UNIVERSITY HIGH SCHOOL CHARTER
MISSION STATEMENT
The mission of University High School is to provide an accelerated college preparatory education with a special focus on music. Students will receive a strong foundation in music and in the liberal arts and sciences in a small school environment while benefiting from the opportunities available on a large public university campus.
VISION STATEMENT
The vision of University High School is to provide superior learning opportunities by embracing the best practices in school reform efforts. Teachers and students will learn in a technologically rich, project-driven environment. University High School will serve as a working model for
educational innovation and reform and act as a resource for other schools and districts. The school will model effective university-district partnerships in 9-16 education and will become a center for teacher training in music and secondary school academic subjects. University High School will be housed under the auspices of California State University, Fresno (CSUF) and its
College of Arts and Humanities.
ELEMENT A: THE EDUCATIONAL PROGRAM
Whom does the school educate?
UHS is a site-based charter and all students attend a specified amount of minutes per day. University High School (UHS) educates students who seek a rigorous, accelerated college
preparatory curriculum with an added emphasis on music instruction and performance. The rich
ethnic and racial diversity of Fresno and Madera Counties is reflected in the student population.
By serving students who are interested in serious study of music (performance, theory, and
history), the school provides a new choice to underserved music students in the region. The
school also provides an opportunity for students who wish to accelerate their high school
program to earn significant college credit while still in secondary school.
UHS’s educational program is denoted in its motto and mascot. The motto of the school, written
in Latin is Ad Astra Per Aspera, which can be translated as either “To the stars through our
aspirations” or “Through our aspirations to the stars.” The school mascot is the phoenix. It was
chosen not only for its mythical connection as a bird that rises from the ashes and is continually
reborn, but also because the spelling of the word is the same both singular and plural. This
symbolizes the dual nature of our student body. They are individual students but they come
together to form one school.
University High School is non-sectarian in its programs, employment practices, and other operations; shall not charge tuition nor discriminate based on race, color, national origin, sex, sexual orientation, or disability; and admission shall not be based on place of residence.
A Diverse Student Body
University High School will actively recruit a diverse student body from middle schools throughout Fresno and Madera Counties, a region that currently sends less than 4% of its high school graduates to the University of California. Recruitment notices will be sent to religious congregations in Fresno and the surrounding counties and to local radio stations,newspapers, and music teacher organizations. Information meetings will be held periodically. A UHS web page has been set up to inform parents and potential students about the school.
EL Students
UHS will meet all requirements of federal and state law to provide equal access to the curriculum for English language learners. Our goal is to develop high-quality instructional programs and services for English learners that allow them, within a reasonable amount of time, to achieve the same challenging grade level and graduation standards as native English- speaking students. Personalized attention and an individual student learning plan aid in bringing English language learners to the expected achievement levels. UHS uses tools such as the California English Language Development Test (CELDT) to determine individual student level, and to assess student progress in acquiring English proficiency. Listening, speaking, reading, and writing skills are also assessed. Some English learners may require more than four years to meet UHS graduation requirements.
Special Education Students
UHS will exist under the SELPA of FUSD. UHS will be categorized as a “public school” within FUSD in conformity with Ed Code 47641b.
UHS recognizes its responsibility to enroll and assist students with disabilities who can benefit
from its programs and who otherwise qualify for enrollment. Applicants will be accepted if the
goals and objectives delineated in the student’s Individual Education Program (IEP) can be met,
with appropriate aides and services, in the educational environment of UHS. UHS is committed
to providing the fullest inclusion and least restrictive environment that enables students with
disabilities to participate in both the academic and community aspects of UHS.
UHS will adhere to all laws affecting individuals with exceptional needs, including all provisions
of PL 94-142, the Individual with Disabilities in Education Improvement Act (IDEIA), Section 504
of the Rehabilitation Act, the Americans with Disabilities Act, Office for Civil Rights mandates,
and AB 602. All students will be given equal access to the school regardless of disabilities, and
University High will not discriminate against any student based on his/ her disabilities. All
students with disabilities will be accorded a Free, Appropriate Public Education. UHS also
recognizes that this commitment may not fit the expectations of all parents of students with
disabilities and that special education programs provided by FUSD may be more appropriate for
meeting the expectations of some parents and the needs of some students.
UHS will provide appropriate services for the exceptional needs student according to the plan
developed pursuant to Education Code Section 56710, and in compliance with the California
Master plan for Special Education (Education Code Section 56000 et.seq.). For purposes of
Special Education, UHS has elected to be a public school within FUSD. UHS personnel, school
administrator and other mandated IEP team members will attend staff development and/or
training meetings as necessary to comply with IDEIA regulations and shall utilize appropriate
SELPA forms.
A Memo of Understanding will exist to describe the arrangement between FUSD and UHS regarding how Special Education Services will be delivered and monitored. A MOU will include how UHS will use the SST process to provide interventions for students and help identify potential special education students in the “Child First” process. The MOU will also describe the funding agreement between FUSD and the charter for special education services.
Increased Academic and Music Opportunities for Underserved Valley Students
Currently, the Fresno area has fewer private schools than any other metropolitan area of comparable size in the nation. Public high schools in the Cities of Fresno and Clovis are very large, and there are many students who feel lost in them. High schools in Fresno and Madera County communities offer very limited numbers of Advanced Placement and music courses. Only a handful of students in either county have the opportunity to study Latin or Classical Studies. As a public charter school, UHS offers an excellent choice for highly motivated college- bound students who have a special interest in music and want to attend a small school.
What does it mean to be an educated person in the 21st century?
In the coming century, even more than in the present one, an educated person will be one who:
College completion will be increasingly important in the complex society of the 21st century. In
college, students hone their ability and intellectual curiosity to continue learning throughout life.
University High School is, therefore, a college preparatory high school. Important goals are to
prepare students for admission to, success in, and graduation from the college of their choice.
High school is the appropriate stage in the K-16 educational process to learn thoroughly the
basic ideas, theories, vocabulary, and facts of the disciplines that comprise the arts and
humanities, social sciences, and natural sciences. Those who have grounding in the academic
disciplines will be in a better position to understand and lead change. An important goal of UHS
will be to develop literacy and intellectual curiosity in students, enabling them to become self-
motivated, competent, and life-long learners. Students will also learn to use appropriate
technology.
Music is the most abstract of the arts and also one of the most ancient. It speaks through barriers of time and language and custom. It is a gateway to the understanding of other cultures and other times. Striving for excellence in musical performance teaches students discipline and commitment; performing music in groups teaches students to work cooperatively for a common goal; performing for an audience is a culminating experience that draws on all of a student’s personal resources. Listening actively to music trains the memory, sharpens the intellect, and enhances life. For these reasons, the study of music has been part of the definition of a good education since the ancient Greeks, and will remain so in the 21st century. University High School connects the outstanding human and material resources of the music department at California State University, Fresno to students who are not served or are underserved in high school music programs throughout the region.
Students will be part of University High School for four short but extremely crucial years in a lifetime of learning. During the high school years, it is imperative that students practice habits that characterize educated people in any century: to think logically, read critically, write and speak clearly, solve problems creatively, organize time effectively, and make choices wisely. An important goal of the school is to help students develop habits that will enable them to learn all their lives and to face unforeseen challenges.
In the next century, students will have at their fingertips more technology, more information, and more choices about almost everything than ever before. Their education must provide a context for that information, a way to separate the important from the non-important. For the past 2,500 years, classical studies have provided the educational framework that has been partly responsible for the amazing progress of the West. Classical studies have also helped generations of students to become thoughtful, engaged, and responsible citizens. In the last thirty years, the classical tradition has been almost completely abandoned, replaced by more “relevant” subjects. University High School will introduce high school students to the classical tradition by requiring two years of Latin, a subject that is unavailable in all but one high school in the two counties.
HOW DOES LEARNING BEST OCCUR?
University High School bases its academic program on principles derived from cognitive science and school research as old as Socrates and as new as the work of Dr. Theodore Sizer and Dr. Lee Shulman. The five principles that will guide the school are:
- Learning best occurs when students have the opportunity to study with teachers who have what Dr. Lee Shulman, president of the Carnegie Foundation for the Advancement of Teaching, has called “pedagogical content knowledge.” Such teachers are extremely knowledgeable and enthusiastic about their subject matter, and they know how to convey that knowledge in ways that engage students actively.
- Learning best occurs when students take responsibility for their work -what Dr. Theodore Sizer and the Coalition of Essential Schools refer to as “student-as-worker.” Students will sign a contract stipulating that they agree to take responsibility for their work.
- Learning best occurs when students have the opportunity to master academic subjects through a variety of approaches, including group and individualized instruction, distance learning, media-assisted learning, projects, field experience, cooperative learning, and community service. An extended school day for UHS students, as well as a calendar that includes a fall term, a spring term, a January intensive studies term, and a May/June intensive studies term, enables students to have learning experiences that are unavailable in most public high schools.
- Learning best occurs in a school atmosphere of civility, trust, respect, cooperation, and intellectual curiosity. It is the responsibility of all members of the UHS community to create and sustain this atmosphere that students repeatedly say is a strength of the school.
- Learning best occurs when a school is small enough so that teachers can really get to
know each student, and large enough to provide resources needed for a 21st century
education. UHS students have the security of a small cohort while benefiting from the excellent library (including a music library recognized as one of the finest on the west coast); musical ensembles; planetarium; science, computer, and music laboratories; and professorial expertise on the CSUF campus.
Curriculum and Instruction
In the recent WASC accreditation report of 2005 that resulted in a six-year accreditation, the school defined the Expected Student Learning Results or ESLRs for UHS (see ESLRs in element B)
To facilitate students learning of the ESLRs and achieving our mission of preparing students for admission to, success in, and graduation from the college of their choice, UHS has created a required rigorous curriculum for all students, This curriculum has been designed to provide all students with a college preparatory course of study that meets or exceeds the California State Standards in all core subject areas. All students take university courses beginning in their sophomore year. These courses include World History, Biology/Zoology 10, a modern Foreign Language and Geology, for which they receive dual (college and high school) credit. They have the option of taking many university courses they are interested in, in addition to the regular course of study that includes 3 or 4 years of Math, 4 years of English, Science, Physical Education, Musicianship and a Performing Group, two years of Latin, three years of Social Science, and a number of unique electives during our Winter and Spring Special Sessions. All UHS students have access to CSU Fresno Tech Ed, as well as life skills and computer/IS courses. Multiple AP offerings include English Composition, English Literature, Calculus, Statistics, US History, Government and Music.
The chart below indicates the sequencing for UHS students and the courses they take.
Students may take extra CSUF courses in the junior and senior year, and although it is not
indicated, they may forego a senior year of math and take another academic course
instead.
FRESHMEN |
SOPHOMORES |
JUNIORS |
SENIORS |
|---|---|---|---|
English 9 |
English 10 |
English 11 or AP Composition |
English 12 or AP Literature |
Algebra II |
Geometry |
PreCalculus or Discrete Math |
AP Calculus or Discrete Math or AP Statistics |
Physics |
Chemistry |
Biology & Zoology |
Earth Science |
Latin I or Ancient History |
Latin II or Ancient Hstory |
Language other than English |
Language other than English |
History 1 & 2 |
U.S. History or AP U.S. History |
Economics & U.S. Gov. or Economics & AP U.S. Gov. |
|
Musicianship I |
Musicianship II |
Musicianship III |
Musicianship IV or Music Theory |
PE 9 |
PE 10 |
PE 11 & Physiology |
PE 12 |
Performing Group |
Performing Group |
Performing Group |
Performing Group |
Process for Developing Curriculum
The specific content of the curriculum and the texts required was decided by consensus among
UHS teachers and CSUF professors. But in every subject, the curriculum meets the California standards and the recommendation of professional organizations such as the National Councils of Teachers of English, Mathematics, Science, and Foreign Languages. Every course students are required to take is college preparatory in nature and has been approved by the University of California and meet the A-G requirements (physical education is not eligible for A-G status).
An Emphasis on Reading
Because reading is at the very heart of the educational process, University High School requires continuous reading outside of class over the four years. Reading and discussing a common core of significant books builds bridges between students with diverse backgrounds, improves
writing, develops cultural literacy, and prepares students for the rigorous reading demands of college. UHS provides all students one book a month from our 48 Books program, that are required reading out of class.
Instructional Strategies
The UHS faculty and CSUF professors developed instructional methodologies and materials. Class and curriculum design have a basis in research and in proven effective practice. Emphasis is placed on active student learning and discovery in an environment that provides for
integrated content understanding and specific, targeted topical focus, where appropriate, to the student’s fullest educational development. The yearly schedule is designed to blend traditional class scheduling with opportunities for intensive study, and includes: fall and spring semesters identical to the CSUF calendar (approximately 155 days), plus a January “intensive study” (approximately 15 days), and a summer “intensive study” (approximately 15 days). UHS students attend school a total of approximately 185 days.
Parent Notification
UHS employs an academic counselor and a registrar. Through annual individual counseling meetings with all students and parent meetings such as “College Night for Parents,” parents are kept abreast of college entrance requirements and the process of matriculation to college. The registrar and counselor also provide information for students who want to transfer in or out of UHS.
A process has been developed to inform parents about the transferability of courses to other public high schools and the eligibility of courses to meet college entrance requirements.
Co-Curricular Activities
UHS students have the opportunity to participate in a full range of co-curricular activities including Academic Decathlon, music ensembles, drama, CSF, JCL, Math Team, clubs and some sports.
ELEMENT B: MEASURABLE PUPIL OUTCOMES
Using the WASC process the UHS school community designed the Expected Student Learning Results or ESLRs that serve as a guide for student learning. Our curriculum and educational program was designed to facilitate the learning of the ESLRs. These ESLRs are as follows:
Expected Students Learning Results
- USE EFFECTIVE COMMUNICATION THROUGH A VARIETY OF MEANS
• Function as competent active listeners, speakers, readers, and writers.
• Interpret, organize, and communicate information orally, visually, and artistically through writing and technology. - USE CRITICAL THINKING AND ABSTRACT REASONING TO SOLVE PROBLEMS
• Identify, assess and integrate a variety of complex reasoning processes such as comparison, classification, induction, deduction, analysis, synthesis, investigation, inquiry, and invention.
• Access, collect, evaluate, and use information from varied sources.
• Test hypotheses, solve problems, and form conclusions based on relevant, reliable data and information.
• Apply past knowledge to similar problems or situations. - USE CURRENT AND EVOLVING TECHNOLOGY
• Demonstrate an ability to use educational technology including computers, graphing calculators, and electronic keyboards.
• Be able to access the internet to find information and do research.
• Use appropriate technology and media to identify, access, acquire, and evaluate
information to accomplish tasks. - BE RESPONSIBLE CITIZENS
• Participate actively as group member of a group in a variety of roles.
• Demonstrate an appreciation of diversity.
• Demonstrate integrity, responsibility, honesty, and perseverance.
• Use technology and telecommunications appropriately, demonstrating an understanding of legal and ethical implications and expectations.
• Work toward resolution in the presence of conflict.
• Demonstrate positive and responsible citizenship in the classroom, on campus and in the community.
• Be encouraged to register to vote. - BE SELF-DIRECTED LEARNERS
• Demonstrate initiative, responsibility, and ethical learning practices.
• Establish goals.
• Organize and manage time efficiently.
• Monitor and evaluate progress.
• Locate, understand, and interpret information from various sources.
• Apply knowledge and utilize learned skills daily.
• Demonstrate knowledge of habits that support and promote life-long wellness.
• Identify and define problems to be solved.
Using the ESLRs as a guide UHS then identified the focus areas of each content area and what we want students to learn.
1. Core Academic Skills
Students will demonstrate the following knowledge and skills upon graduation:
English
Students will demonstrate language arts proficiency, in accordance with the California 9-12 standards for reading, writing, listening, and speaking.
Foreign Language
Students will gain proficiency in a language other than their native tongue, and will understand key aspects of the culture, both past and present, of the second language. Students will gain a proficiency in elementary Latin.
Music
Students will demonstrate grade level competence in music history, singing, playing on instruments, aural skills, composition, improvisation, analyzing and valuing music, making connections between music and subjects outside of music, and culturally diverse musical traditions.
History/Social Studies
Students will be able to understand, read, and write about historical events, geography, American government, and economics as outlined in state standards. Students will gain an understanding of the rights and responsibilities of citizenship. Psychology and other social sciences will be available as electives.
Mathematics
Students will complete and demonstrate competence in at least three of the following subjects in mathematics: Geometry, Algebra, PreCalculus, Discrete Math, AP Statistics or AP Calculus.
Science
Students will complete four years of science and demonstrate grade level competence in Biology, Chemistry, Physics, and Earth Science. The California standards and TIMMS will serve as guidelines. Computers will be integrated into a variety of courses as appropriate. Computer programming will be available as an elective.
Health/Physical Education
Personal health and fitness will be emphasized and integrated where appropriate with regular courses and special programs. The music/body connection will be emphasized. P.E. courses at CSUF may be available for elective credit.
Underlying and utilized throughout each of the above subject areas are other core skills, such as: problem solving; analyzing and applying knowledge; using technology; developing physical fitness; and nurturing creativity.
2. Life-long Learning Skills
Students at UHS develop skills which enable them to pursue their own path of learning throughout their adult lives, including: study skills and habits; the ability to plan, initiate, and complete a project; and the ability to perform music before an audience. As part of the preparation for responsible citizenship, at Orientation students receive training in conflict resolution and participate in peer dispute resolution.
Continuous Refinement of the Curriculum
In order to best serve our students and community, University High School continues to examine and refine its list of student outcomes over time to reflect the school’s mission and any changes to state or local standards. University High School will submit to the district board at any time prior to expiration a description of any changes to the above student outcomes as an amendment to the charter. The district board agrees to hear and render an amendment decision pursuant to the timelines and processes as specified in the Education Code Section 47605(b).
ELEMENT C: Methods to Assess Pupil Progress towards
Meeting Outcomes
Measurable Student Outcomes
To make the ESLRs measurable and ensure student learning, UHS is in the process of creating authentic assessments that are embedded into the different curricular areas at each grade level. For example students demonstrate mastery of the ESLR related to communication (Students will “Function as competent active listeners, speakers, readers, and writers”) by passing a music dictation assessment in Musicianship in grades 9, 10, 11 and 12. Students demonstrate writing by successfully completing a research paper in grades 10 and 11 and showing progress on an annual school-wide write. Students demonstrate reading through the 48 Books Program. Students will be told at the start of each year what assignments are required to demonstrate ESLR competency.
Data Collection and Use
UHS teachers also make extensive use of data to drive UHS’s instructional practices, to evaluate and improve curriculum and to allocate resources. During weekly department meetings, UHS faculty members analyze both formative and summative assessments to ensure UHS is using appropriate instructional strategies to meet the needs of all students. Some examples of formative data used by UHS faculty include performance-based assessments, anecdotal records, individual student learning plans, and standards-aligned exams. Based on these formative assessments, teachers work together to present information to students in different modalities and/or formats than what was done initially. Teachers also take advantage of peer tutoring, small group instruction, and alternative materials to re-teach information to students who are in need of additional assistance.
Data is collected on all students from state assessments, the PSAT, benchmark scores, school- wide writing, PE fitness levels, the EAP testing, parent surveys, student exit interviews, and adhoc student surveys on issues like library usage and school communication. Based upon data, the mathematics requirement was changed to an optional 4th year with alternative humanities courses, to allow for more flexibility in student course selection. A high school biology class is offered as well as the regular university Biology 10 taken by most UHS students. Students also have an option to take a college prep world history course during the summer instead of the college level course taken by 10th grade students. Student needs also help determine the selection of intensive study session course offerings and course content. A Life Skills course has been added to further enhance student knowledge of health and wellness, as well as address, meet and exceed state standards in this area.
University High School also uses summative assessments, such as STAR, CELDT, and CAHSEE, to help shape how teachers organize their courses. Based on the results of last year’s STAR testing, for example, our algebra 2 and physics teachers worked over the summer to align their curricula to increase student mastery of math and science. Teachers also use scientifically based educational research, acquired from professional journals, conferences, and our liaison from the Education Department at California State University, Fresno, to modify their instructional approach when necessary.
Academic Performance Index
With a 2006 API score of 906, UHS holds the highest ranking in the Central Valley, and is among the top high schools in the state. UHS proficiency levels have risen steadily over the past three years. We were recently designated a JFTK Scholar School because of this rise in proficiency levels. CST test scores not only indicate that the percentage of students who scored advanced or proficient on the CST’s is increasing but that the numbers of those scoring Below Basic or Far Below basic has declined year-over-year. We have had a 100% pass rate on the CAHSEE for our seniors.
Percentage of Students Proficient or Advanced on CST 2003-2006
ELA 9 |
ELA 10 |
ELA |
Geom 10 |
Alg. II 9 |
HSM 11 |
Wrld Hist 10 |
U.S. Hist 11 |
Bio. 11 |
Chem. 10 |
Physics 9 |
|
|---|---|---|---|---|---|---|---|---|---|---|---|
2003 |
91 |
85 |
73 |
47 |
21 |
41 |
64 |
79 |
76 |
36 |
28 |
2004 |
88 |
88 |
87 |
50 |
17 |
39 |
69 |
85 |
65 |
42 |
14 |
2005 |
80 |
92 |
90 |
62 |
23 |
31 |
53 |
91 |
91 |
43 |
35 |
2006 |
94 |
87 |
89 |
50 |
50 |
33 |
64 |
84 |
80 |
43 |
49 |
Percentage of Students Below Basic/Far Below Basic on CST 2003-2006
ELA 9 |
ELA 10 |
ELA |
Geom 10 |
Alg. II 9 |
HSM 11 |
Wrld Hist 10 |
U.S. Hist 11 |
Bio. 11 |
Chem. 10 |
Physics 9 |
|
|---|---|---|---|---|---|---|---|---|---|---|---|
2003 |
2 |
2 |
4 |
13 |
44 |
37 |
9 |
1 |
5 |
9 |
15 |
2004 |
2 |
3 |
3 |
22 |
51 |
38 |
6 |
3 |
2 |
9 |
23 |
2005 |
5 |
1 |
1 |
8 |
44 |
33 |
9 |
3 |
0 |
8 |
16 |
2006 |
1 |
0 |
0 |
15 |
16 |
28 |
2 |
1 |
1 |
3 |
6 |
UHS students are successful because we have a small student body and small class sizes. We have introduced mastery tests in Algebra 2, and use classroom data to frequently monitor students’ progress. Every eight weeks, the entire staff, in grade level teams, collectively reviews every student to assess his or her progress and identify any special challenges. This individualized attention for ALL students ensures that no student falls through the cracks. There is a before and after school study hall program that provides tutors to assist students who need extra help. A mentor program that links seniors with a group of freshmen has been instituted to assist freshmen in adjusting to the rigor of a high school on a major university campus.
With respect to English language learners, UHS does not have an EL learner subgroup. 33 students in the 2005-2006 school year were classified R-FEP. Those students performed as well as the entire student body on the CST except on high school math (HSM). The other two significant subgroups are Asian and Hispanic/Latino. The Asian subgroup performs as well or better than the entire student body on the CST. The Hispanic subgroup does as well except in science and math. The new mastery assessment in algebra II and new pre-calculus text aligned to the standards should help address this issue for both the Hispanic subgroup and the R-FEP students.
Parent Communication
All parents can review their students’ progress on Power School, and all teachers maintain a page in Schoolnotes.com that can be accessed for course information and current assignments. Progress reports are sent home every four weeks, and all parents have access to the school bulletin via e-mail on a daily basis. The Phoenix Alliance (parent support group) sponsors community forums each quarter, and these events combined with school-wide meetings such as Orientation night, Back-to-School night, and Open Houses give parents many opportunities to meet with school personnel. The UHS website, SARC report, Head of School letters to parents, and the student/parent handbook are parts of the communication network. Teachers’ e-mail addresses are readily accessible on the UHS website (www.csufresno.edu/univhigh), and on Schoolnotes.com.
ELEMENT D: School Governance
University High School has been operating as a charter school for seven years.
University High School is a California Public Benefit Corporation pursuant to California law (see California Education Code Section 47604; California Corporations Code Section 5110 et seq.). Corporate affairs are governed by a Board of Directors and pursuant to Bylaws adopted by the Incorporators A copy of the draft Articles of Incorporation and a copy of the draft Bylaws are attached hereto for informational purposes only.
The governing board consists of no more than 7 Directors who will serve staggered 2 or 3 year terms, drawn from among the following constituencies, as provided in the Bylaws:
- College of Arts and Humanities, CSUF
- Music Department, CSUF
- College of Science and Mathematics, CSUF
- The chartering school district
- Parents of UHS students
- UHS community
- The Dean of the Kremen School of Education serves as a non-voting board member.
The members of the governing board are appointed as provided in the Bylaws, following an application and interview process.
The Board meets on a regular basis to advise the school on the operations of the school, staff, teachers, and students. Similarly, it advises on curriculum, instruction, fundraising, and governance, all with the purpose of increasing student academic achievement. The Board of Directors has a responsibility to solicit input from, and opinions of, the parents of the school, the students of the school and the staff of the school regarding issues of significance, and to weigh the input and opinions carefully before taking action. The primary method for executing their responsibility is the adoption of policies that offer guidance and interpretation of the charter and procedures to assist the staff in facilitating the implementation of such policies.
Board responsibilities include, but are not limited to the following:
- Hiring and evaluating the Head of the School.
- Hiring, discipline and dismissal of all employees of the Charter School after consideration of a recommendation by the Head of School.
- Approving and monitoring the School’s annual budget.
- Acting as fiscal agent. This includes the receipt of funds for the operation of the School in accordance with charter school laws and the receipt of grants and donations consistent with the mission of the School.
- Contracting an external auditor to produce an annual financial audit according to generally accepted accounting practices.
- Regularly measuring progress of both student and staff performance.
- Involving parents and the community in the support of school programs.
- Executing all other responsibilities provided for in the California Corporations Code.
- Development, review, or revision of the School's accountability and mission.
- Development of the school calendar and schedule of Board meetings.
- Development of Board policies and procedures.
- Review of requests for out of state or overnight field trips.
- Participation in the dispute resolution procedure and complaint procedures when necessary.
- Approval of charter amendments.
- Approval of annual fiscal and performance audits.
- Approval of personnel discipline (suspensions or dismissals) as needed.
- Appointment of an administrative panel to act as a hearing body and take action on recommended student expulsions.
- Creation of external or sub-committees as needed, including but not limited to, a compensation committee and an audit committee.
The Board may initiate and carry on any program or activity or may otherwise act in any manner which is not in conflict with or inconsistent with or preempted by any law, and which is not in conflict with the purposes for which schools are established. UHS has adopted governance policies which are aligned with the principles of the Brown Act and the Political Reform Act. A Board member shall not vote or participate in a discussion relating to a matter in which he/she has a direct personal financial interest. The Board may execute any powers delegated to it by law and shall discharge any duty imposed by law upon it, and may delegate to an employee of the school any of those duties. The Board however, retains ultimate responsibility over the performance of those powers or duties so delegated.
The governing board will comply with the Brown Act, will conduct meetings according to Roberts Rules of Order, and will elect officers from among themselves.
The Head of School/Principal is responsible for overseeing all school operations and providing leadership and vision for the school. A list of responsibilities includes, but is not limited to, the following:
- Supervise, motivate and reward faculty and staff performance.
- Coordinate student recruitment and retention efforts.
- Ensure student progress and respond to parent inquiries.
- Monitor academic progress, standardized testing, and student advising.
- Oversee curriculum and compose annual reports.
- Plan and coordinate elective sessions and summer school, as needed.
- Report to and work with the Governing Board.
- Manage fiscal and human resources, grounds, and facilities.
- Serve as liaison with the University and the public.
- Assist with the completion of the UHS building project.
- Approve fiscal expenditures.
Insurance Policies
UHS maintains in force all necessary or desirable general liability and board errors and omissions insurance policies.
Student Government
In order to reach University High School’s goal of developing responsible citizens, students are asked to participate meaningfully in decision-making at the school. On a regular basis students are asked to respond to surveys related to the school’s policies and goals and instruction. Collected student data is used to shape school practices. The President of the Associated Student Body (ASB) or designee attends all meetings of the UHS Board of Directors.
Parent Involvement
The Phoenix Alliance is the primary parent booster group at UHS. All parents are encouraged to join the Phoenix Alliance and volunteer time or resources to the school. Parents and members of the community can serve as governing board members, advisory council members, transportation or office volunteers, planners and chaperones of special events and field trips, guest speakers, fund raisers, tutors, and mentors. Parents participate in the governance process through advisories and forums. Parent forums are held regularly so the parents and school staff can exchange information and ideas. All parents are encouraged to join the Principal’s Advisory where they can provide information to the Head of School relative to school operations. All parents are encouraged to stay informed and subscribe to the school’s Daily Bulletin which is sent via email to interested parents and posted online. Parents can further their child’s school success by limiting television, making sure their student attends school regularly and punctually, encouraging daily reading, and providing a home atmosphere conducive to study and intellectual curiosity.
Relationship with California State University, Fresno
University High School from time to time enters into agreements with CSUF and its affiliates, including its College of Arts and Humanities and including the California State University, Fresno and the Foundation. These agreements provide the School with academic, programmatic, logistical, and administrative/financial support.
A Non-Sectarian Public School
UHS is non-sectarian in its programs, admissions policies, employment practices, contracts, and all other operations, does not charge tuition, does not discriminate against any pupil on the basis of race, color, national origin, sex, sexual orientation, or disability, and does not otherwise to any extent engage in unlawful (federal and State of California) discrimination.
It is the intent of UHS that the chartering district shall not be liable for the debts, obligations or civil liabilities of UHS.
ELEMENT E: Employee Qualifications
It is the intent of UHS to employ the most competent and capable people and for that reason it is expected that all employees will serve at will, under annual or multi-year contracts. UHS employs a teaching staff who hold appropriate California teaching certificates, issued by the Commission on Teacher Credentialing. These documents/ materials shall be maintained on file at UHS and shall be subject to periodic inspection by the chartering district.
UHS may also employ or retain non-certificated instructional support staff in any case where a prospective staff member has an appropriate mix of subject matter expertise, professional experience, and the demonstrated capacity to work successfully in an instructional support capacity. Instructional support staff will not serve as the teacher of record for individual pupils and may not assign grades or approve student work assignments without the approval of the “teacher of record,” except in non-core, non-college preparatory courses and activities. All non- instructional staff will possess experience and expertise appropriate for their position within the school as outlined in the school’s staffing plan and the school’s adopted personnel policies.
The philosophy of University High School is that all instructors must possess “pedagogical content knowledge” - outstanding subject matter expertise combined with the ability to teach and inspire students. Each teacher is expected to be a member of a professional organization, read current journal articles in his or her field, and attend conferences. Current UHS teachers belong to a variety of organizations, such as NCTM, ASCD, CLTA, NCTE, NSTA, AAPT, ACDA, CMEA, CODA, CBDA, MENC, ACL, CCL, CAMFT, ACA, and SJVWP.
CSUF faculty may teach UHS courses in which students will receive college credit. UHS faculty may teach UHS courses in which students will receive CSUF college credit.
Professional Development
University High School relies on an in-house approach to professional development, in which faculty and staff assume a great deal of responsibility for designing and delivering professional development opportunities to their colleagues. Our science department chair, for example, regularly uses information that she acquires in summer workshops on modeling techniques to lead the staff in redesigning the math and science curricula, so that the same problem-solving strategies are used across the curriculum.
The Latin, English, and history departments also coordinate extensively to discuss curriculum and instruction issues important to the group. Additionally, they meet to develop cross- curricular research assignments, like the term paper on the Roman Empire. While working together collaboratively, these instructors are able to engage in powerful discussions about curriculum and instruction. For example, during a recent meeting, the group discussed whether or not it is beneficial to require students to complete multi-draft papers.
Departments also meet individually to establish yearly department goals for themselves. Prior to the beginning of each school year, the math department meets to interpret STAR testing data to guide their instructional practices for the upcoming year. During the summer of 2005, the math department introduced benchmark tests to their algebra 2 curriculum. The math department uses benchmark data to evaluate student performance toward the next CST administration. Teachers also use this data to place students in intervention groups. Thereafter, student performance is monitored on the benchmark exams, based on the types of interventions the students receive, so that teachers can determine the effectiveness of the interventions.
ELEMENT F: Health and Safety Procedures
UHS will adopt and implement a comprehensive set of health, safety, and risk management policies. These policies will be developed in consultation with the school’s insurance carriers and CSUF and at a minimum will address the following topics:
- A requirement that all enrolling students and staff provide records documenting immunizations to the extent required for enrollment in non-charter public schools.
- Policies and procedures for response to natural disasters and emergencies, including fires and earthquakes.
- Policies relating to preventing contact with blood-borne pathogens.
- A policy requiring that instructional and administrative staff receive training in emergency response, including appropriate “first responder” training or its equivalent.
- Policies relating to the administration of prescription drugs and other medicines.
- A policy that the school will be housed in facilities that have received Fire Marshall approval and that have been evaluated by a qualified structural engineer who has determined that the facilities present no substantial seismic safety hazard.
- A policy that the school functions as a drug, alcohol, and tobacco free workplace.
- A policy that all facilities comply with the Americans With Disabilities Act.
- A requirement that each employee of the school submit to a criminal background check and furnish a criminal record summary as required by Education Code Section 44237.
- Policies for reporting suspected child abuse, acts of violence, and other improprieties as mandated by federal, state and local agencies.
- Compliance with all health and safety laws and regulations that apply to non-charter public schools, including those required by CalOSHA, the California Health and Safety Code, and the EPA.
These policies will be incorporated as appropriate into the school’s student and employee handbooks, and will be reviewed on an ongoing basis in the school’s staff development efforts and governing Board policies.
UHS will establish a committee of representative employees chaired by the Head of School to consider health and safety issues, which will meet at least twice a year, and more often as needed. This committee will also consider confidential issues of health and safety as they relate to students as well as employees. For specialized services involving proper immunization, vision and hearing, screening for students, the school may rely upon contracted services. Proper records will be kept under the supervision of the Head of School. The Head of School will also be responsible for making sure that the criminal background checks and tuberculosis tests for employees are performed and proper records kept.
ELEMENT G: Means to Achieve Racial/Ethnic Balance Reflective of District
To the maximum extent allowed by law, UHS will implement a student recruitment outreach strategy to ensure a student body at least as diverse (variously in consideration of race and ethnicity) as the general population of the chartering district, including the following:
- An enrollment timeline and process that is scheduled and adopted to include a timeline that allows for a broad-based recruiting and application process.
- The development of promotional and informational material that appeals to the various racial and ethnic groups represented in the district.
- The appropriate development of promotional and informational materials in languages other than English to appeal to limited English proficient populations.
- The distribution of promotional and informational materials to a broad variety of community groups and agencies that serve the various racial, ethnic, and interest groups represented in the district.
- Outreach meetings in several areas of the region to reach prospective students and parents.
- The use of radio, newspaper, television, the Internet, and other media to inform parents and prospective students about the school.
ELEMENT H: Admission Requirements
UHS will actively recruit a diverse student population from the central San Joaquin Valley who understand and value the school’s mission and are committed to the school’s instructional and operational philosophy.
Students will be accepted to UHS in their eighth grade year. All students who will have completed the full-year Algebra 1 course (with a grade of “C” or better), and have met the standard of intermediate proficiency in vocal or instrumental music (usually two years of experience) are eligible for admission to UHS. A student's character and behavior are also considered. An effort will be made to maintain gender balance and diversity. An effort will also be made to include a wide range of instruments. Vacancies occurring during the year will be filled from a waiting list. In certain circumstances, tenth, eleventh and twelfth grade transfer students may be accepted to UHS. Preference shall be given to siblings of pupils currently attending UHS. Children of UHS staff, development team, or governing board who meet entrance requirements will be eligible for admission to the school.
If applications exceed capacity, a public random drawing will be used to the extent-qualified applicants exceed the school's capacity.
Except as otherwise expressly provided in this Charter, admission to UHS shall not be determined according to the place of residence of the pupil, or his/her parent or guardian, within this state.
The chartering district shall not require any pupil enrolled in said district to attend UHS.
Prospective students and their parents or guardians will be briefed regarding the school’s instructional and operational philosophy and will be given a copy or summary of the Student/Parent Handbook. Parents and students will sign a contract stipulating that the parent(s) and student acknowledge, agree with, and support the school’s policies and procedures.
ELEMENT I: Financial Audit
UHS board of directors will form an audit committee each fiscal year to oversee the preparation and completion of an annual audit of the school’s financial affairs. The audit will verify the accuracy of the school’s financial statements, revenue-related data collection, and reporting practices, and review the school’s internal controls. The audit will be conducted in accordance with generally accepted accounting principles applicable to the school. To the extent required under applicable federal law, the audit scope will be expanded to include items and processes specified in any applicable Office of Management and Budget circulars. It is anticipated that the annual audit will be completed within six months of the close of the fiscal year and that a copy of the auditor’s findings will be forwarded to the chief financial officer of the chartering district, the Fresno County Office of Education, and CSUF. The school’s audit committee will review any audit exceptions or deficiencies and report to the school’s board of directors with recommendations on how to resolve them. The board will report to the chartering district regarding how the exceptions and deficiencies have been or will be resolved. Any disputes regarding the resolution of audit exceptions and deficiencies will be referred to the dispute resolution process contained in Element 14.
UHS will receive funding pursuant to Education Code Section 47613.5 and its successor provisions and may opt to receive its funding directly from the state or through any other available mechanism. In the event that the regulations to create a charter school funding system authorized by Education Code Section 47613.5 are not adopted or not fully implemented, the chartering district and CSUF agree to take all reasonable steps to ensure that the charter school is funded pursuant to the principles and standards contained in Section 47613.5. Any funds due to the school that flow through the chartering district and/or CSUF/ its auxiliaries shall be forwarded to the school as soon as practical. The school and district will negotiate in good faith on an annual basis to develop a memorandum of understanding that establishes the specific financial and service relationship between the two parties.
The chartering district shall provide and/or perform the oversight tasks and duties specified and/or necessitated by this charter for a fee. In no event will this fee exceed one percent of the cash revenues of the school provided to the school pursuant to the terms of the Charter Schools Act. These oversight services shall include, but are not necessarily limited to, the following:
- The initial review, negotiations, hearing, and approval of this charter contract.
- Good faith efforts to develop any needed additional agreements to clarify or implement this charter.
- Regular review, analysis, and dialogue regarding the annual performance report of the school.
- Monitoring of compliance with the terms of this charter and related agreements.
- Good faith efforts to implement the dispute resolution and related processes described in Element N of this charter.
- Timely and good faith review of requests to renew or amend this charter as permitted under law.
Administrative Support Services
UHS will contract with an appropriate outside agency, such as Sierra Unified School District or the California State University, Fresno Foundation, for the provision of administrative support services.
The chartering district agrees to allow UHS to separately purchase administrative or other goods or services. Such goods or services shall be made available to the charter school at cost. The specific terms and cost may include, but are not limited to, the following:
- Accounting, payroll, and fiscal support services.
- Student information, assessment, and other data processing services.
- Services related to serving exceptional needs or language minority students enrolled in the charter school.
- Child nutrition services.
- Categorical programs management and grant development and compliance services.
- Legal counsel and insurance services.
- Purchasing, delivery, and warehousing services.
UHS and the chartering district pledge to work in cooperation with all local education agencies (LEAs) to ensure that students with exceptional needs are served. These services and outreach will be conducted in accord with applicable laws to ensure that the LEAs where students reside provide appropriate services for their residents’ exceptional needs students in compliance with the California Master Plan for Special Education and any applicable federal law. These cooperative arrangements may include, but are not limited to the following:
- Open communication between charter school, school district of residence, and staff of the SELPA of residence, to ensure that students with exceptional needs are identified and that their needs are evaluated and served in compliance with any and all applicable laws.
- Delivery of special education services either at the site of the charter school or sites maintained by a school district, county office, SELPA, or other appropriate provider. These arrangements may need to be developed on a case-by-case basis and reviewed and modified on a regular basis and in coordination with applicable laws and individual education plans.
- Equitable sharing of the revenues and costs associated with maintaining and operating services for students with exceptional needs.
UHS will compile and provide to the district an annual performance report (a School Accountability Report Card (SARC). This report will, at a minimum, include the following data:
- Summary data showing student progress toward the goals and outcomes specified in Element Number Two from assessment instruments and techniques listed in Element Number Three.
- An analysis of whether student performance is meeting the goals specified in Element Number Two. This data will be displayed on both a school-wide basis and disaggregated by major racial and ethnic categories to the extent feasible without compromising student confidentiality.
- A copy of the school’s board of directors’ self-evaluation on prior-year management performance, summary of major decisions and policies established during the year, and upcoming year goals.
- Data on the level of parent involvement in the school’s governance and summary data from an annual parent and student satisfaction survey.
- Data regarding the number of staff working at the school and their qualifications.
- A copy of the school’s health and safety policies and/or a summary of any major changes to those policies during the year.
- Information demonstrating whether the school implemented the means listed in Element Number 7 to achieve a racially and ethnically balanced student population.
- An overview of the school’s admissions practices during the year and data regarding the numbers of students enrolled, the number on waiting lists, and the number of students suspended or expelled.
- Analyses of the effectiveness of the school’s internal and external dispute mechanisms and data on the number and resolution of disputes and complaints.
- Other information regarding the educational program and the administrative, legal, and governance operations of the school relative to compliance with the terms of the charter generally.
UHS shall promptly respond to all reasonable inquiries, including, but not limited to, inquiries regarding its financial records, from its chartering authority or from the Superintendent of Public Instruction and shall consult with the chartering authority or the Superintendent of Public Instruction regarding any such inquiries.
ELEMENT J: Pupil Suspension and Expulsion
UHS has developed and maintains a comprehensive set of student discipline policies. These policies are printed and distributed as part of the school’s student handbook and clearly describe the school’s expectations regarding attendance, leave from campus, mutual respect, substance abuse, violence, safety, work habits, and academic performance. The school administrator may, pursuant to the school’s adopted policies, suspend students who fail to comply with these policies or any other EC 48900 infractions.
Students who habitually fail to comply with these policies and/or who present an immediate threat to health and safety may also be suspended and later expelled by the school’s governing board upon recommendation of the Head of School. A student under consideration of expulsion, in keeping with EC 48918 shall be entitled to a hearing to determine whether the pupil should be expelled. In such cases an expulsion hearing shall be held within 30 schooldays after the date the Head of School determines that the pupil has committed any of the acts enumerated in Section 48900, unless the pupil requests, in writing, that the hearing be postponed. The governing board will hold the hearing. Within 10 schooldays after the conclusion of the hearing, the governing board shall decide whether to expel the pupil, unless the pupil requests in writing that the decision be postponed. Final action to expel a pupil shall be taken only by the governing board in a public session.
Students that are in Special Education or 504 will have due process and procedural safeguards under the law as specified in Element A. These procedure safeguards will be followed to conform to applicable federal law regarding students with exceptional needs. UHS will follow Section 504, the IDEIA, and all applicable Federal and State laws including but not limited to Ed Code when imposing suspensions/expulsions. The charter school will notify the district of the suspension of any SPED/504 student or suspected student of disability prior to an expulsion.
The school will notify the district of any expulsions and will include suspension and expulsion data in its annual performance report.
ELEMENT K: Staff Retirement System
The school participates in both the State Teachers Retirement System and Public Employees Retirement System and coordinates such participation, as appropriate, with the social security system.
ELEMENT L: Attendance Alternatives
Students who opt not to attend the charter school or are suspended or expelled may attend other district schools or pursue an inter-district transfer in accordance with existing enrollment and transfer policies of their district or county of residence.
ELEMENT M: Description of Employee Rights
Subject to controlling law and contract including without limitation the policies and practices of UHS, employees of the chartering district may be retained or employed by UHS upon such terms and conditions as are agreeable between such employee and UHS, such that UHS shall have no obligation or interest in or under any third party contract(s) as to which such employee is a party including without limitation any contract(s) between the chartering agency and the employee. Notwithstanding the foregoing, UHS shall remain free to enter into agreement(s)/ understanding(s) with the chartering district and/or recognized representatives of its employees regarding the rights/obligations of employees of the chartering district who chose to be retained or employed by UHS.
The governing board of the chartering district shall not require any employee thereof to be employed by UHS.
ELEMENT N: Dispute Resolution Process, Oversight, Term, and Renewal
Consonant with the foregoing and controlling law, the UHS board of directors will adopt policies and processes for airing and resolving internal and external disputes, including disputes arising under this charter. The governing board of the chartering district and/or CSUF agrees to refer all complaints regarding the school’s operations to the school’s chief administrative officer for resolution in accordance with the school’s adopted policies. Parents, students, board members, volunteers, and staff at UHS will be provided with a copy of the school’s “Student/Parent Handbook”, detailing policies and dispute resolution process and will agree to work within it.
Should a conflict or dispute arise between the District and the Charter School, the parties will endeavor to resolve the conflict or dispute through negotiations between each party’s designated representative(s). If the negotiations do not result in a resolution of the matter, then the parties may agree to resolve the dispute utilizing mediation prior to resorting to other legal remedies.
Not with standing anything in this charter petition to the contrary, participation in any dispute resolution procedure is entirely voluntary for FUSD to the extent the District is carrying out its oversight responsibilities, up to and including revocation of the charter. Disputes related to revocation of the charter or acts or omissions of the Charter School or parent that constitute grounds for revocation of the Charter shall be handled pursuant to Education Code section 47607
The chartering district and/or CSUF may inspect or observe any part of the charter school at any time. The charter school and chartering district agree to work together to accomplish all tasks necessary to fully implement this charter, including, but not limited to, the submission of any necessary and duly prepared waiver requests to the State Board of Education.
The chartering school district and/or CSUF agree to receive and review the annual fiscal and programmatic audit and performance report as specified in Element Number 9. The terms of this charter contract are severable. In the event that any of the provisions are determined to be unenforceable or invalid for any reason, the remainder of the charter shall remain in effect, unless mutually agreed otherwise by the chartering district and governing board of the charter school.
The terms of this charter shall become effective upon notice of approval of the Petition as given by the Petitioner, and for a term of at least five years.
ELEMENT O: Labor Relations
University High School shall be the public school employer of the employees of the charter school for the purposes of the Education Employment Relations Act.
ELEMENT P: School Closure Procedures
In the event of closure or dissolution of University High School, the Board of Directors shall delegate to the Head of School the responsibility to manage the dissolution process. This process shall include a final audit to determine the disposition of all assets and liabilities of the school, and notification to parents of children enrolled in the school. Additionally, a list of students attending the school will be sent to Fresno Unified School District. UHS shall transfer student records to FUSD and the parents of the enrolled students shall be notified of the transfer of records. The remaining assets of UHS, after satisfaction of outstanding debts, shall be transferred to FUSD. The term that is requested is five (5) years- July 1, 2007 to June 30, 2012.
The UHS Board first approved this charter on March 1, 2007
The UHS Board approved revisions of this charter on April 18, 2007