.) will also help teachers
evaluate students.
Discovery Charter School-Montebello will continue over time to examine and refine its methods
for assessing student outcomes to reflect the school’s mission and any changes in statewide
student assessments that may become applicable to charter schools.
Discovery Charter School-Montebello believes assessment should be meaningful to teachers,

students, parents, and stakeholders so they can make evidence-based decisions with accurate and
comprehensive data. In order to view student achievement from multiple angles and to avoid
evaluating students solely on high-stakes tests, Discovery Charter School-Montebello will assess
student progress using multiple methods (as described in Element 2):
• State-mandated assessments including the California Assessment of Student

Performance and Progress (CAASPP) tests, the Physical Fitness Testing, and the ELPAC,
given per state requirements. These forms of assessments tend to be summative and
grade-level or standards based.
• Computer-adaptive interim testing such as interim block assessments (CAASPP).
• Teacher-designed formative and summative assessments using published instructional
materials. This form of assessment informs daily instruction and evaluates student work
relating to a particular unit or assignment.


• Portfolio and Performance work produced by students and assessed using rubrics.
These assessments allow for more open-ended, complex, and even collaborative
demonstration of student skills.
• Surveys of stakeholders to gather trends, feedback, and progress towards goals.
Use and reporting of data
The results of these multiple measures of student achievement will be used to evaluate progress.
The School’s staff, led by the Principal, will collect, analyze and review the results of school-
wide assessment and recommend modifications, if they are needed, to the school’s curriculum
and other programs. Parents will be apprised of their students’ progress through report cards at
the end of each trimester as well as at two student-led conferences. The school will record
grades, attendance, homework, and student progress reports online, and provide regular access to
parents. For those parents without access to a computer, Discovery Charter School-Montebello
will have at least one computer on campus available for parent use in the main office and it will
be available on a first come first serve basis.
Teachers will use standards-aligned formative assessments to continually monitor student

progress and to make adjustments on the curriculum and instructions when such is necessary and
appropriate. The progress of EL students will be monitored using the ELPAC, teacher
evaluations (based on teacher-designed tests and performance on class work and homework), and
parent input. Students who have been re-designated as English proficient will be monitored for at
least two years following their re-designation.
Student information system

Discovery Charter School-Montebello will use a School Information System, such as
PowerSchool, to document, track, manage, and disseminate student data to appropriate parties,
including mandated reporting (i.e. CALPADS). Students, parents, teachers, and administration
will have access to online portals of information appropriate to their role. The SIS will allow
School officials to easily identify student needs, set goals, and track progress. Staff members
will be trained in understanding student data and are given time weekly to reflect on teaching
goals and also participate in regular Data Professional Development days where they can work
more deeply to refine their instruction and evaluate interventions.
The SIS will provide a school staff interface for school operations, activities, and classroom
management, in class and homework assignment grading, a student information system with the
ability to track assessment data, and a parent relationship management portal with email
capability. The school will test several systems prior to the start of the school year to make a
decision on the SIS that will best meet the needs of our students, families, and teachers.
Parent/student involvement
Discovery Charter School-Montebello strongly believes that learning best occurs when there is
strong communication between home and school. Parents are our partners in educating students.
At the start of each school year, teachers will conduct home visits for all the students in their
class. During this home visit, parents, teacher and student will meet to document the student’s


strengths, challenges, goals, and plan next steps for each member of the team. These goals will
be referred to throughout the year and new goals set as needed. Keeping parents well informed of
their child’s progress and development is key to engaging them as stakeholders in their child’s
education. Discovery Charter School-Montebello will send home student Trimester Assessment
Reports three times a year and semester Progress Reports twice a year. We will hold two formal
parent-student-teacher conferences annually, plus additional conferences when needed. Parents
will attend three to six parent education events a year. Teachers will maintain in-person, phone,
and email communication regularly. The Principal will send home bi-monthly newsletters about
school curriculum and activities.
Parents and students at Discovery Charter School-Montebello will have access to the SIS and
will be a part of the goal-setting team. Throughout the year, students will learn to understand
their own data—from state scores, to academic progress, to performance on rubrics or teacher-
developed assessments. The purpose of data is always to celebrate and build on strengths and to
set goals for areas of improvement. Students should not feel that grades, test scores, or
instructional decisions are made “at random” and only by teachers, but that their education is
responsive to their individual needs and performance. In addition to 24/7 access to the SIS,
parents will also receive formal mid-trimester progress reports, end of trimester final reports, and
are invited to two additional student-led conferences per year with their student’s teacher.
Portfolio and Performance

Our students will be engaged in inquiry-based learning that results in a rich collection of student
work. For each trimester, students will participate in at least one demonstration of learning such
as presenting research, delivering a demonstration, participating in a visual or performing arts
display, or leading a lesson. Students will also contribute specific work to their portfolio,
collection of their work that meets grade-level and/or subject areas rubric requirements to
showcase their learning. The purpose of portfolio and performance work is to gather the often
messy and “non-standardized” evidence students generate when they are engaged in learning and
to ensure that all modalities and learning levels are represented when considering student
academic data. Discovery Charter School-Montebello will select an established online platform
designed to host and facilitate student portfolios.
School-year Calendar: Data Dives during PD

The Discovery Charter School-Montebello is arranged into trimesters of approximately 12
weeks. Every three weeks, the regular Wednesday staff meeting is designed as a Data Dive
where staff use established protocols and guidelines to evaluate and disaggregate current student
performance, and adjust plans for instruction, as well as, develop intervention steps. Having
regularly dedicated Data Dives ensures teachers have the time and structures to evaluate student
progress and adjust accordingly. This ongoing evaluation is particularly vital for students who
are at risk, under performing, or receiving targeted supports.
In addition, the calendar provides a full-day staff day in October and March for staff to digest
data in-depth. These days fall prior to Student-led conferences where students, prepared with the
help of their teachers, are able to present their learning, progress, and goals to their parents.


Report cards
Parents, students, and teachers have 24/7 access to an online SIS which will include gradebook
information. However, formal report cards will also be generated at the end of each trimester
and progress cards at the mid-point of each trimester. These reports will be mailed home as an
additional tool to communicate student progress to families.
Student-led Conferences
Student-led conferences put children in the driver’s seat of their own education, engaging them
in gathering evidence and tracking the progress of their learning through portfolios, classwork,
and assessments. Student-led conferences will be held in October, around the mid-point of the
trimester, so that goals for the year can be set and shared by parents, students, and teachers. The
second student-led conferences will take place at the end of the second trimester, when students
are able to demonstrate how much they have mastered and what goals they have for the
remaining trimester. Prior to both conferences, students and teachers will work together to build
a presentation of the student’s work. Conferences will follow age-appropriate scripts or template
so that students can clearly and comprehensively share with their families. Parents will always
invited to schedule additional conference time with their child’s teacher if they have questions or
concerns they would like to discuss without their child present. Teachers will have a PD day
prior to conference weeks to prepare as well as an Early Release schedule throughout the week to
free time for meetings.
School Accountability Report Card (SARC) and LCAP
Discovery Charter School-Montebello shall adhere to all state testing requirements and produce a
SARC and LCAP in accordance with state law. As established in the petition, Discovery Charter
School-Montebello will utilize diverse assessments that are aligned with the curriculum and
instructional program, and compliant with state mandates. These will be administered according
to the assessment cycle described within the petition. Further, Discovery Charter School-
Montebello affirms that its methods for measuring pupil outcomes for the State Priorities, as
described the charter, shall be consistent with the way information is reported on a School
Accountability Report Card as required by Education Code Section 47605(b)(5)(C).


ELEMENT 4: GOVERNANCE
Governing Law: The governance structure of the charter school, including, but not limited to,
the process to be followed by the charter school to ensure parental involvement. Education Code
Section 47605(b)(5)(D).
Nonprofit Public Benefit Corporation
Discovery Charter School-Montebello will be a directly funded, independent charter school, and
will be operated by Legacy Charter Public Schools, a California nonprofit public benefit
corporation pursuant to California law upon approval of this charter.
Discovery Charter School-Montebello will operate autonomously from the Montebello Unified
School District, with the exception of the supervisory oversight as required by statute and other
contracted services as may be negotiated with the District. Pursuant to California Education
Code Section 47604(c), Montebello Unified School District shall not be liable for the debts and
obligations of Discovery Charter School-Montebello, or for claims arising from the performance
of acts, errors, or omissions by Discovery Charter School-Montebello as long as Montebello
Unified School District has complied with all oversight responsibilities required by law.
Discovery Charter School-Montebello/ Legacy Charter Public Schools will be solely responsible
for the financial debts and legal obligations of the Charter School in accordance with Education
Code section 47604.
In the Appendix, please find the Legacy Charter Public Schools Articles of Incorporation,
Bylaws, and Conflict of Interest Code.
Governance Structure
Discovery Charter School-Montebello will be governed by a nonprofit Board of Directors in

accordance with its adopted Bylaws, which shall be consistent with the terms of this charter.
The organizational chart below displays Discovery Charter School-Montebello’s governance

structure and shows the relationship between the Board of Directors, the school leadership and
staff of the school.


Board of Directors
Principal
Assistant Principal Assistant Principal English Learner

Technology
Office Manager Certiicated Staff of Academics of Students School Site Council Advisory
Committee
(if applicable) Committee
Classified Staff
Composition of Board of Directors
The Board of Directors shall be comprised of community members. The authorized number of
directors on the Discovery Charter School-Montebello Board shall not be less than five (5) and
not greater than seven (7). The Board shall strive to include members with experience and
expertise in all of these areas: education, technology, law, government, business,
finance/accounting, fundraising, facilities, public relations, and other relevant disciplines. In
accordance with Education Code Section 47604(b), the District may appoint a representative to
sit on the Board of Directors. All directors shall have full voting rights, including any
representative appointed by the District under Education Code Section 47604(b).
The Board seeks to have a diverse board that can provide a variety of expertise, opinions, and
perspectives to help the organization continue to improve. With the exception of the initial
Board, directors shall elected by the vote of a majority of directors then in office.
Each director shall hold office for 2 years, except for the initial Board, which shall have
staggered terms in accordance with the Bylaws. In accordance with the Bylaws, there shall be no
limitation upon the number of consecutive terms which a director may be reelected.
Discovery Charter School-Montebello’s Principal will work closely with the Board of Directors
to ensure that board members fully support the school’s mission, culture, and goals. The
qualifications sought in those candidates interested in serving on the Board include but are not
limited to:
• A dedication to furthering the vision and mission of Discovery Charter School-

Montebello;


• Expectation that all children can and will learn and realize high academic achievement;
and
• Specific knowledge, experience, and/or interest in in at least one of the 15 elements of the
charter petition.
Board Recruitment and Selection Process
It is important that every member of the Board of Directors is aligned with the needs and
expectations of Discovery Charter School-Montebello. We will achieve this by ensuring
potential candidates are invested in the school’s mission, understand the expectations for Board
participation, and have a vision for their contribution to the Board. We will achieve this
alignment through the following board recruiting process:
• The Board or staff member who knows the prospective Board member will have an initial
conversation with the prospect to gauge interest and dedication to the school’s mission.
o All prospective Board members receive a short questionnaire that asks about their
experience and the reasons why they are interested in participating as board
members.
o The prospective Board member questionnaires are reviewed by Discovery Charter
School-Montebello’s Board and will use this to gauge the prospective Board
member’s qualifications, fit and desire to serve.
• Board meets with prospective Board members and decides who is selected to the Board
based on responses, qualifications and desire to serve.
Roles and Responsibilities of Board Members
The Board of Directors’ primary responsibility is to help set policies and work with the Principal
and provide guidance. The Board is empowered to:
• Forward the mission of Discovery Charter School-Montebello.

o Understand and support Discovery Charter School-Montebello’s mission.
o Serve as ambassadors and advocates for Discovery Charter School-Montebello by
promoting the mission with the broader community.
• Influence strategy
o Review and provide feedback on both the short and long term goals and strategic
plans of Discovery Charter School-Montebello to help the organization further its
mission and achieve its vision.
o Develop the strength of the board through assessment, recruitment, self-
assessment and training.
• Lead governance
o Be an informed and engaged stakeholder, including attendance at Board of
Directors meetings.
o Understand and comply with the regulatory and legal requirements required of a
director of a public agency.
• Oversee administration


o Ensure that Discovery Charter School-Montebello complies with state and federal
regulations and upholds the mission of the charter.
o Approve operational policies that support the mission and goals of Discovery
Charter School-Montebello.
o Review, advise, support and hold accountable the Principal.
o Ensure that Discovery Charter School-Montebello is compliant with its internal
policies and procedures.
o Comply with all meeting requirements and administrative functions as outlined in
the charters and bylaws.
o Review and understand Discovery Charter School-Montebello’s academic
performance results.
• Participate in fundraising
o Actively participate in fundraising to ensure that Discovery Charter School-
Montebello has adequate resources to achieve its goals.
Board Professional Development
To prepare each new Board member to quickly become an asset to Discovery Charter School-
Montebello, there is an orientation plan led by the Board President that shall take place prior to
anyone joining the Board of Directors. This orientation shall include, but not be limited to:
• Learn about the organization, culture, mission, vision, strategic priorities, financial health
and academic results.
• Learn the environment in which Discovery Charter School-Montebello operates,
including key stakeholders (authorizers, funders, etc.).
• Ensure strong understanding of the operations of the Board.
• Mandatory Brown Act training.
Board members shall receive ongoing professional development on topics including:
• Annual mandatory training on the Brown Act and conflicts of interest.

• Ongoing investments in building Board member knowledge of both the organization as
well as the environment in which it operations.
• Governance Procedures and Operations.
Board of Directors Meetings
The Board of Directors shall hold public meetings in accordance with the Ralph M. Brown Act.
In the conduct of meetings, the Board will:
• Publicly post an agenda at least 72 hours prior to all regular Board meetings in
accordance with the Ralph M. Brown Act on Discovery Charter School-Montebello’s
website and in the school’s main office.
• Hold all meetings within the boundaries of the Montebello Unified School District.
• Set aside time at each meeting for public comment.
• Conduct all votes in public, unless a vote is permissibly cast in closed session.

• Upon request, provide to members of the public copies of any materials provided to the
Board.
• Approved minutes from the previous Board meeting are posted on Discovery Charter
School-Montebello’s website.
The Discovery Charter School-Montebello Board of Directors will meet monthly during the
school year (10 times per year or more). The Board Secretary is responsible for recording
governing board actions.
Quorum and Voting
A majority of the authorized number of Directors then in office shall constitute a quorum. Every
action taken or decision made by a majority of the Directors present at a meeting duly held at
which a quorum is present is an act of the Board, subject to the more stringent provisions of the
California Nonprofit Public Benefit Corporation Law, including, without limitation, those
provisions relating to (a) approval of contracts or transactions in which a Director has a direct or
indirect material financial interest, (b) approval of certain transactions between corporations
having common directors, (c) creation of and appointments to committees of the Board, and (d)
indemnification of Directors. A meeting at which a quorum is initially present may continue to
transact business, notwithstanding the withdrawal of Directors, if any action taken is approved
by at least a majority of the required quorum for such meeting.
Conflict of Interest
The Board shall adopt a Conflict of Interest Code that complies with the Political Reform Act
and Corporations Code conflict of interest rules, and which shall be updated with any charter
.
school-specific conflict of interest laws or regulations As noted above, the Conflict of Interest
Code is attached within Appendix D. As required, the Conflict of Interest Code will be
submitted to the County Board of Supervisors for approval.
Stakeholder Involvement
Parent Involvement
Discovery Charter School-Montebello believes that parent involvement translates into increased
student achievement. Discovery Charter School-Montebello encourages, honors, and respects
parent voice. Parent involvement and the inclusion of the parent voice is essential and is ensured
in the following ways:
School-parent meetings shall be held regularly while the school is in session and more frequently
as necessary in order to facilitate the communication process between parents and the governing
board. We will have monthly standing Coffee With The Principal meetings and at times will hold
additional meeting if necessary. Parents will meet with staff and administrators for report card
conferences four times throughout the year. Parents will be advised that the administrators and
teaching staff will be available for additional conferences as needed or as requested by parents.


Parents shall be encouraged to serve on the School Site Council. Parents shall be consulted and
advised regarding the school’s educational programs and student progress through meetings and
informational bulletins on an ongoing basis.
Parents shall be encouraged, but not required, to provide service to the school in areas that will
enhance the educational development of their children. Service opportunities may include but not
be limited to assistance in classrooms, tutoring, supervision, clerical support, supervision of
student field trips, and supporting and organizing parent meetings. Parents will determine the
type of work they may contribute to the educational development of the children based on their
own particular interests, strengths and free time.
Discovery Charter School-Montebello will provide parent workshops and education classes, in
English and Spanish language. Workshops may include the following:
• English as a Second Language

• Monitoring The Use of the Internet by your Child
• Adolescent Psychology and Behavior
• Helping Your Child with Homework
• Planning Educational Family Outings
• Planning Your Child’s Educational Future (High School and College)
The content of these workshops are designed to assist parents in the educational development of
their children. We believe that these workshops will help parents feel connected to the school
community. The staff and school site administrator will maintain open lines of communication at
all times with all parents.
Annually, a parent satisfaction survey will be sent home and collected to obtain a sense of parent
and student satisfaction. The results of this survey will be shared with the entire staff of the
school, the School Site Council, the Board of Directors, and at the Coffee with the Principal
meetings.
School Site Council (SSC)
Our collaboration with parents is an indispensable part of our school. We view our parents as
partners in the education of their children and will seek their input regularly through our School
Site Council, which will meet once a month. The SSC shall be composed of the Principal,
teachers, other school personnel, and parents. The teachers, other personnel, and parents shall be
selected by their peers to serve on the SSC. The SSC’s main responsibilities will be to develop,
review, and monitor implementation of the school’s LEA plan, and to review relevant data to
align state and categorical funding to the plan.
Within SSC meetings, parents will be encouraged to provide feedback on how to improve or
strengthen the school. Through the SSC, school leaders will engage directly with and listen to
parents, and they can respond or follows up directly with the impacted stakeholders.


English Learner Advisory Committee (ELAC)
The ELAC will be composed of parents or guardians of EL students, and others, and will be
responsible for advising the Principal and staff in the development of programs and services for
English Learners. The ELAC shall also be responsible for assisting in the development of the
school needs assessment, language census, and ways to make parents aware of the importance of
regular school attendance. ELAC meetings will be conducted monthly.
Technology Committee
Discovery Charter School-Montebello views technology use as a tool to enhance learning and
support the educational process. To be an educated person of the 21st century, Discovery Charter
School-Montebello believes that students must have technology infused throughout the
curriculum in order to develop the essential skills necessary to become contributing and
productive members of society. The most critical consideration is the Digital Divide, in which
being technology literate is an especially important element in our students’ futures because of
their socio-economic status and access to information. Our students must be able to work with
technology fluidly and not as a separate subject.
Students will utilize a variety of technology tools to access, manipulate, exchange, create
information, and to demonstrate learning. Tools such as the Internet, word processors,
databases, spreadsheets, publishing software, media editors, etc. will be integrated into
curriculum. Students will be required to utilize technology as an outcome in their coursework.
Technology Committee will consist and will not be limited to:

• (1) Parent Representative
• (3) Certificated Representatives
• (2) Classified Representatives
• (1) Administrator
The Technology Committee is tasked to ensure the success of the above stated goals by:
• Ensure proper professional development is provided for the staff
• Ensure all appropriate technology hardware is accessible to students
• Ensure the technology infrastructure is up to date for connectivity purposes
• Creates and updates the school’s Technology Plan
• E-Rate


ELEMENT 5: EMPLOYEE QUALIFICATIONS
Governing Law: The qualifications to be met by individuals to be employed by the charter

school. Education Code Section 47605(b)(5)(E).
Equal Employment Opportunity
Discovery Charter School-Montebello believes that all persons are entitled to an equal
employment opportunity. The Charter School shall not discriminate against qualified applicants
or employees on the basis of race, color, religion, gender, gender identity, sexual orientation,
pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental
disability, medical condition, or any other characteristic protected by California or federal law.
Equal employment opportunity shall be extended to all aspects of the employer-employee
relationship, including recruitment, hiring, upgrading, training, promotion, transfer, discipline,
layoff, recall, and dismissal from employment.
Discovery Charter School-Montebello will ensure that:
• Teacher credentials are equal to those required by the District as applicable and required
by law for core and college prep courses.
• Teachers and all paraprofessionals will meet the requirements for employment of
California Education Code section 47605(l) and the applicable provisions of the ESSA.
• Discovery Charter School-Montebello is a school of choice and no employee will be
forced to work at the Charter School.
• Discovery Charter School-Montebello will comply with all applicable state and federal
laws regarding background checks and clearance of all personnel.
• Discovery Charter School-Montebello will comply with all State and federal laws
concerning the maintenance and disclosure of employee records.
• Discovery Charter School-Montebello will comply with all State and federal mandates
and legal guidelines relative to ESSA.
School Staffing
The table below shows the positions that will be filled each academic year as some roles are
dependent on student enrollment.
Position 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023
Principal X X X X X
Assistant X X X X
Principal of
Academics
Assistant X X X X
Principal of


Students
Teachers X X X X X
(General
Education,
Special Education
and PE)
Paraeducators X X X X X
(General
Education &
Special
Education)
Legacy Charter Public Schools may also hire additional executive staff during the term of this
Charter, including a Chief Executive Officer, Chief Academic Officer, Chief Operating Officer,
and Chief Financial Officer. The addition of such position(s) shall be by decision of the Board of
Directors considering the needs of the corporation and Charter School, and if/when such
position(s) are added, a material revision of this Charter shall not be required.
Principal
The Principal is responsible for the overall academic program and management of the school.
S/He is the primary person responsible for keeping the school focused on realizing its mission
and vision of the school. The Principal’s chief responsibility is to support, guide, and develop
teachers in their pursuit of teaching excellence. Duties include, but are not limited to, the
following:
• Student Performance
o Set and enforce rigorous standards for student achievement.
o Ensure the academic program meets or exceeds yearly student outcome and
measured by the CAASPP.
• Organizational Leadership
o Develop organizational goals and objectives consistent with the mission and
vision of the school.
o Lead teachers in developing a healthy school culture aligned with the mission and
vision.
o Create a culture of excellence, team work and collaboration amongst the staff,
teachers, students and families.
o Foster a school climate that supports both student and staff success and promotes
respect and appreciation for all students, staff and parents.
o Oversee all programs, services, and activities to ensure that program objectives
are met.
o Manage student recruitment and enrollment process to ensure that the school
achieves its targeted enrollment projections.


o Ensure the safety and security of all students, staff, visitors, and public and private
property.
o Address any disciplinary issues fairly and immediately.
• Instructional Leadership
o Manage, evaluate and develop a team of teachers.
o Work with teachers to constantly assess and improve student achievement results.
o Ensure use of effective, research-based teaching methodologies and practices.
o Implement data-driven instruction and lead discussions about student
performance.
o Work with teachers to improve their teaching practice through coaching,
professional development, modeling, and collaborative planning.
o Keep abreast of successful instructional methodologies and practices.
o Provide high quality curricular training and resources to staff.
o Ensure consistencies in instruction and practice amongst team of teachers.
o Foster culture of professionalism among teachers and staff.
o Ensure learning environment and classroom instruction maximizes student
learning.
o Monitor progress of all students.
o Supervise and mentor all teachers.
• Operational Leadership
o Oversee routine facilities maintenance.
o Oversee management of school records and resources as necessary.
o Participate in fund raising activities.
o Ensure compliance with local, state, and federal laws and regulations and court
orders.
• Personnel
o Recruit, select, and hire school staff, including teachers and school-based support
staff.
o Continually monitor progress on all measures of school and staff performance.
o Ensure legal hiring and termination.
o Oversee any and all disciplinary actions.
o Provide for adequate supervision, training, and evaluation of all staff and
volunteers.
o Communicate the vision that supports the school’s goals and values.
• Community Relations
o Serve as liaison between teachers, parents, and the community.
o Exhibit a high degree of professionalism in all elements of this position, while
serving as a contributing member of the School, as well as, a dedicated role model
for other employees.
Qualifications


• BA required; MA preferred.
• Valid teaching credential required.
• Administrative credential or current enrollment in an administrative credentialing
program required.
• Minimum of three years of successful, full-time, lead teaching experience required.
• Minimum of two years of administrative or leadership experience in a school setting
required.
• Strong written and oral communication skills.
Evaluation
• The Principal will be evaluated the Board of Directors by utilizing the California
Professional Standards for Educational Leaders (CPSEL):
http://www.ctc.ca.gov/educator-prep/standards/CPSEL-booklet-2014.pdf.
Assistant Principal of Academics
The Assistant Principal of Academics is a leadership position at Discovery Charter School-

Montebello and supports the Principal in the instructional, operational, personnel and community
aspect of the school.
School responsibilities include:
• General
o Supports planning and attends designated school functions outside of school
hours.
o Builds family and community relationships through home visits, participation in
parent workshops, assemblies and community engagement activities.
o Exemplifies school values, operates under school-wide norms and expectations.
o Seeks and implements feedback from stakeholders (parents, direct reports,
manager, etc.) and offers feedback in an honest, respectful and timely way.
o Other duties as assigned.
• Knowledge and Abilities

o Observes teachers weekly and provides them with ongoing feedback to improve
instruction.
o Oversees instructional planning and design for teachers.
o Sets clear long- and short-term measurable goals to drive instruction.
o Communicates goals in order to invest stakeholders (parents, students, staff, etc.)
o Provides model lessons and observations.
o Ensures teachers administer formal and informal assessments to drive instruction.
o Provides necessary accommodations and modifications for the growth and
success of all students and teachers.
Qualifications and desired characteristics:


• BA or BS required; and MA or MS preferred.

• Possession of a valid preliminary or other credential authorizing service as an elementary
teacher issued by the California Commission on Teacher credentialing.
• Bilingual in English and Spanish.
• Four years of successful full-time teaching experience
• Excellent organizational, planning and implementation skills.
• Ability to establish relationships and communicate effectively with multiple
constituencies.
Evaluation
• The Assistant Principal of Academics will be evaluated the principal by utilizing the
California Professional Standards for Educational Leaders (CPSEL):
Assistant Principal of Students
The Assistant Principal of Students is a leadership position at Discovery Charter School-

Montebello and supports the Principal in the instructional, operational, personnel and community
aspect of the school.
School responsibilities include:
• General
o Supports planning and attends designated school functions outside of school
hours.
o Builds family and community relationships through home visits, participation in
parent workshops, assemblies and community engagement activities.
o Exemplifies school values, operates under school-wide norms and expectations.
o Seeks and implements feedback from stakeholders (parents, direct reports,
manager, etc.) and offers feedback in an honest, respectful and timely way.
• Knowledge and Abilities

o Establishes and maintains productive, collaborative relationships with others.
o Relates to students with mutual respect while carrying out a positive and effective
disciplinary program.
o Models school’s standards of ethics, confidentiality, and professionalism.
o Reads, interprets, applies, and explains rules, regulations, policies, and
procedures.
o Facilitates Student Success Team meetings.
o Supports students’ behavior through the implementation of Positive Behavior
Intervention and Support system.
Qualifications and desired characteristics:


• BA or BS required; and MA or MS preferred.

• Possession of a valid preliminary or other credential authorizing service as an elementary
teacher issued by the California Commission on Teacher credentialing.
• Bilingual in English and Spanish.
• Four years of successful full-time teaching experience.
• Excellent organizational, planning and implementation skills.
• Ability to establish relationships and communicate effectively with multiple
constituencies.
Evaluation
• The Assistant Principal of students will be evaluated the principal by utilizing the
California Professional Standards for Educational Leaders (CPSEL):
Teachers
Discovery Charter School-Montebello seeks dynamic educators to teach our students. The
primary responsibilities of all teacher are to ensure that students achieve and/or exceed grade
level standards. Other responsibilities include: delivering a high-quality, rigorous, and effective
curriculum; planning, implementing, and reflecting upon all aspects of instruction in the assigned
areas in order to realize the school’s mission and vision.
Duties & Responsibilities include:
• Teach the academic skills and foster the intellectual habits.

• Contribute to the design of a rigorous curriculum that includes the school’s standards as
well as the California State Standards.
• Plan, prepare, and implement lesson plans that utilize a variety of instructional strategies
and differentiate teaching based on the diverse and individual needs of all students.
• Implement classroom management techniques to create a nurturing, safe, and structured
learning classroom environment.
• Maintain high expectations for students’ academic achievement and conduct.
• Develop and administer a variety of assessments to measure students’ growth towards
goals and monitor student mastery of the content standards.
• Analyze informal and formal student assessment results and use this information to drive
and inform instruction.
• Participate actively in all professional development sessions and reflect on teaching craft
to make improvements.
Requirements & Qualifications for Teachers
• Possession of a valid internship, preliminary, or clear California teaching credential.

• Possession of a Bachelor’s Degree from an accredited institution of higher learning.
o Preferred two years of successful, full-time, lead teaching experience required.


• Possession of either a Bilingual, Cross-cultural, Language and Academic Development

(BCLAD) certificate; a Cross-cultural, Language and Academic Development (CLAD)
certificate; a Bilingual Certificate of Competence (BCC); or a Language Development
Specialist (LDS) certificate.
• In accordance with Education Code Section 48000(g), credentialed teachers who are first
assigned to a transitional kindergarten classroom at the Charter School shall have, by
August 1, 2020, one of the following:
(1) At least 24 units in early childhood education, or childhood development, or both.
(2) As determined by the Charter School, professional experience in a classroom
setting with preschool age children that is comparable to the 24 units of education
described in paragraph (1).
(3) A child development teacher permit issued by the Commission on Teacher
Credentialing.
Evaluation
• All teachers will be evaluated the Principal or designee by utilizing the Danielson
Framework: https://www.danielsongroup.org/framework/.
Special Education Teachers
• Develops educational plans (IEPs) for the purpose of meeting the individual needs of
exceptional students.
• Evaluates students for the purpose of identifying student needs.
• Coordinates services to students for the purpose of ensuring efficient instructions and an
effective cohesive program.
• Teaches/instructs students for the purpose of ensuring successful progress towards
student's goals and objectives.
• Consults/collaborates with staff, parents, and agencies for the purpose of ensuring
appropriate delivery of services and adherence to due process.
• Schedules services for students for the purpose of providing efficient and effective
services for students.
• Fosters a safe and nurturing learning environment.   
• Demonstrates support and knowledge of school's goals and mission.  
• Attends and participates in school-based meetings and activities.  
Requirements & Qualifications


• Possession of a valid internship, preliminary, or clear California teaching credential in

Special Education.
• Solid knowledge of State and Federal guidelines for Special Education.
Evaluation
Physical Education Teacher
• Teaches knowledge and skills in physical fitness, health education, and individual, dual,
or team sports to students.
• Works cooperatively with administration and staff in planning a balanced physical
education program, adapting daily schedules to accommodate weather conditions and to
provide time for transitions, instruction, exercise, and sports activities.
• Utilizes a variety of instructional skills and methods; vary instructional modes to
accommodate student needs, interests, learning style, and ability levels; provide
individualized and small group instruction in order to adapt the curriculum to the needs of
students.
• Maintains school standards of pupil behavior required to provide an orderly and
productive environment, in cooperation with the school administration.
• Assess each student’s progress in physical fitness, skills and knowledge; prepare,
document and communicate progress reports to students, parents, and school
administration.
• Fosters a safe and nurturing learning environment.  
• Demonstrates support and knowledge of school's goals and mission.  
• Attends and participates in school-based meetings and activities.
Requirements & Qualifications
• Possession of a valid internship, preliminary, or clear California teaching credential.

o Physical Education authorization



Evaluation
Office Manager
The Office Manager is critical to the successful and efficient operation of the School. The office
manager implements and maintains clear systems that allow the School Administrators and
instructional staff to focus on student achievement. Some areas include managing the School
Nutrition Program, Student Information and Attendance Reporting.
Essential Functions
• Team Management: Manages all operations staff at the school-site; sets goals for
operations team and leads/supports team members.
• Finance and Purchasing: Responsible for timely vendor and purchase order submissions.
• Student Information and Reporting: Manages the student information system; attendance
reporting; generates report cards, progress reports, and schedules.
• Facilities: Manages and oversees the upkeep of the school’s facilities; Develops and
maintain facility maintenance plans and schedules.
• Nutrition Program: Manages the School Nutrition Program and implements processes and
procedures that result in high quality and cost effective food services; Submits meal
reimbursement claims, coordinate with food vendor, and ensures compliance with
applicable laws and regulations.
• Other duties as assigned.
Qualifications and Desired Characteristics
• BA degree from an accredited college or university required; MA degree preferred.

• Minimum 2 years of professional experience; 4 preferred with at least one year of
managing others or multiple large scale projects.
• Spanish language skills are a plus.
• Prior school or nonprofit experience preferred.
• Strong analytical, critical thinking and problem solving skills.
• Excellent written and verbal communication skills.
• Ability to communicate and interact effectively with multiple constituencies including
parents, faculty, staff and students.
• Highly proficient in Microsoft Excel, PowerPoint, and Word.


Evaluation
• All classified employees will be evaluated the Principal or designee by utilizing a goal
oriented and reflective format to ensure support, development and growth.
Instructional Assistant
The Instructional Assistant (IA) will support the Principal, school staff, and classroom teachers
in upholding the mission, instructional vision, and commitment to the school. The IA will have
some duties in the classroom to support instruction and will also have out-of-classroom
responsibilities. The Instructional Assistant reports to and is evaluated by the Principal. The
duties and responsibilities of the IA include the following:
• Support classroom instruction.

• Build positive and trusting relationships with students and their families.
• Assist with student transitions (i.e. classes, breaks, etc.).
• Perform clerical duties as needed by the Principal.
• Relentlessly assess student progress in the development of the students’ academic and
character skills, as well as their personal habits.
Requirements and Qualifications
• Associate’s Degree or completion of two years of schooling toward a Bachelor’s Degree

from an accredited institution of higher learning.
• Goal-oriented approach and ability to instill a goal-oriented approach within students.
• Respect for team members and the communities we serve.
Evaluation
Classified and Other Personnel
The Principal (or the Principal’s designee) will select other classified and other personnel based
on an application and interview process. Selection will depend on the ability to perform the job
duties for that position.
• All personnel will perform duties as suitable for their job positions.
• Office personnel will perform daily school business such as answering phone calls,
typing letters, filing reports, and other necessary administrative duties.
• Maintenance duties will include janitorial services, light maintenance, and limited
gardening duties. Food service duties may include food preparation, distribution, and
maintaining a clean kitchen area.


Evaluation
Recruitment of Highly Effective Teachers
Discovery Charter School-Montebello believes that every child deserves an effective teacher.
Discovery Charter School-Montebello will recruit teachers by utilizing education recruitment
websites, such as, edjoin.org, as well as, by sharing job posting with graduate schools of
education in public and private colleges.
Chief Executive Officer
The Chief Executive Officer (CEO) is responsible for ensuring the high quality, strategic growth
and operational sustainability of Legacy Charter Public Schools. The CEO develops and
executes on LCPS’s vision, and builds a high-performing team that is able to deliver
transformational outcome for students. The CEO also builds the short and long-term
organizational capacity and brand required for excellence, sustainability, and growth.
Duties and Responsibilities
• Work with the Board, key funders and partners, and the leadership team to develop a
strategic vision and implementation plan to accomplish it.
• Set clear academic, growth, operational, and financial goals and manage to them; adapt as
necessary given changes in internal and external environment.
• Manage strong public transparency systems including public compliance and internal and
external reporting.
• Recruit and develop future school leaders and a team.
• Build and support a strong, cohesive culture that reflects core LCPS values and leads to a
strong and aligned identity.
• Introduces strong and consistent accountability systems to ensure progress toward shared
goals. Promotes transparent decision-making processes and embraces distributive
leadership principles over time.
• Build staff capacity and infrastructure systems necessary to sustain and grow.
• Develop school wide systems to meet the varied needs of a growing organization,
including financial management, budget planning, compliance, human resources
(including teacher and school leader recruitment and development) contract negotiation,
facilities management, vendor management, fundraising and marketing, legal, and
information technology.
• Ensure that the organization has a viable long-term financial plan and a diversified and
sustainable funding base.
• Oversee marketing efforts, branding initiatives, and advocacy work on behalf of LCPS,
district, county, state, and national levels.
• Provide oversight of School Leadership teams including hiring/firing decisions and


management of transitions, garnering with Board approval/ support as needed

• Provide oversight of academic vision and priorities
• Provide oversight of the implementation and alignment of high-quality curriculum,
assessment, data management, and other academic systems
• Oversee internal school review processes
• Develop a strong, engaged, and active Board in close partnership with the Board chair.
• Build coalitions, relationships, and partnerships with key stakeholders in support of the
organization’s mission and goals. This group of stakeholders likely includes the local
school district, charter authorizer, parents, donors, community members, and leaders of
community and political organizations.
Job Skills and Requirements
• Ph.D., MBA, or MA in a field of education and business and teaching experience

required.  
• Two or more years of management or supervisory experience in an education  
department  
• Ability to multi-task in a fast paced environment  
• An ongoing customer focus  
• Other skills and requirements will be specified by Charter School Board as needed
Chief Academic Officer
The Chief Academic Officer (CAO) serves as the instructional leader for Legacy Charter Public
Schools (LCPS). The CAO provides leadership and accountability for LCPS’s academic
services, as well as the academic performance of all schools. The CAO drives the educational
performance of LCPS, provide leadership, vision, and strategic direction for LCPS’s curriculum,
instruction, assessment, and school improvement initiatives. The CAO oversees the professional
development for all teachers and principals and reports directly to the Chief Executive Officer
(CEO).
Duties and Responsibilities
• Develop and implement educational activities both strategic and operational, including
metrics to track and evaluate progress  
• Ensure campus compliance with the California Department of Education, Local Districts,
LACOE, accreditation, regulations and policies
• Research and identify trends and needs and establish program directions accordingly.  
• Assess quality of program operations. Modify existing program services or creates new
program offerings to maintain or enhance program standing.  
• Set and communicate program priorities and performance standards
• Conduct quality assurance reviews and addresses areas in need of attention
• Support, coach, and evaluate site principals
• Provide leadership to ensure campuses maintain satisfactory academic progress in the
areas of attendance, grades, , and culminations  

• Prepare and submit reports and other documents as requested by the Chief Executive
Officer
• Establish and maintain cooperative and professional working relationships with
individuals, groups, public, and private agency personnel.
• Assist in developing the educational budget for LCPS
• Assist site administrators in developing, monitoring, and updating the LCAP 
• Support site administrators in:
o Certificated staff recruitment
o Certificated staff orientation 
o Professional development  
Job Skills and Requirements
• Ph.D., Ed.D., or MA in a field of education and teaching experience required.  

• Two or more years of management or supervisory experience in an education  
department  
• Ability to multi-task in a fast paced environment  
• An ongoing customer focus  
• The highest levels of integrity at all times  
Chief Operating Officer
The Chief Operating Officer (COO) will support the strategic development, implementation, and
management of all aspects of school performance and operations for LCPS.
The Chief Operating Officer will support the school site Principals in all aspects of the operation
of the school, the implementation of the instructional program, and student achievement goals.
The Chief Operating Officer will foster a collaborative and stimulating community culture for a
diverse group of stakeholders including students, parents, faculty members, Board members and
local leaders.
Responsibilities
Leadership
• Support in the recruitment, hiring and preparation of high quality school leaders
• Support in the recruitment, hiring and preparation of high quality teachers
• Support in the recruitment, hiring and preparation of high quality school site office
managers
• Develop strong and sustainable partnerships with community organizations
• Develop strong and sustainable partnerships with local and statewide elected officials
• Develop, support and coordinate student recruitment efforts
• Develop, support and coordinate parent recruitment and participation efforts
• Develop, support and coordinate student Home Visits during the summer and throughout

the year
• Support in the WASC accreditation process
• Develop and support school site LEA plans
• Develop and support school site LCAPS
• Develop and support school site technology plans
• Develop and support school site student intervention programs
• Oversight and support of all afterschool programs and contracts
• Oversight and support of technology related vendors
• Oversight and support of school nutrition programs
Strategic Supports
• Develop new administrator induction plan

• Develop new teacher induction plan
• Develop and support Student Wellness policy
• Oversight and support of Human Resources
• Support in development and maintenance of school websites
• Support in All Legacy Day professional development planning and execution
• Support the strategic development of future charter schools
• School site administrator support in all aspects of the school’s operations
• Charter advocacy & policy legislation (Local & Statewide)
• Develop and maintain a cohesive culture which reflects Legacy Charter Public Schools’
Values
• Develop clear decision-making guidelines to support the administrative team and the
Board in securing focused and well informed decisions
Qualifications
• Two years of experience as a senior leader in a charter school or in an educational

organization
• Experience in guiding school processes and procedures
• Experience in creating and delivering compelling presentations to diverse group of
stakeholders
• Experience in leading an organization through strategic planning
• Entrepreneurial, positive problem solving ability, to see opportunity in challenges
Chief Financial Officer
Reporting to the Chief Executive Officer, the Chief Financial Officer (CFO) will be responsible
for maintaining and improving the financial systems and procedures that will enable Legacy
Charter Public Schools to fulfill its vision. The CFO will have the following duties and
responsibilities at both the organization and school levels:
Leadership


• Lead and manage the accounting and finance team to enhance processes and procedures
which empower schools and not encumber them;
• Lead and manage the non-instructional departments including site services, food service,
contract management, IT, Human Resources and others as established;
• Oversee the finance team and its management of financial transactions, including
accounts payable and receivable, banking, investments and payroll functions.
Excellence
• Lead the annual budget process and provide budget to actual performance results to the
schools, leadership and the Board. Budget process will include operational and capital
budgets. Manage the development of an annual budget, budget projections for strategic
planning
• Review and oversee the negotiation of all contracts, MOUs of the organization and create
standardized terms and conditions that best protect the position and assets
• Maintain and update fiscal calendar for all reporting deadlines including, but not limited
to, audit schedule, tax reporting, initiation of annual budget process and monthly close
dates.
• Maintain comprehensive understanding of Legacy Charter Public Schools annual reports,
including operating budget, capital expenditures and annual payroll
• Support to remain compliant with all authorizer, state and federal requirements.
• Hire, manage and develop all accounting and finance staff as well as provide cross-
departmental collaboration to ensure that financial systems and solutions support Legacy
Charter Public Schools’ evolving strategy.
• Oversee and manage all other non-instructional departments, including but not limited to
IT, Site Services, contract management, human resources and communications.
• Establish and maintain sound financial policies, procedures, systems and controls for the
organization.
• Provide risk management analyses
• Deliver timely reports to the leadership team, school leaders, Finance Committee, Board,
School District and other agencies.
• Review and analyze monthly income statement, balance sheet, cash flow projection and
variance reports.
• Manage and execute year-end audits and work with external auditor to ensure clean
financial audits with an unqualified opinion.
• Manage and oversee all treasury functions, including but not limited to, investments,
bonds, capital funds, operating cash, credit cards and other negotiable instruments.
• Establish and maintain fund accounting system that accurately tracks all funds, grants and
programs.
Community
• Work with the school leadership team on strategic financial planning, analysis and
business modeling
• Lead the training of School Leaders and other staff on financial policies and procedures


Inquiry & Innovation
• Report and analyze all financial statements, including statement of activities, fund
balance and sources/uses of funds to all stakeholders
• Perform on-going analysis and develop replicable processes and systems that ensure
Legacy Charter Public Schools’ financial health
• Develop Accounting Procedures Manual, standardizing all policies and procedures
• Strategize ways in which Legacy Charter Public Schools can improve fiscal efficiency
and effectiveness, including researching and implementing technology upgrades to better
support budget management
Qualifications
• Minimum of Bachelor’s Degree, with strong preference for candidates with MBA;
• At least three years of significant work experience with organizations as a CFO or
Director of Finance with non-profit or education organizations strongly preferred;
• Comprehensive understanding of how to develop financial models for sustainability and
efficiency to utilize all available resources including grants management for cash flow
cycling;
• Proficiency in management accounting software, payroll systems and procurement
systems from selection to alignment and implementation;
• Extreme flexibility, with a strong work ethic and an entrepreneurial spirit to
accommodate high level of responsibility and multiple priorities;
• Ability to work effectively in a fluid environment and with a wide range of constituents,
including board members, school personnel and vendors in order to establish a culture of
support, compliance, accountability and performance.
• Other skills and requirements will be specified by Charter School Board as needed.


ELEMENT 6: HEALTH AND SAFETY
Governing Law: The procedures that the charter school will follow to ensure the health and
safety of pupils and staff. These procedures shall include the requirement that each employee of
the charter school furnish it with a criminal record summary as described in Section 44237.
Education Code Section 47605(b)(5)(F).
Discovery Charter School-Montebello will follow all applicable laws and regulations in the areas
of safety regulations, emergency policies and procedures. Maintaining a safe school environment
for all students, staff, and families is a necessity. Discovery Charter School-Montebello will
design a comprehensive health and safety plan that includes annual training for all teachers
during pre-service days prior to the beginning of the school year in the understanding and proper
implementation of the Charter School’s health and safety policies. Annual training for support
staff and students will be provided at the beginning of the school year, with refresher training as
required during the academic year.
Discovery Charter School-Montebello is responsible for the safety plans, procedures, and
training of all school personnel and will develop schedules to ensure adequate supervision of
students by staff/faculty/assistants at all times. Discovery Charter School-Montebello will
monitor and revise health and safety policies as necessary to meet the ongoing needs of the
school population.
The following is a summary of the health and safety policies of Discovery Charter School-
Montebello. A full draft will be provided to the District for review at least 30 days prior to
operation or as otherwise agreed upon by the District and Discovery Charter School-Montebello.
Employee Background Checks and Safety
Discovery Charter School-Montebello will adhere to Education Code Sections 44237, 45125.1
and 44830.1, including fingerprinting, background checks, and prohibitions regarding the
employment of any person who has been convicted of a violent or serious felony. Prior to the
first day of work for every employee, Discovery Charter School-Montebello will process
background checks through LiveScan, administered by the Department of Justice. Discovery
Charter School-Montebello will adhere to the Discovery Charter School-Montebello Employee
Handbook pertaining to the safety and health of all employees and students. All employees must
furnish:
• Medical clearance including proof of medical exam and tuberculosis (TB) testing.
• Fingerprinting and the service fee to the Department of Justice for criminal record check.
o No employee may begin work prior to Department of Justice clearance.
• Documents establishing legal citizenship and work status.
• Current copies of all teacher certificates.


The documents listed above will be kept on-site and will be available pursuant to a request from
the District.
The Principal of Discovery Charter School-Montebello will serve as the custodian of records and
shall monitor compliance with this policy. The Discovery Charter School-Montebello Board
shall monitor the fingerprinting and background clearance of the Principal. Volunteers who will
volunteer outside of the direct supervision of a credentialed employee shall be fingerprinted and
receive background clearance prior to volunteering without the direct supervision of a
credentialed employee.
Facility Safety
Discovery Charter School-Montebello shall comply with Education Code Section 47610 by
utilizing facilities that are either compliant with the Field Act or facilities that are compliant with
the California Building Standards Code. Discovery Charter School-Montebello’s facility will
comply with all applicable building codes, standards and regulations adopted by the city and/or
county agencies responsible for building and safety standards for the city in which the Charter
School is to be located, and the Americans with Disabilities Act (ADA). Applicable codes and
ADA requirements shall also apply to the construction, reconstruction, alteration of or addition
to the proposed charter school facility. Discovery Charter School-Montebello will implement
any corrective actions, orders to comply, or notices issued by the authorized building and safety
agency.
Discovery Charter School-Montebello agrees to test sprinkler systems, fire extinguishers, and
fire alarms annually at its facility to ensure that they are maintained in an operable condition at
all times. Discovery Charter School-Montebello shall conduct fire drills as required by Education
Code Section 32001 and in conjunction with the District (if at a District facility).
Occupancy of the Site
Discovery Charter School-Montebello will provide the District with a final Certificate of
Occupancy issued by the applicable permitting agency, allowing the petitioner to use and occupy
the site. Discovery Charter School-Montebello will maintain a copy of the Certificate of
Occupancy for the designated use of the facility. If Discovery Charter School-Montebello moves
or expands to another facility during the term of this charter, Discovery Charter School-
Montebello shall provide a Certificate of Occupancy to the District for each facility before the
school is scheduled to open or operate in the facility or facilities.
Workplace Safety
All employees at Discovery Charter School-Montebello are responsible for school site safety for
themselves and others in their work areas. They must report any safety concerns immediately to
their immediate supervisor or the School administration. If an employee suspects a concealed
danger is present on the School’s premises, or in a product, facility, piece of equipment, process,
or business practice for which Discovery Charter School-Montebello is responsible, the
employee will bring it to the attention of their supervisor or Principal immediately. Supervisors


will arrange for the correction of any unsafe condition or concealed danger immediately and will
contact the Principal to report the problem.
Employees will be encouraged to report any workplace injury or accident to their supervisor as
soon as possible, regardless of the severity of the injury or accident. If medical attention is
required immediately, supervisors will assist employees in obtaining medical care, after which
the details of the injury or accident must be reported.
The Discovery Charter School-Montebello Employee Handbook will contain rules regarding
Health and Safety that must be conscientiously and consistently followed by all employees.
Periodic updates will be provided to all employees in writing as needed to keep policies and
guidelines current.
Auxiliary Services
Discovery Charter School-Montebello will conduct annual reviews of all auxiliary services for
compliance with the School’s health and safety plan. Policies and training will be developed to
ensure safety in the areas of potentially hazardous materials (e.g. if used in science labs), food
services, custodial services, and transportation.
Role of Staff as Mandated Abuse Reporters
At Discovery Charter School-Montebello, all employees will be mandated Child Abuse

Reporters and will adhere to the requirements of California Penal Code Section 11166.
Discovery Charter School-Montebello will comply with Education Code Section 44691 by
providing annual training on the mandated reporting requirements for employees and others
acting on their behalf who are mandated reporters.
The Principal will work with all faculty and staff members to make sure all appropriate steps are
taken if a student is believed to be the victim of child abuse, or neglect. All faculty and staff will
understand that it is their duty and responsibility to report any suspicions of child abuse or
neglect. Staff will understand that under California law, failure to report an incident of known or
reasonably suspected child abuse or neglect is a misdemeanor punishable by up to six months’
confinement in a county jail or by a fine. Staff will not be made to investigate any incident and
need to only report reasonable suspicion of child abuse.
Immunizations and Tuberculosis Testing
All enrolled students who receive classroom-based instruction shall be required to provide
records documenting immunizations as is required at public schools pursuant to Health and
Safety Code Sections 120325-123075, as amended by Senate Bill 277 (2015-2016), and Title 17,
California Code of Regulations Sections 6000-6075. All rising 7th grade students must be
immunized with a pertussis (whooping cough) vaccine booster.
Employees, and volunteers who have frequent or prolonged contact with students, will be
assessed and examined (if necessary) for tuberculosis prior to commencing employment and


working with students, and for employees at least once each four years thereafter, as required by
Education Code Section 49406.
Medication in School
Discovery Charter School-Montebello will adhere to Education Code Section 49423 regarding
administration of medication in school. Discovery Charter School-Montebello will adhere to
Education Code Section 49414 regarding epinephrine auto-injectors and training for staff
members.
Diabetes
Discovery Charter School-Montebello will provide an information sheet regarding type 2

diabetes to the parent or guardian of incoming 7th grade students, pursuant to Education Code
Section 49452.7. The information sheet shall include, but not be limited to, all of the following:
1. A description of type 2 diabetes.

2. A description of the risk factors and warning signs associated with type 2 diabetes.
3. A recommendation that students displaying or possibly suffering from risk factors or
warning signs associated with type 2 diabetes should be screened for type 2 diabetes.
4. A description of treatments and prevention methods of type 2 diabetes.
5. A description of the different types of diabetes screening tests available.
Suicide Prevention Policy
Discovery Charter School-Montebello shall maintain a policy on student suicide prevention in

accordance with Education Code Section 215.
Vision, Hearing and Scoliosis Screening
Discovery Charter School-Montebello will follow the requirements of Education Code Section
49450 et seq., as applicable to the grade levels served by the School, by providing screening for
vision, hearing, and scoliosis at the same intervals as non-charter public schools.
Blood Borne Pathogens
Discovery Charter School-Montebello shall meet state and federal standards for dealing with
blood-borne pathogens and other potentially infectious materials in the workplace. The Board
will establish a written “Blood-borne Pathogens” policy designed to protect employees from
possible infection due to contact with blood-borne viruses.
Whenever exposed to blood or other body fluids through injury or accident, students and staff
will follow the latest medical protocol for disinfecting procedures.


Drug Free/Alcohol Free/Smoke Free Environment
Discovery Charter School-Montebello shall be a drug, alcohol and tobacco free environment.
Comprehensive Anti-Discrimination and Harassment Policies And Procedures
Discovery Charter School-Montebello is committed to providing a school that is free from

discrimination and sexual harassment, as well as any harassment based upon the actual or
perceived characteristics of race, religion, gender, creed, color, gender, gender identity, gender
expression, national origin, ancestry, ethnic group identification, genetic information, age,
medical condition, marital status, sexual orientation, sex and pregnancy, physical or mental
disability, childbirth or related medical conditions, military and veteran status, denial of family
and medical care leave, or on the basis of a person’s association with a person or group with one
or more of these actual or perceived characteristics, or any other basis protected by federal, state,
local law, ordinance or regulation. Discovery Charter School-Montebello will develop a
comprehensive policy to prevent, immediately report, and remediate any concerns about sexual
discrimination or harassment at the Charter School (including employee to employee, employee
to student, and student to employee misconduct). This policy will be contained in the Employee
Handbook and Student/Parent Handbook.
Family Educational Rights and Privacy Act (FERPA)
Discovery Charter School-Montebello, including its employees and officers, shall comply with
the Family Educational Rights and Privacy Act (FERPA) and Education Code Section 49060 et
seq. at all times.
Emergency Preparedness
Discovery Charter School-Montebello will include emergency preparedness procedures in the

Staff Handbook, which shall include, but not be limited to the following responses: fire, flood,
earthquake, terrorist threats, and hostage situations. In addition, Discovery Charter School-
Montebello will adopt a policy requiring that instructional and administrative staff receive
training in emergency response, including appropriate "first responder" training or its equivalent.


ELEMENT 7: RACIAL AND ETHNIC BALANCE
Governing Law: The means by which the school will achieve a racial and ethnic balance among
its pupils that is reflective of the general population residing within the territorial jurisdiction of
the school district to which the charter petition is submitted. Education Code Section
47605(b)(5)(G).
Discovery Charter School-Montebello will take the following steps as we strive to achieve and
maintain a racial and ethnic balance reflective of the students that reside within the Montebello
Unified School District and to increase opportunities for students who are representative of the
school’s community.
• Conduct orientation meetings prior to the opening of each school year to inform
interested parents and students of school offerings. Outreach meetings will be held in
multiple locations of the target area in order to ensure all students in the area have an
opportunity to attend the school.
• Conduct open houses and school tours on a regular basis during the school year
• Develop and distribute promotional and informational materials, such as school
brochures, flyers, website, and advertisements for local media that are translated into
Spanish.
• Visit a broad range of community groups, agencies, neighborhood youth organizations,
churches, public libraries and other locations that serve various racial and ethnic groups
represented in the District.
The Montebello Unified School District has a very diverse student population, so we intend to
target students and families from within the District.
Discovery Charter School-Montebello will maintain an accurate accounting of the ethnic and
racial balance of students enrolled in the school, along with documentation of efforts the Charter
School has made to achieve racial and ethnic balance in accordance with the charter petition.
Student Recruitment
Some of the specific steps that Discovery Charter School-Montebello will take in order to
achieve a racial and ethnic balance of its students that reside within the Montebello Unified
School District include:
• Informational Meetings
o Discovery Charter School-Montebello will distribute flyers and postcards with
informational meeting details (i.e. date, location, etc.) at community venues, such
as, libraries, community centers, churches, etc.
o Discovery Charter School-Montebello will share Informational meeting
dates/times using social media (i.e. Twitter, Facebook, etc.)
o Discovery Charter School-Montebello will share all meeting information via our
website— TBD


• Frequency of Informational Meetings

o (2017-2018) Monthly: Meetings will be held at local community venues (i.e.
library and churches)
o (January 2018-July 2018) Discovery Charter School-Montebello will be holding
tours of our facility and hosting enrollment meetings as needed
§ Site Address: TBD
• Parent Engagement
o Discovery Charter School-Montebello will participate in local community events
that allow for the advertisement of the school’s mission, vision and enrollment.
o Discovery Charter School-Montebello continues to work with local churches and
community groups to share our school’s mission, vision and enrollment process.
• Materials
o Discovery Charter School-Montebello distributes materials primarily English and
in Spanish.


ELEMENT 8: ADMISSION REQUIREMENTS
Governing Law: Admission requirements, if applicable. Education Code Section 47605(b)(5)(H).
Admission Assurances and Requirements
Discovery Charter School-Montebello will be an open enrollment and tuition-free public charter
school. No test or assessment shall be administered to students prior to acceptance and
enrollment in the school. Discovery Charter School-Montebello will comply with all laws
establishing the minimum and maximum age for public school attendance in charter schools.
Discovery Charter School-Montebello will be nonsectarian in its programs, admissions policies,
and all operations, shall not charge tuition, and shall not discriminate against any student on the
basis of the characteristics listed in Education Code Section 220 (actual or perceived 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 422.5 of the Penal Code, or association with an individual who has any of the
aforementioned characteristics).
Discovery Charter School-Montebello will comply with all applicable state laws pertaining to
student admission and enrollment including Education Code Section 47605(d). The Charter
School will admit all students who wish to attend on a space-available basis as required under
Education Code Section 47605(d)(2).
Discovery Charter School-Montebello requires a written application for each student (families
must submit an application for each child). This application includes basic student and family
identification information to establish residency and priority in case a public random drawing is
necessary.
Open Application Period and Lottery
Discovery Charter School-Montebello will inform the public commencing in September of each
school year that it is accepting applications for admission for the following school year and
publicize the deadline for applications. The open application period is expected to last until, at a
minimum, January 1st of the following year. Any family requesting an application for Discovery
Charter School-Montebello will be informed of Discovery Charter School-Montebello’s
admissions policies and information about when the applications must be submitted in order to
be included in the public lottery.
In the event that Discovery Charter School-Montebello receives more applications than there are
spaces available for any particular grade, enrollment will be determined by random public lottery
in accordance with Education Code section 47605(d)(2)(B). The lottery will be held within two
weeks after the last day that applications can be submitted to be included in the public lottery.
All applicants will be informed of the date, time and place of the drawing via the Lottery
Application, and told that they are welcome to attend if they choose to do so, but that their
presence is not required to secure a spot at the school. To ensure that interested parties may


attend, the drawing will be held on a weekday evening. All students whose applications have
been timely submitted will be included in the lottery.
The Principal will pull lottery spaces in order of grade level. A representative of the community
and/or Board member will monitor the lottery procedure to ensure fair and accurate
implementation. As names are pulled, students will be assigned a number corresponding to the
number of enrollment slots. Once a grade level is drawn to capacity, applications will continue to
be drawn for position on a wait list. Students who are not granted enrollment for the next school
year will remain on the wait list until the end of the school year for which the lottery was
conducted unless otherwise requested by the parent to be taken off. Students must reapply for the
following year—it is important to note that the wait list will not carry over year to year.
Lottery and Enrollment Process
Existing students are automatically enrolled in the following grade level and do not participate in
the lottery.
Within two weeks of the lottery, families will be notified in writing of their enrollment status
(offered enrollment or placement on wait list). Each student offered a space in the following year
will be required to complete an enrollment packet within two weeks of receiving the letter
indicating that a spot is available for the student. Discovery Charter School-Montebello will hold
a Pre-Enrollment session after the lottery and before the Confirmation Deadline to supply
additional information and to assist families in filling out forms.
The wait list will include contact information of the families wanting to still be considered for
admission should a position open. If a position opens during the course of the year, the
administrative office will contact the family of the student on the top of the wait list by phone,
email and/or mail to offer their student admission to the school. Up until two weeks prior to the
start of the upcoming school year, the family has ten (10) business days to confirm enrollment
and return a completed enrollment packet in person. If a student is notified during the school
year, they will have 72 hours to confirm intent to enroll (via email or via phone) and to submit a
complete application in person.
Should the family decline the position, the next family on the wait list will be contacted until the
open position is filled. In no circumstance will a wait list carry over to the following school year,
and students who remain on the wait list must apply for enrollment in the following year.
Admission Preferences
Admission preferences in the case of a random drawing shall be given to the following students
in the following order of preference for purposes of the SB 740 Charter School Facility Grant
Program:
1) Students residing within the boundaries of the District

2) Siblings of students currently enrolled in the school


3) Children of staff, Board members and founders (not to exceed 10% of the total student
population)
a. Founders are individuals who have engaged in the planning of this charter school
(i.e. attended meetings, supported charter school at district/county meetings, etc.)
McKinney-Vento Homeless Assistance Act

Discovery Charter School-Montebello will adhere to the provisions of the McKinney-Vento
Homeless Assistance Act and ensure that each child of a homeless individual and each homeless
youth has equal access to the same free, appropriate public education as provided to other
children and youths. Discovery Charter School-Montebello will include specific information in
its outreach materials, websites, at community meetings, open forums, and regional center
meetings notifying parents that the school is open to enroll and provide services for all students
which shall include a school contact number to access additional information regarding
enrollment.


ELEMENT 9: ANNUAL FINANCIAL AUDITS
Governing Law: The manner in which annual, independent financial audits shall be conducted,
which shall employ generally accepted accounting principles, and the manner in which audit
exceptions and deficiencies shall be resolved to the satisfaction of the chartering authority.
Education Code Section 47605(b)(5)(I).
Each fiscal year an independent audit shall be conducted of the financial affairs of Discovery
Charter School-Montebello to verify the accuracy of the school's financial statements, attendance
and enrollment accounting practices, and internal controls. The books and records of the
Discovery Charter School-Montebello will be kept in accordance with generally accepted
accounting principles, and as required by applicable law, the audit will employ generally
accepted accounting procedures.
Discovery Charter School-Montebello’s Board of Directors shall oversee the selection of an

independent auditor and the completion of the annual audit. This auditor, a Certified Public
Accountant familiar with school finances and operations and approved by the State Controller on
its published list as an educational audit provider, shall conduct the independent financial audit
in accordance with generally accepted auditing principles, and in accordance with applicable
provisions within the California Code of Regulations governing audits of charter schools as
published in the State Controller’s K-12 Audit Guide.
Discovery Charter School-Montebello’s annual independent financial audit report will be

submitted to the District, Los Angeles County Office of Education, California Department of
Education, and the State Controller by December 15th of each year. The Principal, along with the
audit committee, if any, will review any audit exceptions or deficiencies and report to the Board
of Directors with recommendations on how to resolve them. The Board will submit a report to
the District describing how the exceptions and deficiencies have been or will be resolved to the
satisfaction of the District along with an anticipated timeline for the same. Audit appeals or
requests for summary review shall be submitted to the Education Audit Appeals Panel (“EAAP”)
in accordance with applicable law.
The independent financial audit of Discovery Charter School-Montebello is a public record to be

provided to the public upon request.


ELEMENT 10: SUSPENSION AND EXPULSION PROCEDURES
Governing Law: The procedures by which pupils can be suspended or expelled. Education Code
Section 47605(b)(5)(J).
This Student Suspension and Expulsion Policy has been established in order to promote learning
and protect the safety and well-being of all students at Discovery Charter School-Montebello
(“Charter School”). In creating this policy, the Charter School has reviewed Education Code
Section 48900 et seq. which describes the non-charter schools’ list of offenses and procedures to
establish its list of offenses and procedures for suspensions and expulsions. The language that
follows closely mirrors the language of Education Code Section 48900 et seq. The Charter
School is committed to annual review of policies and procedures surrounding suspensions and
expulsions and, as necessary, modification of the lists of offenses for which students are subject
to suspension or expulsion.
When this policy is violated, it may be necessary to suspend or expel a student from regular
classroom instruction. This policy shall serve as Discovery Charter School-Montebello’s policy
and procedures for student suspension and expulsion, and it may be amended from time to time
without the need to amend the charter so long as the amendments comport with legal
requirements.
Staff shall enforce disciplinary rules and procedures fairly and consistently among all
students. This policy and its procedures will clearly describe discipline expectations, and it will
be printed and distributed as part of the Student/Parent Handbook which is sent to each student at
the beginning of the school year with the requirement that all students and parents/guardians sign
that they have received and reviewed the Student/Parent Handbook. The Student/Parent
Handbook will also be posted on the School’s website. Discovery Charter School-Montebello
administration shall ensure that students and their parents/guardians are notified in writing upon
enrollment of all discipline policies and procedures.
Discipline at Discovery Charter School-Montebello includes but is not limited to advising and
counseling students, conferring with parents/guardians, detention during and after school hours,
use of alternative educational environments, suspension and expulsion.
Corporal punishment shall not be used as a disciplinary measure against any student. Corporal
punishment includes the willful infliction of or willfully causing the infliction of physical pain on
a student. For purposes of this policy, corporal punishment does not include an employee’s use
of force that is reasonable and necessary to protect the employee, students, staff or other persons
or to prevent damage to school property.
Suspended or expelled students shall be excluded from all school and school-related activities
unless otherwise agreed to in writing including the signature of a school administrator and
student, during the period of suspension or expulsion.
A student identified as an individual with disabilities or for whom Discovery Charter School-
Montebello has a basis of knowledge of a suspected disability pursuant to the Individuals with


Disabilities Education Improvement Act of 2004 (IDEA) or who is qualified for services under
Section 504 of the Rehabilitation Act of 1973 (Section 504) is subject to the same grounds for
suspension and expulsion and is accorded the same due process procedures applicable to regular
education students except when federal and state law mandates additional or different
procedures. Discovery Charter School-Montebello will follow all applicable federal and state
laws when imposing any form of discipline for a student identified as an individual with
disabilities or for whom Discovery Charter School-Montebello has a basis of knowledge of a
suspected disability or who is otherwise qualified for such services or protections in according
due process to such students.
Progressive Positive Discipline
Discovery Charter School-Montebello will implement Progressive Positive Discipline, which

provides a safe, respectful, and supportive school environment for all members of the school
community. Students, staff, and parents must know and understand the standards of behavior
which all students are expected to live up to and the consequences if these standards are not
met. Discovery Charter School-Montebello will provide clear behavioral expectations that
ensure consistency and equitable treatment for all students. Behavioral incidents are viewed as
an opportunity for student growth and learning by the use of incremental interventions whenever
possible to address inappropriate behavior with the ultimate goal of teaching pro-social
behavior.
Discovery Charter School-Montebello will implement a Point System in every classroom

consisting of students having the ability to earn positive behavior points that can be redeemed for
prizes and entries into raffles at the end of each week.
At Discovery Charter School-Montebello, we will try to “catch” students doing something good.
When any teacher or staff member “catch” a student exemplifying one of our core values; they
are able to give the student a Discovery Charter School-Montebello “Right Ticket.” The staff
member checks off which value they saw exemplified by the student. The students write their
name and grade on the ticket and put them in the “Right Ticket” in the school office. Each
Friday, the Principal draws names from the “Right Ticket” and the students are acknowledged in
front of the entire student body and given a small award/prize during the morning rally time.
Positive student behavior, student accomplishments, and improvements in the students’ ability to
follow classroom and school wide rules as well as discipline issues will be reported to parents
through the schoolwide student information system (SIS). Parents will also receive information
regarding positive behavior through phone calls and/or e-mails from teachers and school
administrators. Monthly award assemblies will be on the school calendar to recognize students
for positive behavior and accomplishments. Parents will be invited to attend the assembly if
their student is receiving a reward that month.


A. Grounds For Suspension and Expulsion Of Students
A student may be suspended or expelled for prohibited misconduct if the act is related school
activity or school attendance occurring any time, including, but not limited to:
1. while on school grounds;

2. while going to or coming from school;
3. during the lunch period, whether on or off the school campus; or
4. during, going to, or coming from a school-sponsored activity.
B. Enumerated Offenses
1. Discretionary Suspension Offenses. Students may be suspended for any of the

following acts when it is determined the student:
a) Caused, attempted to cause, or threatened to cause physical injury to another

person.
b) Willfully used force or violence upon the person of another, except self-defense.
c) Unlawfully possessed, used, sold or otherwise furnished, or was under the

influence of any controlled substance, as defined in Health and Safety Code
Sections 11053-11058, alcoholic beverage, or intoxicant of any kind.
d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as

defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or
intoxicant of any kind, and then sold, delivered or otherwise furnished to any
person another liquid substance or material and represented same as controlled
substance, alcoholic beverage or intoxicant.
e) Committed or attempted to commit robbery or extortion.
f) Caused or attempted to cause damage to school property or private property.
g) Stole or attempted to steal school property or private property.
h) Possessed or used tobacco or products containing tobacco or nicotine products,

including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes,
smokeless tobacco, snuff, chew packets and betel. This section does not prohibit
the use of his or her own prescription products by a pupil.
i) Committed an obscene act or engaged in habitual profanity or vulgarity.


j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any

drug paraphernalia, as defined in Health and Safety Code Section 11014.5.
k) Disrupted school activities or otherwise willfully defied the valid authority of

supervisors, teachers, administrators, other school officials, or other school
personnel engaged in the performance of their duties.
(1) Except as provided in Education Code Section 48910, a pupil enrolled in
kindergarten or any of grades 1 to 3, inclusive, shall not be suspended for
any of the acts enumerated in this subdivision.
l) Knowingly received stolen school property or private property.
m) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially

similar in physical properties to an existing firearm as to lead a reasonable person
to conclude that the replica is a firearm.
n) Committed or attempted to commit a sexual assault as defined in Penal Code

Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as
defined in Penal Code Section 243.4.
o) Harassed, threatened, or intimidated a student who is a complaining witness or

witness in a school disciplinary proceeding for the purpose of preventing that
student from being a witness and/or retaliating against that student for being a
witness.
p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription

drug Soma.
q) Engaged in, or attempted to engage in hazing. For the purposes of this

subdivision, “hazing” means a method of initiation or preinitiation into a pupil
organization or body, whether or not the organization or body is officially
recognized by an educational institution, which is likely to cause serious bodily
injury or personal degradation or disgrace resulting in physical or mental harm to
a former, current, or prospective pupil. For purposes of this section, “hazing”
does not include athletic events or school-sanctioned events.
r) Made terroristic threats against school officials and/or school property. For
purposes of this section, “terroristic threat” shall include any statement, whether
written or oral, by a person who willfully threatens to commit a crime which will
result in death, great bodily injury to another person, or property damage in
excess of one thousand dollars ($1,000), with the specific intent that the statement
is to be taken as a threat, even if there is no intent of actually carrying it out,
which, on its face and under the circumstances in which it is made, is so
unequivocal, unconditional, immediate, and specific as to convey to the person
threatened, a gravity of purpose and an immediate prospect of execution of the
threat, and thereby causes that person reasonably to be in sustained fear for his or


her own safety or for his or her immediate family’s safety, or for the protection of
school property, or the personal property of the person threatened or his or her
immediate family.
s) Committed sexual harassment, as defined in Education Code Section 212.5. For

the purposes of this section, the conduct described in Section 212.5 must be
considered by a reasonable person of the same gender as the victim to be
sufficiently severe or pervasive to have a negative impact upon the individual’s
academic performance or to create an intimidating, hostile, or offensive
educational environment. This section shall apply to pupils in any of grades 4 to
12, inclusive.
t) Caused, attempted to cause, threatened to cause or participated in an act of hate

violence, as defined in subdivision (e) of Section 233 of the Education
Code. This section shall apply to pupils in any of grades 4 to 12, inclusive.
u) Intentionally harassed, threatened or intimidated a student or group of students to

the extent of having the actual and reasonably expected effect of materially
disrupting class work, creating substantial disorder and invading student rights by
creating an intimidating or hostile educational environment. This section shall
apply to pupils in any of grades 4 to 12, inclusive.
v) Engaged in an act of bullying, including, but not limited to, bullying committed
by means of an electronic act.
1) “Bullying” means any severe or pervasive physical or verbal act or conduct,
including communications made in writing or by means of an electronic act,
and including one or more acts committed by a student or group of students
which would be deemed hate violence or harassment, threats, or intimidation,
which are directed toward one or more students that has or can be reasonably
predicted to have the effect of one or more of the following:
i. Placing a reasonable student (defined as a student, including, but is not
limited to, a student with exceptional needs, who exercises average
care, skill, and judgment in conduct for a person of his or her age, or
for a person of his or her age with exceptional needs) or students in
fear of harm to that student’s or those students’ person or property.
ii. Causing a reasonable student to experience a substantially detrimental
effect on his or her physical or mental health.
iii. Causing a reasonable student to experience substantial interference
with his or her academic performance.
iv. Causing a reasonable student to experience substantial interference
with his or her ability to participate in or benefit from the services,
activities, or privileges provided by the Charter School.
2) “Electronic Act” means the creation or transmission originated on or off the
schoolsite, by means of an electronic device, including, but not limited to, a
telephone, wireless telephone, or other wireless communication device,


computer, or pager, of a communication, including, but not limited to, any of

the following:
i. A message, text, sound, video, or image.
ii. A post on a social network Internet Web site including, but not limited
to:
(a) Posting to or creating a burn page. A “burn page” means an
Internet Web site created for the purpose of having one or more of
the effects as listed in subparagraph (1) above.
(b) Creating a credible impersonation of another actual pupil for the
purpose of having one or more of the effects listed in subparagraph
(1) above. “Credible impersonation” means to knowingly and
without consent impersonate a pupil for the purpose of bullying the
pupil and such that another pupil would reasonably believe, or has
reasonably believed, that the pupil was or is the pupil who was
impersonated.
(c) Creating a false profile for the purpose of having one or more of
the effects listed in subparagraph (1) above. “False profile” means
a profile of a fictitious pupil or a profile using the likeness or
attributes of an actual pupil other than the pupil who created the
false profile.
iii. An act of cyber sexual bullying.
(a) For purposes of this clause, “cyber sexual bullying” means the
dissemination of, or the solicitation or incitement to disseminate, a
photograph or other visual recording by a pupil to another pupil or
to school personnel by means of an electronic act that has or can be
reasonably predicted to have one or more of the effects described
in subparagraphs (i) to (iv), inclusive, of paragraph (1). A
photograph or other visual recording, as described above, shall
include the depiction of a nude, semi-nude, or sexually explicit
photograph or other visual recording of a minor where the minor is
identifiable from the photograph, visual recording, or other
electronic act.
(b) For purposes of this clause, “cyber sexual bullying” does not
include a depiction, portrayal, or image that has any serious
literary, artistic, educational, political, or scientific value or that
involves athletic events or school-sanctioned activities.
3) Notwithstanding subparagraphs (1) and (2) above, an electronic act shall not
constitute pervasive conduct solely on the basis that it has been transmitted on
the Internet or is currently posted on the Internet.
w) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the
infliction or attempted infliction of physical injury to another person may be
subject to suspension, but not expulsion, except that a pupil who has been
adjudged by a juvenile court to have committed, as an aider and abettor, a crime
of physical violence in which the victim suffered great bodily injury or serious
bodily injury shall be subject to discipline pursuant to subdivision (1)(a)-(b).


x) Possessed, sold, or otherwise furnished any knife unless, in the case of possession
of any object of this type, the student had obtained written permission to possess
the item from a certificated school employee, with the Principal or designee’s
concurrence.
2. Non-Discretionary Suspension Offenses: Students must be suspended and recommended

for expulsion for any of the following acts when it is determined the pupil:
a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous

object unless, in the case of possession of any object of this type, the student had
obtained written permission to possess the item from a certificated school
employee, with the Principal or designee’s concurrence.
3. Discretionary Expellable Offenses: Students may be recommended for expulsion for any
of the following acts when it is determined the pupil:
a) Caused, attempted to cause, or threatened to cause physical injury to another

person.
b) Willfully used force or violence upon the person of another, except self-defense.
c) Unlawfully possessed, used, sold or otherwise furnished, or was under the

influence of any controlled substance, as defined in Health and Safety Code
Sections 11053-11058, alcoholic beverage, or intoxicant of any kind.
d) Unlawfully offered, arranged, or negotiated to sell any controlled substance as

defined in Health and Safety Code Sections 11053-11058, alcoholic beverage or
intoxicant of any kind, and then sold, delivered or otherwise furnished to any
person another liquid substance or material and represented same as controlled
substance, alcoholic beverage or intoxicant.
e) Committed or attempted to commit robbery or extortion.
f) Caused or attempted to cause damage to school property or private property.
g) Stole or attempted to steal school property or private property.
h) Possessed or used tobacco or products containing tobacco or nicotine products,

including but not limited to cigars, cigarettes, miniature cigars, clove cigarettes,
smokeless tobacco, snuff, chew packets and betel. This section does not prohibit
the use of his or her own prescription products by a pupil.
i) Committed an obscene act or engaged in habitual profanity or vulgarity.


j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any

drug paraphernalia, as defined in Health and Safety Code Section 11014.5.
k) Knowingly received stolen school property or private property.
l) Possessed an imitation firearm, i.e.: a replica of a firearm that is so substantially

similar in physical properties to an existing firearm as to lead a reasonable person
to conclude that the replica is a firearm.
m) Committed or attempted to commit a sexual assault as defined in Penal Code

Sections 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as
defined in Penal Code Section 243.4.
n) Harassed, threatened, or intimidated a student who is a complaining witness or

witness in a school disciplinary proceeding for the purpose of preventing that
student from being a witness and/or retaliating against that student for being a
witness.
o) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription

drug Soma.
p) Engaged in, or attempted to engage in hazing. For the purposes of this

subdivision, “hazing” means a method of initiation or preinitiation into a pupil
organization or body, whether or not the organization or body is officially
recognized by an educational institution, which is likely to cause serious bodily
injury or personal degradation or disgrace resulting in physical or mental harm to
a former, current, or prospective pupil. For purposes of this section, “hazing”
does not include athletic events or school-sanctioned events.
q) Made terroristic threats against school officials and/or school property. For
purposes of this section, “terroristic threat” shall include any statement, whether
written or oral, by a person who willfully threatens to commit a crime which will
result in death, great bodily injury to another person, or property damage in
excess of one thousand dollars ($1,000), with the specific intent that the statement
is to be taken as a threat, even if there is no intent of actually carrying it out,
which, on its face and under the circumstances in which it is made, is so
unequivocal, unconditional, immediate, and specific as to convey to the person
threatened, a gravity of purpose and an immediate prospect of execution of the
threat, and thereby causes that person reasonably to be in sustained fear for his or
her own safety or for his or her immediate family’s safety, or for the protection of
school property, or the personal property of the person threatened or his or her
immediate family.
r) Committed sexual harassment, as defined in Education Code Section 212.5. For

the purposes of this section, the conduct described in Section 212.5 must be
considered by a reasonable person of the same gender as the victim to be


sufficiently severe or pervasive to have a negative impact upon the individual’s

academic performance or to create an intimidating, hostile, or offensive
educational environment. This section shall apply to pupils in any of grades 4 to
12, inclusive.
s) Caused, attempted to cause, threatened to cause or participated in an act of hate

violence, as defined in subdivision (e) of Section 233 of the Education
Code. This section shall apply to pupils in any of grades 4 to 12, inclusive.
t) Intentionally harassed, threatened or intimidated a student or group of students to

the extent of having the actual and reasonably expected effect of materially
disrupting class work, creating substantial disorder and invading student rights by
creating an intimidating or hostile educational environment. This section shall
apply to pupils in any of grades 4 to 12, inclusive.
u) Engaged in an act of bullying, including, but not limited to, bullying committed
by means of an electronic act.
1) “Bullying” means any severe or pervasive physical or verbal act or conduct,
including communications made in writing or by means of an electronic act,
and including one or more acts committed by a student or group of students
which would be deemed hate violence or harassment, threats, or intimidation,
which are directed toward one or more students that has or can be reasonably
predicted to have the effect of one or more of the following:
i. Placing a reasonable student (defined as a student, including, but is not
limited to, a student with exceptional needs, who exercises average
care, skill, and judgment in conduct for a person of his or her age, or
for a person of his or her age with exceptional needs) or students in
fear of harm to that student’s or those students’ person or property.
ii. Causing a reasonable student to experience a substantially detrimental
effect on his or her physical or mental health.
iii. Causing a reasonable student to experience substantial interference
with his or her academic performance.
iv. Causing a reasonable student to experience substantial interference
with his or her ability to participate in or benefit from the services,
activities, or privileges provided by the Charter School.
2) “Electronic Act” means the creation or transmission originated on or off the
schoolsite, by means of an electronic device, including, but not limited to, a
telephone, wireless telephone, or other wireless communication device,
computer, or pager, of a communication, including, but not limited to, any of
the following:
i. A message, text, sound, video, or image.
ii. A post on a social network Internet Web site including, but not limited
to:
(a) Posting to or creating a burn page. A “burn page” means an
Internet Web site created for the purpose of having one or more of
the effects as listed in subparagraph (1) above.


(b) Creating a credible impersonation of another actual pupil for the

purpose of having one or more of the effects listed in subparagraph
(1) above. “Credible impersonation” means to knowingly and
without consent impersonate a pupil for the purpose of bullying the
pupil and such that another pupil would reasonably believe, or has
reasonably believed, that the pupil was or is the pupil who was
impersonated.
(c) Creating a false profile for the purpose of having one or more of
the effects listed in subparagraph (1) above. “False profile” means
a profile of a fictitious pupil or a profile using the likeness or
attributes of an actual pupil other than the pupil who created the
false profile.
iii. An act of cyber sexual bullying.
(a) For purposes of this clause, “cyber sexual bullying” means the
dissemination of, or the solicitation or incitement to disseminate, a
photograph or other visual recording by a pupil to another pupil or
to school personnel by means of an electronic act that has or can be
reasonably predicted to have one or more of the effects described
in subparagraphs (i) to (iv), inclusive, of paragraph (1). A
photograph or other visual recording, as described above, shall
include the depiction of a nude, semi-nude, or sexually explicit
photograph or other visual recording of a minor where the minor is
identifiable from the photograph, visual recording, or other
electronic act.
(b) For purposes of this clause, “cyber sexual bullying” does not
include a depiction, portrayal, or image that has any serious
literary, artistic, educational, political, or scientific value or that
involves athletic events or school-sanctioned activities.
3. Notwithstanding subparagraphs (1) and (2) above, an electronic act shall not
constitute pervasive conduct solely on the basis that it has been transmitted on
the Internet or is currently posted on the Internet.
v) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the
infliction or attempted infliction of physical injury to another person may be
subject to suspension, but not expulsion, except that a pupil who has been
adjudged by a juvenile court to have committed, as an aider and abettor, a crime
of physical violence in which the victim suffered great bodily injury or serious
bodily injury shall be subject to discipline pursuant to subdivision (3)(a)-(b).
w) Possessed, sold, or otherwise furnished any knife unless, in the case of possession
of any object of this type, the student had obtained written permission to possess
the item from a certificated school employee, with the Principal or designee’s
concurrence.


4. Non-Discretionary Expellable Offenses: Students must be recommended for expulsion

for any of the following acts when it is determined pursuant to the procedures below that
the pupil:
a) Possessed, sold, or otherwise furnished any firearm, explosive, or other dangerous

object unless, in the case of possession of any object of this type, the student had
obtained written permission to possess the item from a certificated school
employee, with the Principal or designee’s concurrence.
If it is determined by the Administrative Panel and/or Board of Directors that a student has
brought a firearm or destructive device, as defined in Section 921 of Title 18 of the United States
Code, on to campus or to have possessed a firearm or dangerous device on campus, the student
shall be expelled for one year, pursuant to the Federal Gun Free Schools Act of 1994. In such
instances, the pupil shall be provided due process rights of notice and a hearing as required in
this policy.
The term “firearm” means (A) any weapon (including a starter gun) which will or is designed to
or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or
receiver of any such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive
device. Such term does not include an antique firearm.
The term “destructive device” means (A) any explosive, incendiary, or poison gas, including but
not limited to: (i) bomb, (ii) grenade, (iii) rocket having a propellant charge of more than four
ounces, (iv) missile having an explosive or incendiary charge of more than one-quarter ounce,
(v) mine, or (vi) device similar to any of the devices described in the preceding clauses.
C. Suspension Procedure
Suspensions shall be initiated according to the following procedures:
1. Conference
Suspension shall be preceded, if possible, by a conference conducted by the Principal or the

Principal’s designee with the student and his or her parent and, whenever practical, the
teacher, supervisor or school employee who referred the student to the Principal. The
conference may be omitted if the Principal or designee determines that an emergency
situation exists. An “emergency situation” involves a clear and present danger to the lives,
safety or health of students or school personnel. If a student is suspended without this
conference, both the parent/guardian and student shall be notified of the student’s right to
return to school for the purpose of a conference.
At the conference, the student shall be informed of the reason for the disciplinary action and
the evidence against him or her and shall be given the opportunity to present his or her
version and evidence in his or her defense. This conference shall be held within two (2)
school days, unless the student waives this right or is physically unable to attend for any
reason including, but not limited to, incarceration or hospitalization. No penalties may be


imposed on a student for failure of the student’s parent or guardian to attend a conference
with school officials. Reinstatement of the suspended student shall not be contingent upon
attendance by the student’s parent or guardian at the conference.
2. Notice to Parents/Guardians
At the time of suspension, the Principal or designee shall make a reasonable effort to contact
the parent/guardian by telephone or in person. Whenever a student is suspended, the
parent/guardian shall be notified in writing of the suspension and the date of return following
suspension. This notice shall state the specific offense committed by the student. In
addition, the notice may also state the date and time when the student may return to
school. If school officials wish to ask the parent/guardian to confer regarding matters
pertinent to the suspension, the notice may request that the parent/guardian respond to such
requests without delay.
3. Suspension Time Limits and Expulsion
Suspensions, when not including a recommendation for expulsion, shall not exceed five (5)
consecutive school days per suspension.
Upon a recommendation of expulsion by the Principal or Principal’s designee, the student

and the student’s guardian or representative will be invited to a conference to determine if the
suspension for the student should be extended pending an expulsion hearing. In such
instances when the Charter School has determined a suspension period shall be extended,
such extension shall be made only after a conference is held with the pupil or the pupil’s
parents, unless the pupil and the pupil’s parents fail to attend the conference.
This determination will be made by the Principal or designee upon either of the following
determinations: (1) the student’s presence will be disruptive to the education process; or (2)
the student poses a threat or danger to others. Upon either determination, the student’s
suspension will be extended pending the results of an expulsion hearing.
D. Authority To Expel
A student may be expelled either by the Discovery Charter School-Montebello Board following
a hearing before it or by the Discovery Charter School-Montebello Board upon the
recommendation of an Administrative Panel to be assigned by the Discovery Charter School-
Montebello Board as needed. The Administrative Panel should consist of at least three members
who are certificated and neither a teacher of the student or a Board member of the Discovery
Charter School-Montebello Board. The Administrative Panel may recommend expulsion of any
student found to have committed an expellable offense.
E. Expulsion Procedures
Students recommended for expulsion are entitled to a hearing to determine whether the student
should be expelled. Unless postponed for good cause, the hearing shall be held within thirty (30)


school days after the Principal or designee determines that the student has committed an
expellable offense.
In the event an Administrative Panel hears the case, it will make a recommendation to the
Discovery Charter School-Montebello Board for a final decision whether to expel. The hearing
shall be held in closed session unless the student makes a written request for a public hearing in
open session three (3) days prior to the date of the scheduled hearing.
Written notice of the hearing shall be forwarded to the student and the student’s parent/guardian
at least ten (10) calendar days before the date of the hearing. Upon mailing the notice, it shall be
deemed served upon the student. The notice shall include:
1. The date and place of the expulsion hearing;

2. A statement of specific facts, charges and offenses upon which the proposed expulsion is
based;
3. A copy of Discovery Charter School-Montebello’s disciplinary rules which relate to the
alleged violation;
4. Notification of the student’s or parent/guardian’s obligation to provide information about
the student’s status at the school to any other school district or school to which the
student seeks enrollment;
5. The opportunity for the student and/or the student’s parent/guardian to appear in person
or to employ and be represented by counsel or a non-attorney advisor;
6. The right to inspect and obtain copies of all documents to be used at the hearing;
7. The opportunity to confront and question all witnesses who testify at the hearing;
8. The opportunity to question all evidence presented and to present oral and documentary
evidence on the student’s behalf including witnesses.
F. Special Procedures For Expulsion Hearings Involving Sexual Assault Or Battery

Offenses
Discovery Charter School-Montebello may, upon finding a good cause, determine that the
disclosure of either the identity of the witness or the testimony of that witness at the hearing, or
both, would subject the witness to an unreasonable risk of psychological or physical harm. Upon
this determination, the testimony of the witness may be presented at the hearing in the form of
sworn declarations which shall be examined only by the Board and the administrative
panel. Copies of these sworn declarations, edited to delete the name and identity of the witness,
shall be made available to the student.
1. The complaining witness in any sexual assault or battery case must be provided with a
copy of the applicable disciplinary rules and advised of his/her right to (a) receive five-
days’ notice of his/her scheduled testimony, (b) have up to two (2) adult support persons
of his/her choosing present in the hearing at the time he/she testifies, which may include a
parent, guardian, or legal counsel, and (c) elect to have the hearing closed while
testifying.


2. Discovery Charter School-Montebello must also provide the victim a room separate from
the hearing room for the complaining witness’ use prior to and during breaks in
testimony.
3. At the discretion of the entity conducting the hearing, the complaining witness shall be
allowed periods of relief from examination and cross-examination during which he or she
may leave the hearing room.
4. The entity conducting the expulsion hearing may also arrange the seating within the
hearing room to facilitate a less intimidating environment for the complaining witness.
5. The entity conducting the expulsion hearing may also limit time for taking the testimony
of the complaining witness to the hours he/she is normally in school, if there is no good
cause to take the testimony during other hours.
6. Prior to a complaining witness testifying, the support persons must be admonished that
the hearing is confidential. Nothing in the law precludes the entity presiding over the
hearing from removing a support person whom the presiding person finds is disrupting
the hearing. The entity conducting the hearing may permit any one of the support
persons for the complaining witness to accompany him or her to the witness stand.
7. If one or both of the support persons is also a witness, Discovery Charter School-
Montebello must present evidence that the witness’ presence is both desired by the
witness and will be helpful to Discovery Charter School-Montebello. The entity
presiding over the hearing shall permit the witness to stay unless it is established that
there is a substantial risk that the testimony of the complaining witness would be
influenced by the support person, in which case the presiding official shall admonish the
support person or persons not to prompt, sway, or influence the witness in any
way. Nothing shall preclude the presiding officer from exercising his or her discretion to
remove a person from the hearing whom he or she believes is prompting, swaying, or
influencing the witness.
8. The testimony of the support person shall be presented before the testimony of the
complaining witness and the complaining witness shall be excluded from the room during
that testimony.
9. Especially for charges involving sexual assault or battery, if the hearing is to be
conducted in the public at the request of the student being expelled, the complaining
witness shall have the right to have his/her testimony heard in a closed session when
testifying at a public meeting would threaten serious psychological harm to the
complaining witness and there are not alternative procedures to avoid the threatened
harm. The alternative procedures may include videotaped depositions or
contemporaneous examination in another place communicated to the hearing by means of
closed-circuit television.
10. Evidence of specific instances of a complaining witness’ prior sexual conduct is
presumed inadmissible and shall not be heard absent a determination by the person
conducting the hearing that extraordinary circumstances exist requiring the evidence be
heard. Before such a determination regarding extraordinary circumstances can be made,
the witness shall be provided notice and an opportunity to present opposition to the
introduction of the evidence. In the hearing on the admissibility of the evidence, the
complaining witness shall be entitled to be represented by a parent, legal counsel, or other
support person. Reputation or opinion evidence regarding the sexual behavior of the
complaining witness is not admissible for any purpose.


G. Record Of Hearing
A record of the hearing shall be made and may be maintained by any means, including electronic
recording, as long as a reasonably accurate and complete written transcription of the proceedings
can be made.
H. Presentation Of Evidence
While technical rules of evidence do not apply to expulsion hearings, evidence may be admitted
and used as proof only if it is the kind of evidence on which reasonable persons can rely in the
conduct of serious affairs. A recommendation by the Administrative Panel to expel must be
supported by substantial evidence that the student committed an expellable offense. Findings of
fact shall be based solely on the evidence at the hearing. While hearsay evidence is admissible,
no decision to expel shall be based solely on hearsay. Sworn declarations may be admitted as
testimony from witnesses of whom the Board or Administrative Panel determines that disclosure
of their identity or testimony at the hearing may subject them to an unreasonable risk of physical
or psychological harm.
If, due to a written request by the accused student, the hearing is held at a public meeting, and the
charge is committing or attempting to commit a sexual assault or committing a sexual battery as
defined in Education Code Section 48900, a complaining witness shall have the right to have his
or her testimony heard in a session closed to the public.
The decision of the Administrative Panel shall be in the form of written findings of fact and a
written recommendation to the Discovery Charter School-Montebello Board who will make a
final determination regarding the expulsion. The final decision by the Board shall be made
within ten (10) school days following the conclusion of the hearing. The decision of the Board is
final.
If the Administrative Panel decides not to recommend expulsion, the student shall immediately
be returned to his/her educational program.
L. Written Notice To Expel
The Principal or designee, following a decision of the Board to expel, shall send written notice of
the decision to expel, including the Board’s adopted findings of fact, to the student or
parent/guardian. This notice shall also include the following:
• Notice of the specific offense committed by the student
• Notice of the student’s or parent/guardian’s obligation to inform any new district in
which the student seeks to enroll of the student’s status with Discovery Charter School-
Montebello
The Principal or designee shall send a copy of the written notice of the decision to expel to the
District. This notice shall include the following:
• The student’s name


• The specific expellable offense committed by the student
J. Disciplinary Records
Discovery Charter School-Montebello shall maintain records of all student suspensions and
expulsions at Discovery Charter School-Montebello. Such records shall be made available to the
District upon request.
K. No Right To Appeal
The student shall have no right of appeal from expulsion from Discovery Charter School-
Montebello as the Board’s decision to expel shall be final.
L. Expelled Students /Alternative Education
Parents/guardians of students who are expelled shall be responsible for seeking alternative
education programs including, but not limited to, programs within the County or their school
district of residence. The Charter School shall work cooperatively with parents/guardians as
requested by parents/guardians or by the school district of residence to assist with locating
alternative placements during expulsion.
M. Rehabilitation Plans
Students who are expelled from the Charter School shall be given a rehabilitation plan upon
expulsion as developed by the Board of Directors at the time of the expulsion order, which may
include, but is not limited to, periodic review as well as assessment at the time of review for
readmission. The rehabilitation plan should include a date not later than one year from the date
of expulsion when the pupil may reapply to the Charter School for readmission.
N. Readmission
The decision to readmit a pupil or to admit a previously expelled pupil from another school
district or charter school shall be in the sole discretion of the Board of Directors following a
meeting with the Executive Director or designee and the pupil and parent/guardian or
representative to determine whether the pupil has successfully completed the rehabilitation plan
and to determine whether the pupil poses a threat to others or will be disruptive to the school
environment. The Executive Director or designee shall make a recommendation to the Board of
Directors following the meeting regarding his or her determination. The Board shall then make a
final decision regarding readmission during the closed session of a public meeting, reporting out
any action taken during closed session consistent with the requirements of the Brown Act. The
pupil’s readmission is also contingent upon the Charter School’s capacity at the time the student
seeks readmission.
O. Special Procedures For The Consideration Of Suspension And Expulsion Of Students

With Disabilities


1. Notification of SELPA:
Discovery Charter School-Montebello shall immediately notify the SELPA, and coordinate
the procedures in this policy with the SELPA, when considering the discipline of any student
with a disability or student who the Charter School and/or SELPA would be deemed to have
knowledge that the student had a disability.
2. Services During Suspension:
Students suspended for more than ten (10) school days in a school year shall continue to
receive services so as to enable the student to continue to participate in the general education
curriculum, although in another setting (which could constitute a change of placement and
the student’s IEP would reflect this change), and to progress toward meeting the goals set out
in the child's IEP/504 Plan; and receive, as appropriate, a functional behavioral assessment
and behavioral intervention services and modifications, that are designed to address the
behavior violation so that it does not recur. These services may be provided in an interim
alterative educational setting.
3. Procedural Safeguards/Manifestation Determination:
Within ten (10) school days of a recommendation for expulsion or any decision to change the
placement of a child with a disability because of a violation of a code of student conduct, the
Charter School, the parent, and relevant members of the IEP/504 Team shall review all
relevant information in the student's file, including the child's IEP/504 Plan, any teacher
observations, and any relevant information provided by the parents to determine:
(a) If the conduct in question was caused by, or had a direct and substantial
relationship to, the child's disability; or
(b) If the conduct in question was the direct result of the local educational agency's
failure to implement the IEP/504 Plan.
If the Charter School, the parent, and relevant members of the IEP/504 Team determine that
either of the above is applicable for the child, the conduct shall be determined to be a
manifestation of the child's disability. If the Charter School, the parent, and relevant
members of the IEP/504 Team make the determination that the conduct was a manifestation
of the child's disability, the IEP/504 Team shall:
(a) Conduct a functional behavioral assessment and implement a behavioral

intervention plan for such child, provided that the Charter School had not
conducted such assessment prior to such determination before the behavior that
resulted in a change in placement;
(b) If a behavioral intervention plan has been developed, review the behavioral
intervention plan if the child already has such a behavioral intervention plan, and
modify it, as necessary, to address the behavior; and


(c) Return the child to the placement from which the child was removed, unless the
parent and the Charter School agree to a change of placement as part of the
modification of the behavioral intervention plan.
If the Charter School, the parent, and relevant members of the IEP/504 Team determine that
the behavior was not a manifestation of the student’s disability and that the conduct in
question was not a direct result of the failure to implement the IEP/504 Plan, then the Charter
School may apply the relevant disciplinary procedures to children with disabilities in the
same manner and for the same duration as the procedures would be applied to students
without disabilities.
4. Due Process Appeals:
The parent of a child with a disability who disagrees with any decision regarding placement,
or the manifestation determination, or the School believes that maintaining the current
placement of the child is substantially likely to result in injury to the child or to others, may
request an expedited administrative hearing through the Special Education Unit of the Office
of Administrative Hearings or by utilizing the dispute provisions of the 504 Policy and
Procedures.
When an appeal relating to the placement of the student or the manifestation determination
has been requested by either the parent or the Charter School, the student shall remain in the
interim alternative educational setting pending the decision of the hearing officer in
accordance with state and federal law, including 20 USC Section 1415(k), until the
expiration of the forty-five (45) day time period provided for in an interim alternative
educational setting, unless the parent and the Charter School agree otherwise.
5. Special Circumstances:
Charter School personnel may consider any unique circumstances on a case-by-case basis
when determining whether to order a change in placement for a child with a disability who
violates a code of student conduct.
The Principal or designee may remove a student to an interim alternative educational setting
for not more than forty-five (45) days without regard to whether the behavior is determined
to be a manifestation of the student’s disability in cases where a student:
(a) Carries or possesses a dangerous weapon, as defined in 18 USC 930, to or at

school, on school premises, or to or at a school function;
(b) Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a
controlled substance, while at school, on school premises, or at a school function;
or
(c) Has inflicted serious bodily injury, as defined by 20 USC 1415(k)(7)(D), upon a
person while at school, on school premises, or at a school function.
6. Interim Alternative Educational Setting:


The student's interim alternative educational setting shall be determined by the student's
IEP/504 Team.
7. Procedures for Students Not Yet Eligible for Special Education Services:
A student who has not been identified as an individual with disabilities pursuant to IDEA and
who has violated the Charter School’s disciplinary procedures may assert the procedural
safeguards granted herein only if the Charter School had knowledge that the student was
disabled before the behavior occurred.
The Charter School shall be deemed to have knowledge that the student had a disability if
one of the following conditions exists:
(a) The parent/guardian has expressed concern in writing, or orally if the

parent/guardian does not know how to write or has a disability that prevents a
written statement, to Charter School supervisory or administrative personnel, or to
one of the child’s teachers, that the student is in need of special education or
related services.
(b) The parent has requested an evaluation of the child.
(c) The child’s teacher, or other Charter School personnel, has expressed specific
concerns about a pattern of behavior demonstrated by the child, directly to the
director of special education or to other Charter School supervisory personnel .
If the Charter School knew or should have known the student had a disability under any of
the three (3) circumstances described above, the student may assert any of the protections
available to IDEA-eligible children with disabilities, including the right to stay-put.
If the Charter School had no basis for knowledge of the student’s disability, it shall proceed
with the proposed discipline. The Charter School shall conduct an expedited evaluation if
requested by the parents; however, the student shall remain in the education placement
determined by the Charter School pending the results of the evaluation.
The Charter School shall not be deemed to have knowledge of that the student had a
disability if the parent has not allowed an evaluation, refused services, or if the student has
been evaluated and determined to not be eligible.


ELEMENT 11: RETIREMENT PROGRAMS
Governing Law: The manner by which staff members of the charter schools will be covered by
the State Teachers’ Retirement System, the Public Employees’ Retirement System, or federal
social security. Education Code Section 47605(b)(5)(K).
All Discovery Charter School-Montebello employees will have access to appropriate retirement
plans as outlined below. The Principal of Discovery Charter School-Montebello will be
responsible for ensuring that appropriate arrangements for the coverage listed below have been
made for all employees:
• All certificated staff will participate in the State Teacher Retirement System (STRS)
• All classified staff will participate in the Federal social security system, as well as in the
Public Employees Retirement System (PERS)


ELEMENT 12: PUBLIC SCHOOL ATTENDANCE ALTERNATIVES
Governing Law: The public school attendance alternatives for pupils residing within the school
district who choose not to attend charter schools. Education Code Section 47605(b)(5)(L).
Discovery Charter School-Montebello is a school of choice and no student will be required to

attend.
Pupils who choose not to attend Discovery Charter School-Montebello may choose to attend
other public schools in their district of residence or pursue an intra- or inter-district transfer in
accordance with existing enrollment and transfer policies of the district.
Parents and guardians of each student enrolled in the Discovery Charter School-Montebello will
be informed on admissions forms that the student has no right to admission in a particular school
of a local education agency as a consequence of enrollment in Discovery Charter School-
Montebello, except to the extent that such a right is extended by the local education agency.


ELEMENT 13: DISTRICT EMPLOYEE RETURN RIGHTS
Governing Law: The rights of an employee of the school district upon leaving the employment of
the school district to work in a charter school, and of any rights of return to the school district
after employment at a charter school. Education Code Section 47605(b)(5)(M).
No public school district employee shall be required to work at Discovery Charter School-
Montebello. Employees of the District who choose to leave the employment of the District to
work at Discovery Charter School-Montebello will have no automatic rights of return to the
District after employment by Discovery Charter School-Montebello unless specifically granted
by the District through a leave of absence or other agreement. Discovery Charter School-
Montebello employees shall have any right of return to employment in a school district after
employment in Discovery Charter School-Montebello that the District may specify, any rights of
return to employment in a school district after employment in the Charter School that the District
may specify, and any other rights upon leaving employment to work in the Charter School that
the District determines to be reasonable and not in conflict with any law.
All employees of Discovery Charter School-Montebello will be considered the exclusive

employees of Legacy Charter Public Schools and not of the District. Sick or vacation leave or
years of service credit at the District or any other school district will not be transferred to
Discovery Charter School-Montebello. Employment at Discovery Charter School-Montebello
provides no rights of employment at any other entity, including any rights in the case of closure
of the Charter School.


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


Internal Disputes
Discovery Charter School-Montebello shall have an internal dispute resolution process to be

used for all internal disputes related to the Charter School’s operations. Discovery Charter
School-Montebello shall also maintain a Uniform Complaint Policy and Procedures as required
by state law. Parents, students, Board members, volunteers, and staff at Discovery Charter
School-Montebello shall be provided with a copy of the Charter School’s policies and internal
dispute resolution process. The District shall promptly refer all disputes not related to a possible
violation of the charter or law to Discovery Charter School-Montebello.


ELEMENT 15: SCHOOL CLOSURE PROCEDURES
Governing Law: The procedures to be used if the charter school closes. The procedures shall
ensure a final audit of the charter school to determine the disposition of all assets and liabilities
of the charter school, including plans for disposing of any net assets and for the maintenance
and transfer of public records. Education Code Section 47605(b)(5)(O).
Closure Action
Closure of Discovery Charter School-Montebello will be documented by official action of the

Legacy Charter Public Schools Board of Directors. The action will identify the reason for closure
and identify an entity and person or persons responsible for closure-related activities.
Nonrenewal or revocation of the charter by the District will also constitute a closure action,
subject to Discovery Charter School-Montebello’s right to appeal that decision.
Closure Procedures
Upon closure, Discovery Charter School-Montebello will provide written notification to:
• The California Department of Education.

• Parents or guardians of students.
• The District.
• The Los Angeles County Office of Education
• The SELPA in which the school participates.
• The retirement systems in which the Charter School’s employees participate, if any (e.g.
STRS and PERS).
This written notification will include the effective date of the closure, the name(s) of and contact
information for the person(s) to whom reasonable inquiries may be made regarding the closure,
the pupils’ school districts of residence, and the manner in which parents/guardians may obtain
copies of pupil records, including specific information on completed courses and credits that
meet graduation requirements.
In addition, the written notification to parents or guardians will also include information on how
to transfer a student to another school and a certified packet of student information that includes
a copy of their child’s cumulative record which will include grade reports, discipline records,
immunization records, completed coursework, credits that meet graduation requirements, a
transcript, and State testing results. This notification will be issued to parents or guardians
promptly after the closure action. A copy of the written notification to parents or guardians will
be sent to the District within the same time frame.
If employees are participating in STRS or PERS, Discovery Charter School-Montebello will

promptly contact STRS and/or PERS and the Los Angeles County Office of Education and
follow their procedures for dissolving contracts and reporting.


School and Student Records Retention and Transfer

Discovery Charter School-Montebello shall observe the following in the transfer and
maintenance of school and student records:
1. The Charter School will provide the District with original cumulative files and behavior
records for all students both active and inactive at the Charter School. Transfer of the
complete and organized original student records to the District will occur within seven
(7) calendar days of the effective date of closure.
2. The process for transferring student records to the receiving schools shall be in
accordance with receiving districts’ procedures for students moving from one school to
another.
3. The Charter School will provide an electronic master list of all students to the
District. This list will include the student’s identification number, Statewide Student
Identifier (SSID), birthdate, grade, full name, address, home school, enrollment date, exit
code, exit date, parent/guardian name(s), and phone number(s). If the Charter School
closure occurs before the end of the school year, the list should also indicate the name of
the school that each student is transferring to, if known. This electronic master list will
be delivered in the form of a CD or other electronic file.
4. The original cumulative files should be organized for delivery to the District in two
categories: active students and inactive students. The District will coordinate with the
Discovery Charter School-Montebello for the delivery and/or pickup of the student
records.
5. Discovery Charter School-Montebello must update all student records in the California
Longitudinal Pupil Achievement Data System (CALPADS) prior to closing.
6. All records are to be boxed and labeled by classification of documents and the required
duration of storage.
7. All transfers of student records will be made in compliance with the Family Educational
Rights and Privacy Act (“FERPA”), 20 U.S.C. § 1232g.
8. All state assessment results, special education records, and personnel records will be
transferred to and maintained by the entity responsible for closure-related activities in
accordance with applicable law.
Financial Close-Out
Discovery Charter School-Montebello shall ensure completion of an independent final audit

within six months after the closure of the school that includes:
• An accounting of all financial assets. These may include cash and accounts receivable
and an inventory of property, equipment, and other items of material value.
• An accounting of all liabilities. These may include accounts payable or reduction in
apportionments due to loans, unpaid staff compensation, audit findings, or other
investigations.
• An assessment of the disposition of any restricted funds received by or due to the charter
school.


This audit may serve as the school’s annual audit. The financial closeout audit of Discovery
Charter School-Montebello will be paid for by Discovery Charter School-Montebello. This audit
will be conducted by a neutral, independent licensed CPA who will employ generally accepted
accounting principles. Any liability or debt incurred by Discovery Charter School-Montebello
will be the responsibility of Legacy Charter Public Schools and not the District. Any unused
monies at the time of the audit will be returned to the appropriate funding source, as
applicable. Legacy Charter Public Schools understands and acknowledges that only unrestricted
funds will be used to pay creditors. Any unused AB 602 funds will be returned to the SELPA in
which Discovery Charter School-Montebello participates, and other categorical funds will be
returned to the source of funds.
Discovery Charter School-Montebello will complete and final any annual reports required
pursuant to Education Code Section 47604.33.
Disposition of Liabilities and Assets
Legacy Charter Public Schools will ensure disposal of any net assets remaining after all
liabilities have been paid or otherwise addressed. Such disposal includes, but is not limited to:
• The return of any donated materials and property according to any conditions set when
the donations were accepted.
• The return of any grant and restricted categorical funds to their source according to the
terms of the grant or state and federal law.
• The submission of final expenditure reports for any entitlement grants and the filing of
Final Expenditure Reports and Final Performance Reports, as appropriate.
On closure of Discovery Charter School-Montebello, all assets of Discovery Charter School-

Montebello, including but not limited to all leaseholds, personal property, intellectual property
and all ADA apportionments and other revenues generated by students attending the Charter
School, remain the sole property of the Legacy Charter Public Schools nonprofit public benefit
corporation and, upon dissolution of Legacy Charter Public Schools, shall be distributed in
accordance with the Articles of Incorporation. A copy of the corporation’s Articles of
Incorporation is provided in the Appendix of this charter.
For six (6) calendar months from the closure action or until the budget allows, whichever comes
first, sufficient staff as deemed appropriate by the Legacy Charter Public Schools Board will
maintain employment to take care of all necessary tasks and procedures required for a smooth
closing of the school and student transfers.
The Legacy Charter Public Schools Board shall adopt a plan for closure of the school and, if
applicable, the corporation, in accordance with the requirements of the Corporations Code.
Discovery Charter School-Montebello shall provide the District within fourteen (14) calendar
days of closure action prior written notice of any outstanding payments to staff and the method
by which the school will make the payments.


Discovery Charter School-Montebello shall do all of the following on behalf of the school's
employees, and anything else required by applicable law:
1. File all final federal, state, and local employer payroll tax returns and issue final W-2s
and Form 1099s by the statutory deadlines.
2. Make final federal tax payments (employee taxes, etc.)
3. File the final withholding tax return (Treasury Form 165).
As specified by the Budget in the Appendix, Discovery Charter School-Montebello will utilize
the reserve fund to undertake any expenses associated with the closure procedures identified
above.


MISCELLANEOUS CHARTER PROVISIONS
Budgets and Financial Reporting
Governing Law: The petitioner or petitioners shall also be required to provide financial
statements that include a proposed first-year operational budget, including startup costs, and
cashflow and financial projections for the first three years of operation. Education Code Section
47605(g).
As part of this petition’s appendix, please find a “Proposed Budget and Cash Flow,” which
includes the following:
• Projected operational budgets for three years of operation

• Cash flow projections for five years of operation
These documents are based upon the best data available to the Petitioners at this time.
Additionally, Discovery Charter School-Montebello recognizes that it is recommended that the

Charter School maintain a funds balance (reserve) of its expenditures as outlined in section
15450, Title 5 of the California Code of Regulations.
Discovery Charter School-Montebello shall annually prepare and submit the following reports to
the Montebello Unified School District and the LACOE Superintendent of Schools:
(1) On or before July 1, a preliminary budget. For a charter school in its first year of
operation, financial statements submitted with the charter petition pursuant to Education
Code Section 47605(g) will satisfy this requirement.
(2) On or before July 1, local control and accountability plan and an annual update to the
local control and accountability plan required pursuant to Education Code Section
47606.5.
(3) On or before December 15, an interim financial report. This report shall reflect changes
through October 31. Additionally, on December 15, a copy of the Charter School’s
annual, independent financial audit report for the preceding fiscal year shall be delivered
to the District, State Controller, California Department of Education and County
Superintendent of Schools.
(4) On or before March 15, a second interim financial report. This report shall reflect
changes through January 31.
(5) On or before September 15, a final unaudited report for the full prior year. The report
submitted to the District shall include an annual statement of all the Charter School’s
receipts and expenditures for the preceding fiscal year.


Discovery Charter School-Montebello shall provide reporting to the District as required by law
and as requested by the District including, but not limited to, the following: California Basic
Educational Data System (CBEDS), actual Average Daily Attendance reports, all financial
reports required by Education Code Sections 47604.33 and 47605(m), the School Accountability
Report Card (SARC), and the LCAP.
Administrative Services
Governing Law: The manner in which administrative services of the school are to be provided.
Education Code Section 47605(g).
Discovery Charter School-Montebello will provide or procure its own administrative services
through an appropriately qualified third-party contractor. Discovery Charter School-Montebello
plans to contract with Charter School Management Corporation (CSMC), a business and
development company specializing in charter schools, for administrative and “back office”
services including, but not limited to, the following:
• Complete Bookkeeping Services

• Budget Creation / Fiscal Planning Services
• Cash Flow Management
• Local, State, and Federal Reporting
• Audit and Compliance Preparation
• Payroll Services
• Employee Benefits
• Retirement Program Setup and Management
• Planning & Management
• Compliance Reporting to County & State Grantors
• Attendance Reporting
• Food Program - Implementation & Claims Reporting
• Training - Charter School Finance, Accounting & Operation Functions, Budgets,
Financial Reports
• Quarterly & Annual Filings of Tax Forms (IRS, EDD, etc.)
• Property Tax Exemptions Filings
Facilities
Governing Law: The facilities to be utilized by the school. The description of the facilities to be
used by the charter school shall specify where the school intends to locate. Education Code
Section 47605(g).
Discovery Charter School-Montebello will be located within the Montebello Unified School
District boundaries at an address that is to be determined. Discovery Charter School-Montebello
will identify and secure private facilities in the Montebello Unified School District boundaries
and will only consider to seek facilities through a Proposition 39 as needed.


Discovery Charter School-Montebello is currently working with consultants and realtors to

identify school location. Currently, there are sites being considered offering enough space for the
following:
• 15-25 classrooms
• 4-8 restrooms
• Office Space
• Playground
• Eating area
• 20-50 parking spaces
The process of acquiring a facility is actively being pursued and a Letter of Intent has been
issued to the landlord.
Insurance
Discovery Charter School-Montebello shall acquire and finance an expanded insurance plan that
will include coverage(s) for General Liability, Professional Educators’ Legal Liability, Auto,
Property, Equipment Breakdown, Directors & Officers/Employment Practices, Student Accident,
and Worker’s Compensation.
All required insurance coverages will be in place at or above California-mandated baseline

requirements, adjusting as the student population increases each year. Coverage amounts will be
based on recommendations provided by the District and Discovery Charter School-Montebello’s
insurer. The District Board of Education shall be named as an additional insured on all policies
of Discovery Charter School-Montebello. Prior to opening, Discovery Charter School-
Montebello will provide evidence of the above insurance coverage to the District.
District Oversight
The Montebello Unified School District may charge for the actual costs of supervisorial
oversight of Discovery Charter School-Montebello not to exceed 1% of the Charter School’s
revenue. Notwithstanding the foregoing, the Montebello Unified School District may charge the
maximum supervisorial oversight fee allowed under the law as it may change from time to time.
The supervisorial oversight fee provided herein is separate and distinct from the charges arising
under the charter school services/facilities use agreements, if any.
Discovery Charter School-Montebello agrees to and submits to the right of the District to make
random visits and inspections in order to carry out its statutorily required oversight in accordance
with Education Code Sections 47604.32 and 47607.
Pursuant to Education Code Section 47604.3, Discovery Charter School-Montebello shall

promptly respond to all reasonable inquiries including, but not limited to, inquiries regarding its
financial records from the District.


Transportation
Discovery Charter School-Montebello will not provide transportation to and from school, except
as required by law.
Attendance Accounting
Discovery Charter School-Montebello will implement an attendance recording and accounting

system, to ensure contemporaneous record keeping, which complies with state law.
Potential Civil Liability Effects
Governing Law: Potential civil liability effects, if any, upon the school and upon the school
district. Education Code Section 47605(g).
Discovery Charter School-Montebello shall be operated by Legacy Charter Public Schools, a

California non-profit public benefit corporation. This corporation is organized and operated
exclusively for charitable purposes within the meaning of Section 501(c)(3) of the Internal
Revenue Code and California Revenue and Taxation Code Section 23701(d).
Pursuant to Education Code Section 47604(c), an authority that grants a charter to a charter
school operated by or as a non-profit public benefit corporation shall not be liable for the debts
or obligations of the charter school or for claims arising from the performance of acts, errors or
omissions by the charter school if the authority has complied with all oversight responsibilities
required by law. Discovery Charter School-Montebello shall work diligently to assist the
District in meeting any and all oversight obligations under the law, including monthly meetings,
reporting, or other District-requested protocol to ensure the District shall not be liable for the
operation of Discovery Charter School-Montebello.
Further, Discovery Charter School-Montebello/Legacy Charter Public Schools intends to into a

memorandum of understanding with the District, wherein Discovery Charter School-Montebello
shall indemnify the District for the actions of Discovery Charter School-Montebello under this
charter.
The corporate bylaws of Legacy Charter Public Schools shall provide for indemnification of the
Board, officers, agents, and employees, and Discovery Charter School-Montebello will purchase
general liability insurance, Board Members and Officers insurance, and fidelity bonding to
secure against financial risks.
As stated above, insurance amounts shall be determined by recommendation of the District and
Discovery Charter School-Montebello’s insurance company for schools of similar size, location,
and student population. The District shall be named an additional insured on the general liability
insurance of Discovery Charter School-Montebello.


The Legacy Charter Public Schools Board shall institute appropriate risk management practices
as discussed herein, including screening of employees, establishing codes of conduct for
students, and dispute resolution.


CONCLUSION
By approving this charter, the District will be fulfilling the intent of the Charter Schools Act of
1992 to improve pupil learning; encourage the use of different and innovative teaching methods;
increase learning opportunities for all pupils with special emphasis on expanded learning
opportunities for all pupils who are identified as academically low achieving; create new
professional opportunities for teachers; and provide parents and pupils with expanded choices in
education and following the directive of law to encourage the creation of Charter Schools. The
Petitioners are eager to work independently, yet cooperatively with the Montebello Unified
School District to raise the bar for what a charter school can and should be. To this end, the
Petitioners pledge to work cooperatively with the District to answer any concerns over this
document and to present the District with the strongest possible proposal requesting a five-year
charter term to begin operation in 2018.


APPENDIX
A. Budget & Cash Flow

B. Articles of Incorporation
C. Bylaws
D. Conflict of Interest Code
E. Resumes of Founder & Board Members
F. Proposed Master Calendar
G. Proposed Bell Schedule
H. Meaningful Interested Teachers’ Signatures


Discovery Charter School Petition

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Scientific Thinkers. Artistic Explorers. Innovative Leaders.

Requested Term: July 1, 2018 – June 30, 2023

Discovery Charter School-Montebello | Page 1 of 196

November 15, 2017

Montebello Unified School District

We look forward to discussing this proposal with you!

Discovery Charter School-Montebello | Page 2 of 196

Discovery Charter School-Montebello | Page 3 of 196

AFFIRMATIONS and DECLARATION

• The Charter School shall be nonsectarian in its programs, admission policies,

Discovery Charter School-Montebello | Page 4 of 196

Discovery Charter School-Montebello | Page 5 of 196

DISCOVERY CHARTER SCHOOL-MONTEBELLO AUTHORIZED LEAD

Name: Norma Moreno

Date: December 8, 2017

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Founders & Board

As an educator and school administrator, Mrs. Moreno is committed to equity, an urgency to

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Alfonso Flores, Board President

Norma Moreno, Board Secretary

As an educator and school administrator, Mrs. Moreno is committed to equity, an urgency to

Discovery Charter School-Montebello | Page 8 of 196

Mike Sonksen, Board Treasurer

Angelina Micillo, Board Member

Jay Neuman, Board Member

Mr. Neuman received a Master of Public Policy, University of Southern California, Bachelor of

Discovery Charter School-Montebello | Page 9 of 196

Charter School Management Corporation: Charter Schools Management Corporation (CSMC) is

Founders and Consultant Expertise Areas

Discovery Charter School-Montebello | Page 10 of 196

Discovery Charter School-Montebello shall be operated by Legacy Charter Public Schools,

(Investigation) iSTEAM Character Education Growth Through

Mission, Vision and Core Values

The mission of Discovery Charter School-Montebello is to provide a high-quality STEAM-based

Discovery Charter School-Montebello | Page 11 of 196

Our Core Values

Investigation through STEAM or iSTEAM

iSTEAM allows students to demonstrate their learning through exhibitions, demonstrations,

Character Education through Reflection

Growth through Academic Support

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Who Does Discovery Charter School-Montebello Serve?

How is Discovery Charter School-Montebello Distinct?

The Need for STEAM Education

Anticipated Student Subgroups:

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“…there is a growing recognition that economic innovation will increasingly be driven by

Equity and Early Engagement in STEAM

Discovery Charter School-Montebello is particularly committed to including and inspiring

According to the National Girls Collaborative Project (https://ngcproject.org/statistics),

Discovery Charter School-Montebello | Page 16 of 196

School Connectedness Decreased School Connectedness Increased

A 2015 report, “Continued Progress: Promising Evidence of Personalized Learning,”

1. Systems that deepen and accelerate student learning by tailoring instruction to an

Discovery Charter School-Montebello | Page 19 of 196

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Schools that have implemented Student-Led Conferences report16:

Additionally, parent participation in conferences skyrockets when compared to traditional

Discovery Charter School-Montebello | Page 21 of 196

•Student collects work for Conference

•Assists select the work for hte

•Students facilitate the Conference while the

•Must be willing to let the student speak and

Mr. Neuman received a Master of Public Policy, University of Southern California, Bachelor of