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CHARTER PETITION RENEWAL 2013 - 2018

PRESENTED TO: SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT San Bernardino, CA

PETITIONERS POINT OF CONTACT: Margaret Fortune President/CEO Fortune School of Education 2890 Gateway Oaks Drive, Suite 100 Sacramento, CA 95833 (916) 924-8633

DATE SUBMITTED: May 7, 2013

CONTENTS A. EDUCATIONAL PHILOSOPHY AND PROGRAM3 1) Mission...3 2) Educational Philosophy..3 3) Students to be Served...4 4) Framework for Instructional Design.6 5) Plan for Pupils Not Yet Achieving at Grade Level..14 6) Detailed Plan for Strategic Learners...14 7) Detailed Plan for Intensive Learners...15 8) Serving Students with Disabilities...17 9) Plan for English Learners.21 10) Plan for Students Who Are Academically High Achieving.24 11) Education Partners..24 B. MEASUREABLE STUDENT OUTCOMES AND OTHER USES OF DATA..24 1) Measurable Student Outcomes...24 2) Academic Performance Index.38 3) Method of Assessment....38 4) Use and Reporting of Data.41 C. FOUNDERS AND GOVERNANCE STRUCTURE41 1) Non Profit Public Benefit Corporation...41 2) Board of Directors..42 3) FSE Administration..44 4) School Administration.45 5) Organizational Chart...46 D. HUMAN RESOURCES.....47 1) Staffing Plan..47 2) Qualifications of School Employees47 3) Retirement Systems.........47 4) Salary....48 5) Employee Representation...48 6) Rights of School District Employees...48 7) Health and Safety48 8) Dispute Resolution..50

E. STUDENT ADMISSIONS, ATTENDANCE, AND SUSPENSION/EXPULSION POLICIES...51 1) Student Admission Policies and Procedures...51 2) Recruiting and Admissions Cycle53 3) Timeline for Recruiting and Enrollment..53 4) Lottery Public Random Drawing..53 5) Attendance Tracking...53 6) Racial and Ethnic Balance.....54 7) Public School Attendance Alternatives...54 8) Discipline and Suspension/Expulsion Procedures...54 F. FINANCIAL PLANNING, REPORTING, AND ACCOUNTABILITY...57 1) Budget..57 2) Financial Reporting..57 3) Insurance.58 4) Administrative Services...59 5) Facilities...59 6) Transportation60 7) Audits...60 8) Closure Protocol60 9) General Provisions of the Proposed Charter.62 G. POTENTIAL CIVIL LIABILITY EFFECTS......63 ATTACHMENTS 1. 2013-14 Bell Schedules 2. 2013-14 Academic Calendar 3. Lesson Plan 4. Individualized Learning Plan 5. School Newsletter 6. Articles of Incorporation 7. Bylaws 8. Conflict of Interest Code 9. Job Descriptions 10. Salary Schedule 11. Commitment to Excellence Contract 12. Three Year Operational Budget and Cash Flow Statements 13. El Dorado County SELPA Agreement for Participation and Assurances 14. Evidence of Parent Training on PowerSchool

A. EDUCATIONAL PHILOSOPHY AND PROGRAM A description of the educational program of the school designed, among other things, to identify those whom the school is attempting to educate, what it means to be an educated person in the 21st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become selfmotivated, competent, and lifelong learners. California Education Code section 47605(b)(5)(A)(i). 1) Mission The mission of Hardy Brown College Prep (HBCP) is to graduate high-achieving students of good character prepared for college and citizenship in a democratic society. Hardy Brown College Prep aims to create a K-8 learning environment where students, faculty and parents embrace and strive to achieve a standard of excellence in academic achievement, ethics and citizenship. Students will participate in a rigorous, college preparatory program that is characterized by an extended instructional day, frequent benchmark assessments of student progress and a series of intensive interventions that are focused on quickly accelerating the learning of scholars who are performing far below grade level. When students are promoted from Hardy Brown College Prep, they will be self-motivated, industrious, criticallythinking students who are passionate about learning and committed to service. They will be well prepared to meet the challenges of high school, higher education, and employment and fully embrace their rights and responsibilities as citizens in our democratic society. 2) Educational Philosophy An Educated Person in the 21st Century Being an educated person in the 21st Century means to have a high level of academic mastery as well as critical-thinking and problem-solving skills that will provide opportunities and preparation for college and career. Hardy Brown College Prep seeks to promote students with the highest levels of academic achievement and character. These academic and life skills will give students the tools to meet the educational, professional and personal challenges of the 21st century. How Learning Best Occurs Hardy Brown College Prep adheres to the Five Pillars originally developed by KIPP (Knowledge Is Power Program). The Five Pillars guide the operation of Hardy Brown College Prep and serve as the values by which administrators, faculty and staff serve and interact with students. The Five Pillars are the framework for the innovative program design that distinguishes HBCP from other schools in the region. In its first two years of operation, HBCP proved that this model gets results for students in San Bernardino, having met the state goal of an 800 API.

Hardy Brown College Prep Five Pillars 1. High Expectations- We have high expectations for academic achievement and conduct that are clearly designed, measurable and make no excuses based on the background of the students. Students, parents, teachers and staff create and reinforce a culture of achievement and support. 2. Choice and Commitment- Students, their parents and staff choose to participate in the program. Everyone must make and uphold a commitment to the school and to each other to put in the time and effort required for success. 3. More Time- We know that there are no shortcuts when it comes to success in academics and life. With an extended school day, week and year, students, teachers, school leaders, parents and staff dedicate more time. This ensures that students acquire the knowledge and skills that prepare them for competitive colleges, as well as opportunities to engage in diverse extracurricular activities. 4. Focus on Results- We focus relentlessly on high student performance through standardized tests and other objective measures. Just as there are no shortcuts, there are no exceptions. Students are expected to achieve a level of academic performance that will enable them to succeed in the nations best colleges and the world beyond. 5. Citizenship- We strongly believe that the measure of a persons success is in what he or she gives to others. Through community service, students develop a strong sense of civic responsibility and establish the foundation for a lifetime of meaningful community involvement. Students also deepen and demonstrate their learning and are empowered to become productive citizens in the community in which they live.

3) Students to be Served While open to all students in the state, Hardy Brown College Prep will continue to target students and families living in the San Bernardino City Unified School District (SBCUSD, the District). Hardy Brown College Prep will strive to be diverse in culture, language, ethnicity, and socio-economic background. Hardy Brown College Prep focuses on students who come from economically disadvantaged families and may be significantly behind in reading and math. Hardy Brown College Prep is open to all students. The school actively recruits a diverse student population. Hardy Brown College Prep strives through recruiting efforts to achieve a racial and ethnic balance of students that reflect the general population within the territorial jurisdiction of the San Bernardino City Unified School District. This school also has as a part of its unique focus a specific mission to target the lowest-performing students in the San Bernardino City schools. These students belong to the African American sub-group. At the time of the original charter approval (2009), State reports of academic achievement in the district showed African American students performing below English Learners. The only sub-group African Americans outperformed were students with learning disabilities. In just two years, Hardy Brown College Prep has met the goal of the original charter petition ahead of schedule, earning an 800 API in just two years rather than five. Students at Hardy Brown College Prep outperformed their peers in the district. We have closed the achievement gap between African American students at HBCP and White students in the San Bernardino City Unified School District (SBCUSD). HBCP is comprised of 90% African American students and 84% are low income. With a 2012 API of 800, scholars at HBCP out-perform their White peers in the district by 11 API points. HBCP is the highest performing charter school in the district and ranks in the top 10 of San Bernardinos 49 elementary schools.

School Name 2012 API 1. Hillside Elementary 875 2. Kimbark Elementary 840 3. Palm Avenue Elementary 820 4. Kendall Elementary 818 5. North Verdemont Elementary 816 6. Belvedere Elementary 810 7. Ramona-Alessandro Elementary 807 8. Thompson Elementary 807 9. Hardy Brown College Prep 800 10. Newmark Elementary 798 Source: San Bernardino City Unified School Districts website

2011 API 835 832 847 830 800 807 788 810 763 818

Growth 40 8 -27 -12 16 3 19 -3 37 -20

HBCP v. SBCUSD 2012 Growth API Scores LEA-wide African American Latino Low Income HBCP 800 800 747 803 SBCUSD 726 688 723 725 Difference +74 +112 +24 +78

Hardy Brown College Prep is inclusive of students with a wide range of talents and abilities, including those with special needs and English Learners. The vast majority of Hardy Brown College Prep students come from economically disadvantaged families with 84% of students eligible for Free or Reduced-priced meals as a part of the National School Lunch Program. In addition, entry level data shows that 80-85% of students read and do math below grade level before the school year begins at HBCP. Our most recent demographic data from the 2011 CalPADS report is captured in the tables below: Ethnicity African American Hispanic American Indian or Alaska Native Caucasian Total Number (percentage) 313 (90.7%) 24 (7%) 7 (2%) 1 (0.3%) 345 (100%)

Total Enrollment 345

Male 165

Female 180

Economically Disadvantaged (Free Special Education or Reduced-Price Meals) 84% 4% (14)

English Learners 2% (8)

4) Framework for Instructional Design Curriculum and Content: Whats in this Section In this section, we outline the academic standards for Hardy Brown College Prep and introduce our character development expectations. This section also names the state-adopted textbooks and curriculum Hardy Brown uses for grades K-8, in English language arts, math, science and social science. We name the textbooks and curriculum for both core and supplemental intervention programs (page 8). Furthermore, we provide descriptive information about the components of the programs. In the exhibits to the petition, we map out the instructional day and year, in other words the bell schedule, grades K-8 (Appendix 1) and academic calendar (Appendix 2). In addition, this section on Curriculum and Content spells out our curricular resources with a discussion of our instructional strategies (page 9) and a highly specialized intervention program for sixth graders, called Summer Bootcamp (page 13). This section goes on to explain our expectations for parent education and participation and introduces a program to promote good citizenship for high achieving students, called the Urban Corps (page 13). Sections 5-8 provide further evidence of the curriculum content for Hardy Brown College Prep. These sections lay out comprehensive plans for appropriate placement for all students who attend Hardy

Brown College Prep. Student placement is determined by analyzing multiple assessment data including California Standards Tests (CST), California English Language Development Test (CELDT), curriculumbased diagnostic assessments, and benchmark testing of English language proficiency. In these sections, the petition goes into great detail about plans for students who are: Academically low achieving (Section 5, beginning on page 14) Identified with special needs (Section 8, beginning on page 17) English language learners (Section 9, beginning on page 21) Academically high achieving (Section 10, beginning on page 23)

Hardy Brown College Prep delivers all of its educational services through site-based programs. In this section, we discuss our instructional approach using the California K-12 Content Standards, as well as our curriculum and teaching methods. Finally, we discuss the Hardy Brown College Prep K-12 character development and parent involvement programs. In order to meet the diverse academic and character development needs of the Hardy Brown College Prep student body, Hardy Brown College Prep provides all K-8 students with the following: California K-12 Content Standards and the Common Core State Standards The California State Board of Education has established rigorous world-class content and performance standards (1997-1999). Hardy Brown College Prep ensures that students demonstrate mastery of these standards in the core disciplines (English/Language Arts, Mathematics, History/Social Science, and Science). Hardy Brown College Prep will commit to following the states timeline for implementation of the Common Core State Standards. Every student, teacher, and parent associated with Hardy Brown College Prep is familiar with the standards for his/her grade level. To achieve this, grade-level appropriate standards are clearly articulated and posted in every classroom, integrated into all lesson plans and classroom activities, and are referenced in the homework assigned to students. The ultimate academic goal for Hardy Brown College Prep students is to graduate from a fouryear university. Starting in Kindergarten, the academic plans will be skillfully crafted along the K8 continuum of learning. Crucial skills needed to be successful in college will be developed during the course of each students K-8 experience. Specific focus will be on reading and math to give students the foundation to reach higher levels of learning in middle and high school. In particular, it is the goal that all students stay on grade level in reading and demonstrate mastery of Algebra I by no later than the 8th grade. Each K-8 student completes a field lesson to at least one 4-year university per academic year. Standards-based Curriculum & Instructional Materials Hardy Brown College Preps instructional approach is to have fidelity to standards-based, stateadopted instructional materials. We offer extensive professional development to all of our teachers in this area, helping them develop, among other things, lesson plans like the sample included in Appendix 3. Hardy Brown College Prep provides all teachers with a week-long professional development workshop on instructional materials prior to the start of school followed by ongoing coaching and professional development sessions throughout the year with our in-house experts on instructional materials. Hardy Brown College Prep takes advantage of Intersessions to provide teachers with time for professional development and planning.

Hardy Brown College Prep has adopted a balanced and comprehensive curriculum that provides its teachers with standards-based instructional resources. Hardy Brown College Prep used the criteria described in the Frameworks for California Public Schools to select our K-8 instructional materials: Assessment. A system for placement of students in small-group or 1:1 learning environments, and a monitoring system to gauge student learning. Skills Development. A set of instructional strategies and resources to develop student mastery of each of the core subject content standards. Intervention. A specific academic plan and course of action for students who are below basic or far below grade level and whose learning must be quickly accelerated in order to be on track to meet state standards expeditiously. Re-Teach. Strategies and resources for students who did not attain mastery the first time a lesson on a specific standard was presented. Hands-on Learning. Learning should be interactive and engage all students. English Language Learners. Materials that help students develop proficiency in the academic core areas as well as literacy and oral language skills.

Core Instructional Materials for K-8 Subject English Language Arts English Language Development Curriculum Harcourt California Excursions 2008 (K-5) Holt Literature and Language Arts 2008 (6-8) Harcourt California Excursions 2008 Universal Access Support (K-5 Intermediate, Early Advanced and Advanced EL Students) Holt Literature and Language Arts 2008 Universal Access Support (6-8 Intermediate, Early Advanced and Advanced EL Students) Harcourt Math 2007 (K-5) Holt Mathematics 2007 (6-7) Holt 2007 (8) Algebra 1 Harcourt Science 2006 (K-5) Holt Science 2006 (6-8) Harcourt Social Studies 2005 (K-5) Holt Social Studies 2005 (6-8) Supplemental Intervention Program Steck-Vaughn California Gateways 2008 (grades 4-8 Intensive Intervention) Steck-Vaughn California Gateways 2008 (Beginning and Early Intermediate EL Students)

Mathematics

Science Social Science

Harcourt Fast Forward Math 2007 (Grades 4-7 Intensive Intervention) Holt Algebra Readiness 2007 (8th grade Intensive Intervention)

Teaching Methods & Instructional Strategies Hardy Brown College Prep gives students opportunities to learn academic and life skills from teachers, parents, classmates, and caring community members. The instructional strategies employed at Hardy Brown College Prep are described below. In addition, we provide a flow chart that outlines how Hardy Brown College Prep ensures that every student receives developmentally appropriate individual instruction that leads to standards mastery (See Figure 1 on the next page). We have included the academic calendar for Hardy Brown College Prep in Appendix 2 to illustrate how it interacts with the Hardy Brown College Prep Interventions and the Universal Access Flow Chart. See how the academic calendar includes Fall and Spring Intersessions. This is the time built in to the schedule to allow for intervention for intensive and strategic learners as described in the Interventions and Universal Access Flow Chart. The academic calendar applies to grades K-8. 1. Differentiated Instruction & Standards-based Instruction All too often, teachers teach to the middle, meaning instruction is geared toward the midrange of academic levels in the classroom. This severely hampers students who are struggling and those who are excelling. In order to maximize the learning opportunities and attainment of California Content Standards (and as Hardy Brown College Prep transitions to the Common Core State Standards) in all core subjects for all students, Hardy Brown College Prep utilizes a variety of differentiated instructional strategies. Specifically, instruction at Hardy Brown College Prep is delivered through a variety of modalities (auditory, visual, multi-media, hands-on) and flexible grouping strategies (whole class, cooperative groups, project-based learning). In addition, all teachers will collect, analyze and reflect upon student achievement data on a weekly basis to guide the instruction and ensure that all students needs are being met. 2. Individualized Learning Plans Students are unique individuals with specific needs. In order for instruction to be most effective, the particular levels and learning styles of students must be taken into account. Therefore, Hardy Brown College Prep creates Individualized Learning Plans (ILP) for each student based on assessed needs (See Figure 1 on the next page). The ILPs map out each students entry point into their respective grade level standards, the goals being set academically, linguistically and socially for that child and what the school will do to ensure the student meets these goals. Hardy Brown College Prep principals, teachers, parents and students work collaboratively to implement these plans. For a sample Individualized Learning Plan, see Appendix 4.

Figure 1: Hardy Brown College Prep Interventions and Universal Access Flow Chart

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3. Advisory Groups Beginning in sixth grade, each student is assigned an advisory group of ideally no more than 15 students. Advisors will be advocates for their students and the primary contact for parents. A key component of the advisory group in the development and maintenance of the Individualized Learning Plans described above. Advisory will include a curriculum with a focus on academic success. 4. Extended Day and Year Hardy Brown College Prep serves populations of students who often come to school far below grade level and without the foundational academic skills necessary to thrive in an environment of high standards. A core principle of Hardy Brown College Prep is More Time, understanding that students often need additional time in order to attain grade level mastery. Hardy Brown College Prep follows a modified year-round academic calendar (Appendix 2), which has been shown to be more conducive to students retention of academic information and skills. Hardy Brown College Prep provides more instructional time for students through an extended-day schedule (up to 60% more instructional time annually than traditional public schools), before and after school tutoring, Saturday School, and Intersession instructional programs (45 additional days of instruction) in the Fall, Spring and Summer. Numerous studies have found that supplemental programs, such as after-school programs, can effectively address students academic, recreational and cultural needs, especially when the programs insist on structure. 1 HBCP offers a rigorous after-school tutoring program for students who are recommended for tutoring by their classroom teacher because they are below 80% proficiency in one or more academic subjects. Tutoring takes place in small groups from 12:30pm-2:30pm during Spring Intersession and from 4pm-6pm during the Third Trimester. The program is coordinated by Hardy Brown College Prep teachers who provide structured activities for tutors to follow. Teachers, not tutors handle all student discipline. Tutors are selected from local colleges and universities and must have a B+ or better in college level courses in the subject that they tutor (i.e.: Math, English, Social Studies, Science). Tutors are selected based on a panel interview with teachers. In addition, HBCP has a robust partnership with the Boys and Girls Club of San Bernardino. As a part of the partnership: HBCP scholars participate in after school and vacation day camp programs that include academic tutoring, recreational activities, visual and performing arts, and field lessons. HBCP kindergarten scholars participate in a Sunrise Before School program that allows for early drop-off at 7am for parents a full 1.5 hours prior to the 8:30am start of school. Program includes supervision, organized activities, and tutoring. 5. Field Lessons Field lessons are an important opportunity for students to receive direct experiences beyond the text and classroom discussions. Field lessons are always an extension of the standards-based classroom learning. Field lessons provide a rich, in-depth experience with the outside world that cannot be provided by just classroom activities. Each teacher works to develop a curriculum which is enhanced by field lessons and has appropriate follow-through in the succeeding instructional days.
Bronfenbrenner, U. (1986) Alienation and the four worlds of childhood. Phi Delta Kappan, 67, (6) 430, 432-36. Summary of study results by Pierce, Hamm, & Vandell in the Review of Extended Day and After-School Programs and their Effectiveness, Olatokonbo S. Fashola, Johns Hopkins University, Report No. 24, October 1998.
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For the vast majority of the students we serve who have never been outside of their community, this experience can be life-changing. Hardy Brown College Prep scholars have been on a variety of field lessons including frequent visits to the Feldheym Public Library which is walking distance from the schools downtown location. Scholars have also attended the San Bernardino Symphony and visited museums, including the Museum of Tolerance in Los Angeles. Certain field lessons are a common part of the Hardy Brown College Prep experience for a student. Each student in grades K-8 visits a 4-year university annually. For example, Hardy Brown scholars have visited Cal State San Bernardino, UCLA, Cal Poly Pomona, UC Riverside, San Diego State and San Bernardino Valley College. Character Development Hardy Brown College Prep students acquire life skills that provide a meaningful connection to their world outside of school. Unfortunately, school and the real world are often disconnected for far too many young people. As a result, they may perceive the educational process as nothing more than an exercise in obtaining useless information. The Hardy Brown College Prep Character Development (Life Skills) curriculum enables students to apply classroom learning in meaningful contexts within the real world. Life skills also equip students to participate fully and positively in our society. Community Service is a crucial component of our students character development program. All Hardy Brown College Prep students complete at least 1 service learning project during each school year. The Hardy Brown College Prep Character Development Curriculum is based on Kohlbergs Stages of Moral Development. Lawrence Kohlberg was a moral philosopher and student of child development. He was director of Harvard's Center for Moral Education. His special area of interest was the moral development of children - how they develop a sense of right, wrong, and justice. Kohlberg observed that growing children advance through definite stages of moral development. His observations and testing of children and adults led him to theorize that human beings progress consecutively from one stage to the next in an invariant sequence, not skipping any stage or going back to any previous stage. At Hardy Brown, teachers instruct scholars on Kohlbergs Six Levels during weekly Friday TEAM meetings. TEAM is an acronym that stands for Together Everyone Achieves More (TEAM). On Fridays, scholars have lunch with their classroom teacher and do teacher-developed activities designed to enhance a scholars character development through Kohlbergs stages. The goal is to develop scholars to Kohlbergs sixth level. Kohlbergs Six Levels are posted in every Hardy Brown College Prep classroom. Kohlbergs Six Levels: Why do we do whats right Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 We do the right thing because we dont want to get in trouble. We do the right thing because theres a reward. We do the right thing because we want to impress someone. We do the right thing because we want to follow the rules and keep the peace. We do the right thing because we care about the rights and feelings of others. We do the right thing because its who we are.

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Summer Boot Camp It is important for Hardy Brown College Prep to establish a culture of high expectations and academic commitment so that each scholar is set up for success prior to the first day of school. Hardy Brown College Prep expects students coming into the sixth grade to reach grade level proficiency within two years of enrolling in the School. In order to meet this goal, students begin in July with a summer Boot Camp that focuses on accelerating academic skills and building culture, and explicitly teaching classroom-based and school-wide routines and procedures. Students are initially assessed in reading and math in July at which point they are placed in appropriate groupings for skill development. Students considered intensive learners receive intense reading and math intervention. Once the school year begins, intensive learners continue in the reading intervention program until they are within two years of grade level. At that point they move into grade level language arts with added support. HBCP Urban Corps HBCP uses its expertise working with inner city youth to provide a variety of support services and programs that help to ensure the success of Hardy Brown College Prep. In particular, HBCP has developed a grassroots leadership training and community service initiative for middle school students called Urban Corps. The program mobilizes students to contribute to the betterment of the San Bernardino community. Urban Corps students are ambassadors of Hardy Brown College prep who organize neighborhood and city community service projects that are led and designed by students. For example, in a project chosen by middle school students, the Urban Corps held a food drive for a local shelter feeding 60 San Bernardino families. Corps members were recognized by the County Board of Supervisors and State Assembly for their volunteer service. Parent Education and Participation Studies have shown that students whose parents are involved in their education generally have higher grades and test scores, better attendance, more consistently complete homework, higher graduation rates and greater enrollment in postsecondary education. 2 Hardy Brown College Prep parents strive to be actively involved in the education of students. After signing a Commitment to Excellence Contract (Attachment 11), parents are required to donate 40 or more service hours each academic year. Parent education and strategic involvement in the education of students is facilitated by a Parent Liaison. Hardy Brown College Prep has a rich program of parent involvement that is facilitated by the Parent Liaison in close coordination with the Principal. It includes monthly parenthood meetings, a weekly newsletter, a parent internet cafe with access to computer to check grades and attendance, and parentdriven activities. For example on the first Friday of the month, fathers have a get together called Donuts for Dads. Donuts for Dads is a social time for men in the Hardy Brown school community to build relationships with each other. The Principal builds programing into this time such as book readings by local authors, with subject matter that is relevant to men raising children in the inner city. For moms, Hardy Brown College Prep holds special programs like Mommy and me Zumba giving mothers an opportunity to be physically active with their children. Hardy Brown College Prep makes an effort to create enrichment activities for children by building on the talents of Hardy Brown parents. For example, one Hardy Brown College Prep mom led painting workshops for each grade level in the school that culminated in an art gallery walk. The best work for the art gallery will be shown in the State Capitol in Sacramento by Assemblywoman Cheryl Brown who represents the 47th district where the school is located.
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The National PTA. Building Successful Partnerships. Bloomington: National Education Service, 2000.

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Hardy Brown College Prep parents have many great ideas. As a school, Hardy Brown College Prep supports parents to make their ideas a reality. In another example, a group of mothers founded a Girl Scout Troop for which 40 girls have signed-up. Parents have also taken on significant projects for the school, like when the fathers painted the gym saving the school over $5,000. Parent volunteers are very visible around campus and at school field lessons. When volunteering, parents wear Parent Ambassador smocks. Parent volunteers participate in trainings led by the Hardy Brown College Prep Dean of Students to learn the culture of the school and how to interact with children and adults appropriately in a school setting. Parents who meet their 40 hour volunteer service commitment receive a special pin that says Club 40 on it. The principal pins parents who have earned Club 40 honors at the monthly parenthood meetings. Hardy Brown College Prep has a number of parent groups that include individual groups for mothers, fathers and grandparents. In addition, the school has an elected school site council that is a part of the schools official governance structure. The parenthood groups and the school site council meet monthly. The principal communicates with parents regularly through a weekly newsletter (See example in Appendix 5). The principals newsletter features colorful pictures of scholars and parents to showcase their participation in the school. The school also has a flat screen in the front lobby with a continuous slide show of pictures of parents and students highlighting school activities for the year. Parents also have a special place in the school. Hardy Brown College Prep has an Internet Caf for parents where they can do volunteer projects, job hunt and log on to the schools student information system to view their childs grades, attendance and notes from teachers.

5) Plan for Pupils Not Yet Achieving at Grade Level In this section, we will discuss how Hardy Brown College Prep identifies and responds to the needs of pupils who are not achieving at expected levels. We will outline the intervention plan for students who require intensive or strategic interventions in reading and mathematics, as well as how we meet the needs of students with disabilities and English Learners.

6) Detailed Plan for Strategic Learners Students who are not yet proficient in grades K-8 (scoring 51% - 79% on the curriculum-embedded entry-level diagnostic assessment) will be considered strategic learners (See Figure 1 on page 10). Strategic learners may be 1-2 years behind in attaining mastery of their grade-level standards. These students learning needs can often be addressed by the general education teacher within the classroom environment. However, strategic learners need additional instructional time with systematic, intensive concentrated support designed through assessed needs. All Hardy Brown College Prep teachers complete professional development on providing students Universal Access to the California Content Standards for all core subjects. Weekly, grade-level collaboration among our teachers of strategic and intensive learners also provides powerful support for these students and allows for fluid movement in and out of strategic support. Grade-level collaborations are highlighted by analysis of student achievement data, developing Individualized Learning Plans (Appendix 4) for each student, grouping students according to assessed needs, building time in the instructional day for re-teaching, and the continuous development of plans to accelerate all students to the mastery of grade-level standards. Hardy Brown College Prep also provides more instructional time for students through our extended-

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day schedule (up to 60% more instructional time annually than traditional public schools), before and after school tutoring, Saturday School, and Intersession instructional programs (25 additional days of instruction) in the Fall, Spring and Summer. See Hardy Brown College Preps bell schedule and academic calendar in Appendixes 1 and 2, respectively. 7) Detailed Plan for Intensive Learners Reading Students who are significantly below grade level in reading (50% or below on the curriculum-embedded entry-level diagnostic assessment) are considered Intensive Learners (See Figure 1 on page 10). These students are not prepared to access the core curriculum of Harcourt California Excursions and need a stand-alone, intensive, accelerated reading/language arts program. The program, California Gateways, for grades 4-8, provides 2 to 3 hours of daily instruction designed to address the instructional needs of students whose reading achievement is two or more years below grade level. NOTE: All K-3 students are in the regular Harcourt ELA program with additional support from Reading Mastery when needed. There are two purposes for the intensive intervention: (1) to teach students to read and (2) to teach students content standards and skills so that they can access and master the grade-level standards once they reenter the core program. Based on curriculum-embedded diagnostic assessment, California Gateways positions students to progress rapidly toward successful reentry into the core English-language arts program at their appropriate grade level. This program has multiple levels of entry and every student is placed in their appropriate skill level. The students have small group instruction to guarantee rapid advancement through the program. The California Gateways curriculum provides guidance to teachers in efficient and effective instruction primarily in the following strands of the English-language arts content standards: Phonemic awareness and phonics Word recognition and spelling Oral reading fluency Vocabulary and morphology Grammar and usage Listening and reading comprehension Sentence structure Writing

Intensive Reading Intervention Program for English Learners (Grades 4-8) Similar to Intensive Learners, English Learners who are reading more than two years below grade level are not prepared to access the core curriculum and need a stand-alone, intensive, accelerated reading/language arts program. California Gateways, provides 2 to 3 hours of daily instruction. It is designed to address the instructional needs of English Learners. This stand-alone reading/language arts intervention program addresses literacy and language development. Based on curriculum-embedded diagnostic assessment, California Gateways positions students to progress rapidly toward successful reentry into the core English-language arts program at their appropriate grade level within two years. This program has multiple levels of entry and every student is placed in their appropriate skill level. The class size is small group instruction to guarantee rapid advancement through the program. Grade level Language Arts core curriculum begins as soon as each student has mastered the prerequisite standards and takes place in the same small group and with the same teacher.

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The California Gateways curriculum emphasizes academic language, vocabulary and concept development, sentence structure, grammar, organization and delivery of oral communication, and speaking applications. Materials provide guidance to teachers on how to instruct English Learners to master the English-language arts content standards so learners can read, write, comprehend, and speak English for personal use and at the proficient level for academic schoolwork. Teacher and student editions assist English Learners in developing proficiency in the English language and the concepts and skills contained in the English-Language Arts Content Standards. Emphasis is placed on: Instruction in the skills that are transferable from students primary language to English and non-transferable skills Acquisition of academic vocabulary Phonological, morphological, syntactical, and semantic structures of English

The materials provide explicit, sequential, linguistically logical, and systematic instruction, practice, application and diagnostic support in areas in which students are likely to have difficulty - primarily the following strands and sub-strands of English-language arts content standards, grades one through six: Phonemic awareness and phonics Word recognition and spelling Oral reading fluency Vocabulary and morphology Grammar and usage Listening and reading comprehension Sentence structure Speaking and Writing

Math Intensive Intervention Students who have trouble in mathematics are at risk of failing to meet the standards, becoming discouraged and eventually giving up in mathematics altogether. Students in the intensive group (scoring 50% and below on the curriculum-embedded entry-level diagnostic assessment) are seriously at risk of failing to meet the standards as indicated by their extremely and chronically low performance on one or more measures. These students perform more than two years below grade level in math. All students at Hardy Brown College Prep participate in the core Harcourt Math and Holt Mathematics programs in grades K-7. Students requiring intensive intervention in math also participate in the Harcourt Fast Forward Math program for an additional 30 minutes each day. This group of students is also required to attend Intersession and Summer Session until they meet the grade standards. One of Hardy Brown College Preps goals is that all students be proficient in Algebra by the end of 8th grade. Students in the 8th grade who are not ready for Algebra 1 will be placed in the Holt Algebra Readiness program in the summer prior to eighth grade. Students continue through an intense intervention until they are prepared for Algebra 1. Algebra 1 curriculum will begin as soon as each student has mastered the prerequisite standards. Students will be required to follow an intense, structured plan that will require additional time after school, during Inter-sessions, Summer Sessions and Saturdays.

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8) Serving Students with Disabilities Overview The Charter School shall comply with all applicable state and federal laws in serving students with disabilities, including, but not limited to, Section 504 of the Rehabilitation Act (Section 504), the Americans with Disabilities Act (ADA) and the Individuals with Disabilities in Education Improvement Act (IDEIA). The Charter School is its own local educational agency (LEA) and is a member of the El Dorado County Charter Special Education Local Plan Area (SELPA) in conformity with Education Code Section 47641(a). The Charter School shall comply with all state and federal laws related to the provision of special education instruction and related services and all SELPA policies and procedures; and shall utilize appropriate SELPA forms. The Charter School shall be solely responsible for its compliance with Section 504 and the ADA. The facilities to be utilized by the Charter School shall be accessible for all students with disabilities. Special Education Student Counts Hardy Brown College Prep is part of El Dorado Charter SELPA, which provides support to over 170 charters in California. The statewide average rate of identification is 10% (K-12) and the Charter SELPA average is 8%. Hardy Brown College Prep
Intellectual Disability Hard of Hearing Deaf Speech/Language Impairment Visual Impairment Emotional Disturbance Orthopedic Impairment Other Health Impairment Specific Learning Disability Deaf- Blindness Multiple Disability Autism Traumatic Brain Injury Total Total Students % of Population

Special Education Student Counts


ID HH Deaf SLI VI ED OI OHI SLD DB MD AU TBI

As of December 2012
0 0 0 3 0 0 0 2 9 0 0 0 0 14 345 4%

Section 504 of the Rehabilitation Act The Charter School recognizes its legal responsibility to ensure that no qualified person with a disability shall, on the basis of disability, be excluded from participation, be denied the benefits of, or otherwise be subjected to discrimination under any program of the Charter School. 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 Charter School.

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A 504 team will be assembled by the Principal and shall include the parent/guardian, the student (where appropriate) and other qualified persons knowledgeable about the student, the meaning of the evaluation data, placement options, and accommodations. The 504 team will review the students 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 IDEIA but found ineligible for special education instruction or related services under the IDEIA, those evaluations may be used to help determine eligibility under Section 504. The student evaluation shall be carried out by the 504 team, which will evaluate the nature of the students disability and the impact upon the students education. This evaluation will include consideration of any behaviors that interfere with regular participation in the educational program and/or activities. The 504 team may also consider the following information in its evaluation: Tests and other evaluation materials that have been validated for the specific purpose for which they are used and are administered by trained personnel. Tests and other evaluation materials including those tailored to assess specific areas of educational need, and not merely those which are designed to provide a single general intelligence quotient. Tests are selected and administered to ensure that when a test is administered to a student with impaired sensory, manual or speaking skills, the test results accurately reflect the students aptitude or achievement level, or whatever factor the test purports to measure, rather than reflecting the students impaired sensory, manual or speaking skills. The final determination of whether the student will or will not be identified as a person with a disability is made by the 504 team in writing and notice is given in writing to the parent or guardian of the student in their primary language along with the procedural safeguards available to them. If during the evaluation, the 504 team obtains information indicating possible eligibility of the student for special education per the IDEIA, a referral for assessment under the IDEIA will be made by the 504 team. If the student is found by the 504 team to have a disability under Section 504, the 504 team shall be responsible for determining what, if any, accommodations or services are needed to ensure that the student receives a free and appropriate public education (FAPE). In developing the 504 Plan, the 504 team shall consider all relevant information utilized during the evaluation of the student, drawing upon a variety of sources, including, but not limited to, assessments conducted by the Schools 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 students education, including substitutes and tutors, must have a copy of each students' 504 Plan. The site administrator will ensure that teachers include 504 Plans with lesson plans for short-term substitutes and that he/she review the 504 Plan with a long-term substitute. A copy of the 504 Plan shall be maintained in the students file. Each students 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.

Any accommodations or services agreed upon by the team shall be at the sole cost of Hardy Brown.

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Services for Students under the IDEIA Hardy Brown College Prep provides special education instruction and related services in accordance with the IDEIA, Education Code requirements, and applicable policies and practices of the SELPA. Hardy Brown College Prep provides services for special education students enrolled in the charter school. Hardy Brown College Prep follows SELPA policies and procedures, and utilizes 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. Hardy Brown College Prep agrees to promptly respond to all District or SELPA inquiries, to comply with reasonable District or SELPA directives, and to allow the District or SELPA access to charter school students, staff, facilities, equipment and records as required to fulfill all District obligations under this Agreement or imposed by law. Staffing All special education services at Hardy Brown College Prep will continue to be delivered by individuals or agencies qualified to provide special education services as required by Californias Education Code and the IDEIA. Hardy Brown College Prep staff shall participate in SELPA in-service training relating to special education. Hardy Brown College Prep will continue to 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. Hardy Brown College Prep shall ensure that all special education staff hired or contracted by the school is qualified pursuant to SEPLA policies, as well as meet all legal requirements. Hardy Brown College Prep shall be responsible for the hiring, training, and employment of itinerant staff necessary to provide special education services to its students, including, without limitation, speech therapists, occupational therapists, behavioral therapists, and psychologists. Notification and Coordination Hardy Brown College Prep will continue to follow SELPA policies as they apply to all SELPA schools for responding to implementation of special education services. Identification and Referral Hardy Brown College Prep shall have the responsibility to identify, refer, and work cooperatively in locating charter school students who have or may have exceptional needs that qualify them to receive special education services. Hardy Brown College Prep will continue to 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. Hardy Brown College Prep will continue to follow SELPA child-find procedures to identify all students who may require assessment to consider special education eligibility and special education and related

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services in the case that general education interventions do not provide a free and appropriate public education to the student in question. Assessments The term assessments shall have the same meaning as the term evaluation in the IDEIA, as provided in Section 1414, Title 20 of the United States Code. Hardy Brown College Prep will determine what assessments, if any, are necessary and arrange for such assessments for referred or eligible students in accordance with applicable law. Hardy Brown College Prep shall obtain parent/guardian consent to assess its students. IEP Meetings Hardy Brown College Prep shall arrange and notice the necessary IEP meetings. IEP team membership shall be in compliance with state and federal law. Hardy Brown College Prep shall be responsible for having the following individuals in attendance at the IEP meetings: the Principal and/or the schools designated representative with appropriate administrative authority as required by the IDEIA; the students special education teacher; the students general education teacher if the student is or may be in a regular education classroom; the student, if appropriate; and other charter school representatives who are knowledgeable about the regular education program at Hardy Brown College Prep and/or about the student. Hardy Brown College Prep 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 IDEIA, a speech therapist, psychologist, resource specialist, and behavior specialist; and shall document the IEP meeting and provide of notice of parental rights. IEP Development Hardy Brown College Prep 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 HBCP students in accordance with the policies, procedures and requirements of the SELPA and State and Federal law. IEP Implementation Hardy Brown College Prep shall be responsible for all school site implementation of the IEP. As part of this responsibility, HBCP shall provide parents with timely reports on the students progress as provided in the students IEP, and at least quarterly or as frequently as progress reports are provided for HBCPs non-special education students, whichever is more. Hardy Brown College Prep shall also provide all home-school coordination and information exchange. Hardy Brown College Prep shall also be responsible for providing all curriculum, classroom materials, classroom modifications, and assistive technology. Interim and Initial Placements of New Charter School Students For students who enroll in Hardy Brown College Prep from another school district outside of the SELPA with a current IEP, HBCP shall conduct an IEP meeting within thirty days. Prior to such meeting and pending agreement on a new IEP, HBCP shall implement the existing IEP at the school, to the extent practicable or as otherwise agreed with the parent/guardian.

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Non-Public Placements/Non-Public Agencies Hardy Brown College Prep 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 will have access to Hardy Brown College Prep and no student shall be denied admission nor counseled out due to the nature, extent, or severity of his/her disability or due to the students request for, or actual need for, special education services. Parent/Guardian Concerns and Complaints Hardy Brown College Prep shall adopt policies for responding to parental concerns or complaints related to special education services. Hardy Brown College Prep shall receive any concerns raised by parents/guardians regarding related services and rights. Hardy Brown College Preps designated representative shall investigate as necessary, respond to, and address the parent/guardian concern or complaint. Due Process Hearings Hardy Brown College Prep may initiate a due process hearing or request for mediation with respect to a student enrolled in charter school 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, Hardy Brown College Prep shall defend the case. SELPA Representation Hardy Brown College Prep shall represent itself at all SELPA meetings. Funding Hardy Brown College Prep understands that it will be subject to the allocation plan of the SELPA.

9) Plan for English Learners The most recent data from the California Department of Education website (2011-12) show that Hardy Brown College Prep has eight English Learners, half of those students have been reclassified as Fluent English Proficient. Below is a description of Hardy Brown College Preps plan for English Learners. Hardy Brown College Prep will meet all applicable legal requirements for English Learners (EL) as it pertains to annual notification to parents, student identification, placement, program options, EL and core content instruction, teacher qualifications and training, re-classification to fluent English proficient status, monitoring and evaluating program effectiveness, and standardized testing requirement. Hardy Brown College Prep will implement policies to assure proper placement, evaluation, and communication regarding ELs and the rights of students and parents.

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Home Language Survey Hardy Brown College Prep will administer the home language survey upon a students initial enrollment into the charter school (on enrollment forms). CELDT Testing All students who indicate that their home language is other than English will be California English Language Development Test (CELDT) tested within thirty days of initial enrollment 3 and at least annually thereafter between July 1 and October 31 until re-designated as fluent English proficient. Hardy Brown College Prep will notify all parents of its responsibility for CELDT testing and of CELDT results within thirty days of receiving results from publisher. The CELDT shall be used to fulfill the requirements under the No Child Left Behind Act for annual English proficiency testing. Reclassification of English Learners Hardy Brown College Prep has developed a policy and procedures for English Learner (EL) reclassification based on the four criteria set forth in Education Code Section 313(d). Hardy Brown College Prep uses the following reclassification guidelines when evaluating a students readiness for reclassification from English Learner to English proficient (RFEP). Assessment of English Proficiency: Review of CELDT results from annual assessment. Students must score at early advanced or higher overall and score at intermediate or higher in listening and speaking, reading, and writing. Comparison of Performance in Basic Skills: Review of results of latest California EnglishLanguage Arts Standards Test (CST in English-Language Arts). Although the State has set the Basic level on the CST in English-Language Arts as the minimum for English Learners to be eligible for reclassification, Hardy Brown College Prep will set the Proficient level on the CST in English-Language Arts as the minimum for English Learners to be eligible for reclassification. Teacher Evaluation of Student Academic Performance: Review of students academic performance. Students must meet academic performance indicators established by Hardy Brown College Prep. Specifically, this would include a grade of 80% or higher on all academic work in English-Language Arts: class work, curriculum-embedded and informal assessments (formative and summative), and homework. Students will be provided opportunities for retaking assessments or making up any academic work that does not receive an 80% or higher mark. Parent or Guardian Opinion or Consultation: Hardy Brown College Prep will provide notice to parents and guardians of their rights to participate in the reclassification process. Hardy Brown College Prep will encourage parents or guardians to participate in the reclassification process and attend a face-to-face meeting. Reclassification: Hardy Brown College Prep will reclassify any student who meets the above criteria as fluent English proficient (RFEP). Parents or guardians will be notified of their students reclassification, and school records will be updated. Upon reclassification of any English Learner to RFEP, Hardy Brown College Prep will continue to monitor the students progress for two years.

The thirty-day requirement applies to students who are entering a California public school for the first time or for students who have not yet been CELDT tested. All other students who have indicated a home language other than English will continue with annual CELDT testing based upon the date last tested at the prior school of enrollment.

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Hardy Brown College Prep may elect to conduct a self-review and/or have an outside consultant conduct an annual audit to comply with federal and state guidelines. Strategies for English Learner Instruction and Intervention English Learners (EL) also participate in the Hardy Brown College Prep core curriculum, with strategic support focused on English Language Development (ELD). In addition to the core program, the English Language Development component of the curriculum addresses four additional elements and requires an extra hour of daily English Language Development instruction, as described in the California Reading/Language Arts Framework. English Learner instructional materials include: Access to core curriculum through Specially Designed Academic Instruction in English (SDAIE). Lessons that address the Beginning, Early Intermediate, Intermediate and Early Advanced levels of English-language proficiency at every grade level. Teacher edition and student materials are focused and efficient to ensure English Learners acquire proficiency in English as quickly and effectively as possible. Additional ELD instruction for up to 1 hour daily will be given to English Learners.

In addition, Hardy Brown College Preps standards-based curriculum also meets the needs of English Learners with an emphasis on academic language, vocabulary and concept development, sentence structure, grammar, organization and delivery of oral communication, and speaking applications. Curriculum materials and professional development training provides guidance to teachers on how to instruct English Learners to master the English Language Arts content standards so learners can read, write, comprehend, and speak English for personal use and at the proficient level for academic schoolwork. Teacher and student editions assist English Learners in developing proficiency in the English language and the concepts and skills contained in the English Language Arts Content Standards. Emphasis is placed on: Instruction in the skills that are transferable from students primary language to English and non-transferable skills Acquisition of academic vocabulary Phonological, morphological, syntactical, and semantic structures of English

The materials provide explicit, sequential, linguistically logical, and systematic instruction, practice, application and diagnostic support in areas in which students are likely to have difficulty primarily the following strands and sub-strands of English Language Arts content standards: Phonemic awareness and phonics Word recognition and spelling Oral reading fluency Vocabulary and morphology Grammar and usage Listening and reading comprehension Sentence structure Speaking and Writing

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10) Plan for Students Who Are Academically High Achieving Curriculum Students who are identified as advanced perform above grade level on standardized measures. Teachers will use systematically planned differentiation strategies to ensure appropriately challenging curriculum and instruction. Each of the adopted programs includes pacing, depth, complexity and novelty for advanced learners. Teachers will provide advanced learners opportunities to enhance their learning and will be challenged to further their achievement to reach and exceed the standards. In addition, highinterest books and computer-based programs will also be differentiated for advanced learners. 11) Educational Partners The Black Voice News The Black Voice News is a weekly newspaper with circulation of 10,000 that has served the Inland Empires African American community since 1972. Education has long been an emphasis of the paper, celebrating black achievement and reporting on the achievement gap experienced by African Americans in public schools. Hardy Brown College Prep is a partnership between The Black Voice News and Fortune School of Education. Named for newspaper publisher Hardy Brown, the school is a community-based effort to improve the quality of education for San Bernardinos lowest performing subgroup of students. As longtime advocates of public education, The Black Voice News has lent its full endorsement to this effort to establish college preparatory charter schools to prepare San Bernardinos children for promising and productive futures.

B. MEASURABLE STUDENT OUTCOMES AND OTHER USES OF DATA 1) Measurable Student Outcomes The measurable pupil outcomes identified for use by the charter school. Education Code section 47605(b)(5)(B). The primary objective at Hardy Brown College Prep is to expose students to rigorous academic and character development standards and hold ourselves accountable to ensuring students meet those standards. As such, Hardy Brown College Prep has identified very clear and measurable outcomes that drive our work and determine our level of success as a school. Hardy Brown College Prep is now in its third year of operation. In this section, we will describe the schools progress towards meeting measurable outcomes described in the original charter petition. The goals include Student Academic Goals, Student Character Goals, and School-wide Goals.

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Student Academic Goals Goal One: Goal Two: Goal Three: Goal Four: Goal Five: Hardy Brown College Prep students will demonstrate mastery of grade level appropriate mathematical computation and problem solving skills and concepts. Hardy Brown College Prep students will become proficient readers of the English language. Hardy Brown College Prep students will become proficient writers of the English language. Hardy Brown College Prep students will demonstrate mastery of grade level appropriate scientific concepts, principles, reasoning, and theories. Hardy Brown College Prep students will demonstrate mastery in the grade level appropriate skills of understanding, analyzing, and evaluating history, geography, and social studies. Hardy Brown College Prep English Learners will demonstrate English proficiency by meeting reclassification guidelines for English Learners (page 22), which include review of CELDT, California Standards Test in English, and teacher evaluation.

Goal Six:

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Measures for Academic Goal One Goal One: Hardy Brown College Prep students will demonstrate mastery of grade level appropriate mathematical computation and problem solving skills and concepts. Measure: 50% of all 3rd grade students at Hardy Brown College Prep will score at proficient or advanced levels. Progress Report: 2012 Math CSTs 65% of 3rd grade students scored proficient or advanced. 55% of all 5th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Progress Report: HBCP did not offer 5thgrade in 2012 when the STAR test was administered however, 60% of current (2012-13) 5th graders are performing at proficient or advanced levels on local assessments. 60% of all 7th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Progress Report: The first class of 7th grade scholars who will have been at HBCP for at least 2 years are currently in the 5th grade. As a result, there are no students who meet the description in the measure and no data is available.

Measure:

Measure:

65% of all 8th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Progress Report: HBCP did not offer 8th grade in 2012 when the STAR test was administered and the 201213 STAR test will not be administered to this years 8th graders until May 2013. However, 56% of current 8th graders who have been in the program for at least two years scored proficient or advanced in Mathematics on the California Standards Test when they were in 7th grade.

Measure:

Measures for Academic Goal Two Goal Two: Hardy Brown College Prep students will become proficient readers of the English language. Measure: 50% of all 3rd grade students at Hardy Brown College Prep will score at proficient or advanced levels. Progress Report: 40% of 3rd grade students scored proficient or advanced on the 2012 English Language Arts CST. Measure:

55% of all 5th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Progress Report: HBCP did not offer 5th grade in 2012 when the STAR test was administered however, 50% of current (2012-13) 5th graders are performing at proficient or advanced levels on local assessments. 60% of all 7th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Progress Report: The first class of 7th grade scholars who will have been at HBCP for at least 2 years are currently in the 5th grade. There are no students who meet the description in the measure and as a result, no data is available. Measure:

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Measures for Academic Goal Three Goal Three: Hardy Brown College Prep students will become proficient writers of the English language. Measure: 60% of all 4th and 7th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Progress Report: Hardy Brown College Prep does not currently offer 7th grade. The first group of 7th grade students who will have been at the school for at least two years are currently in the 5th grade. The current 4th graders are the first to have been at the school for 2 years or more. They have not yet taken the 2013 STAR however 57% are proficient or advanced on local assessments for English Language Arts.

Hardy Brown College Prep 7th grade students will exceed the average performance levels of students in schools with similar demographics in writing. Progress Report: While Hardy Brown College Prep does not currently offer 7th grade, the school had a 7th grade class in 2011-12. 57% of 7th graders at HBCP scored proficient or advanced on the 2012 English Language Arts CST compared to 42% of students with similar demographics (African American) in the district. In the 6th through 8th grades students will complete an expository writing assignment that will include (a) identifying a topic; (b) conduct research; (c) write an expository analysis and (d) create a digital media presentation as a final draft. 90% of students will meet or exceed the academic standards measured by teacher-designed rubrics for this assignment. Progress Report: The original charter petition for Hardy Brown College Prep presented a five year plan. The school is currently in its third year of operation. As such, not all aspects of the educational program have been fully developed. This measurable outcome deals with a portion of the school program that has not yet been developed. Yes for 7th grade, 8th grade not yet. Yes 90% met academic standard. Measure: 85% of 3rd through 8th grade students will score a 3 or better on the School-Wide Writing Assessment each year. Progress Report: The original charter petition for Hardy Brown College Prep presented a five year plan. The school is currently in its third year of operation. As such, not all aspects of the educational program have been fully developed and implemented. This measurable outcome deals with a portion of the school program that has not yet been developed. Measure:

Measure:

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Measures for Academic Goal Four Goal Four: Hardy Brown College Prep students will demonstrate mastery of grade level appropriate scientific concepts, principles, reasoning, and theories. 60% of all 5th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Progress Report: HBCP did not offer 5th grade in 2012 when the STAR test was administered, however 61% of current (2012-13) 5th grade students are performing at proficient or advanced levels in science on local assessments. 70% of all 8th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Progress Report: HBCP did not offer 8th grade in 2012 when the STAR test was administered. As a result, no data is available. Hardy Brown College Prep students will exceed the average performance levels of students in schools with similar demographics in SBCUSD in science. Progress Report: HBCP did not offer 5th or 8th grade in 2012 when the STAR test was administered. These are the grade levels K-8 for which science is assessed on the California Standards Test. In the 8th grade, students at Hardy Brown College Prep will complete a scientific investigation that includes (a) forming a hypothesis about a scientific question; (b) designing an experiment; (c) conducting an investigation and collecting data; (d) organizing the data and analyzing the results; and (e) drawing a conclusion. 90% of students will meet or exceed the academic standards measured by teacher-designed rubrics for this assignment. Progress Report: Hardy Brown College Prep has its first 8th grade class in the 2012-13 school year and these students have not yet had the opportunity to complete the projects described in this measure. Measure: Measure: Measure: Measure:

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Measures for Academic Goal Five Goal Five: Hardy Brown College Prep students will demonstrate mastery in the grade level appropriate skills of understanding, analyzing, and evaluating history, geography, and social studies.

60% of all 7th grade students who have been at Hardy Brown College Prep for at least two years will score at proficient or advanced levels. Progress Report: The first class of 7th graders who will have been at Hardy Brown College Prep for at least two years are currently in the 5th grade. As a result no data is available. Each year, all students will earn a score of 70% or higher on a geography test, consisting of a blank map that the students must label, as follows: (a) in 5th grade, a map of all fifty states and their capital cities; (b) in 6th and 7th grade, a map of specific countries, major bodies of water, and mountain ranges, in Africa, Asia, Australia, Europe, North America, and South America; and (c) in 8th grade, a map of all major cities, rivers, lakes, mountains, deserts, and historic sites in the United States. Progress Report: This goal is a work in progress. 5th graders complete a map of all fifty states and their capital cities. This school year (2012-13) is the first time the school has offered 5th grade and assessments on the assignment are not available as of the writing of this document. The other aspects of this goal will be implemented when we offer a complete middle school program starting in the 2013-14 school year. In the 7th grade, Hardy Brown College Prep students will complete a 2,000 word historical research paper that (a) includes a thesis statement; (b) uses multiple primary and secondary sources; (c) directly quotes and summarizes the work of others; (c) draws appropriate conclusions; and (d) correctly cites work in footnotes and a bibliography. 90% of students will meet or exceed the academic standards measured by this assignment. Progress Report: The goals identified in this measure will be implemented when we offer a complete middle school program starting in the 2014-2015 school year. The first 7th grade class of that program will be in place in the 2015-16 school year. Measure: Measure:

Measure:

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Measures for Academic Goal Six Goal Six: Hardy Brown College Prep English Learners will demonstrate English proficiency by meeting reclassification guidelines for English Learners (page 22), which include review of CELDT, California Standards Test in English, and teacher evaluation of student academic performance.

60% of all English Learners who have been at Hardy Brown College Prep for at least four years will score at early advanced or higher overall and score at intermediate or higher in listening and speaking, reading, and writing on the CELDT. Progress Report: The school is only in its third year of operation, so there are no English Learners who have been at the school for 4 years. HBCP had 8 English Learners in 2011-12, the most recent year for which state data is available and the schools second year of operation. Five of those students continued in 2012-13. 80% were reclassified Fluent English Proficient. 60% of all English Learners who have been at Hardy Brown College Prep for at least four years will score at proficient levels on the CST in English Language Arts. Progress Report: The school is only in its third year of operation, so there are no English Learners who have been at the school for 4 years. HBCP had 8 English Learners in 2011-12, the most recent year for which state data is available and the schools second year of operation. Five of those students continued in 2012-13. 80% performed at proficient or advanced levels on the California Standards Test. 60% of all English Learners who have been at Hardy Brown College Prep for at least four years will earn a grade of 80% or higher on all academic work in English-Language Arts: class work, curriculum-embedded and informal assessments (formative and summative), and homework. Progress Report: The school is only in its third year of operation, so there are no English Learners who have been at the school for 4 years. HBCP had 8 English Learners in 2011-12, the most recent year for which state data available and the schools second year of operation. Five of those students continued in 2012-13. 60% are performing at proficient or advanced levels on their academic work in English Language Arts Student Character Goals Hardy Brown College Preps Character Development goals are aligned with the schools values and 5 Pillars. Goal One: Goal Two: Goal Three: Goal Four: Goal Five: Hardy Brown College Prep students will demonstrate community awareness and a commitment to serving the community. Hardy Brown College Prep students will demonstrate strong study skills. Hardy Brown College Prep students will demonstrate a strong work ethic. Hardy Brown College Prep students will demonstrate teamwork. Hardy Brown College Prep students will develop strong social skills Measure: Measure:

Measure:

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Measures for Character Goal One Goal One: Hardy Brown College Prep students will demonstrate community awareness and a commitment to serving the community. Measure: Students will complete at least 40 hours of one or more service projects per year. Progress Report: In time that HBCP has been in operation, scholars have performed well over 40 hours of service projects per year including: Performances at community events Urban Corps Food Drive Neighborhood clean-up Volunteer Duty in school cafeteria Tutoring Black History Bee Competition Serving as escorts at the annual Black Voice News Foundation Gala School recycling campaign Measure: Students will learn about at least 5 community organizations per year that are serving the community. Progress Report: Hardy Brown College Prep scholars have been actively engaged with local community groups years including: Boys and Girls Club of San Bernardino Voice of the People (youth leadership development for Urban Corps) LADIES a girls group focused on social and emotional development through arts and crafts Alpha Kappa Alpha Sorority girls leadership program Performing Arts Troop Rialto Police Department Bike Donation Program Feldheym Public Library San Bernardino Symphony Black Voice News Black History Bee A Better Chance prepares inner city schools for private prep schools Concerned African American Parents San Manuel Band of Mission Indians University of California Riverside University of California Los Angeles Cal State San Bernardino Cal Poly Pomona San Diego State University San Bernardino Valley College NAACP California Teachers Association Hernandez Recreational Center

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Measures for Character Goal Two Goal Two: Hardy Brown College Prep students will demonstrate strong study skills. Measure: At least 90% of daily homework assignments will be completed and handed in. Progress Report: Meeting this goal remains a work in progress. 54% of teachers report that 90% of students homework assignments are completed and handed in. The remaining 46% of teachers report that students complete homework assignments at a range of 60-85%. Measure: At least 90% of the tutors assigned to Hardy Brown College Prep will indicate that the students they are working with demonstrate good or very good study skills. Progress Report: 100% of tutors at Hardy Brown College Preps onsite afterschool program indicate that the students they are working with have good or very good study skills.

Measures for Character Goal Three Goal Three: Hardy Brown College Prep students will demonstrate a strong work ethic. Measure: 95% ADA Progress Report: HBCPs ADA for 2010 was 93% and 94% for 2011. The current ADA for 2012 is 94%. Measure: 100% of students will turn in the signed Commitment to Excellence contracts. Progress Report: 100% of enrolled students have submitted Commitment to Excellence contracts as a part of the enrollment process.

Measures for Character Goal Four Goal Four: Hardy Brown College Prep students will demonstrate teamwork. Each year, 100% of Hardy Brown College Prep students will work collaboratively within a small group to complete and present a group project in at least one class. Students will be evaluated on teamwork. Progress Report: 100% of Hardy Brown College Prep students work collaboratively within small groups to complete and present projects. Measure:

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Measures for Character Goal Five Goal Five: Hardy Brown College Prep students will develop strong social skills. Measure: At least 80% of parents who respond to the annual parent survey will describe Hardy Brown College Prep students as respectful and will agree with the statement that the school makes my child more hard-working, responsible and respectful. Progress Report: 2012 Parent Survey results show 96% of parents agree that HBCP made their child more hard working and responsible. 90% of parents agree that HBCP made their child more respectful. Measure: At least 80% of visitors completing the visitor survey will answer with a 4 or 5 rating (with 5 being the highest) to the statements Students were polite and respectful in their interactions with adults and Students were polite and respectful in their interactions with other students. Progress Report: Visitor Surveys have not yet been conducted. 100% of Hardy Brown College Prep students will be dressed in school uniform, maintain healthy, neat and well-kept bodies. Progress Report: HBCP enforces the school uniform policy and provides subsidies to students who are unable to afford the uniform. The school also maintains a gently used uniform closet. Enforcement of the uniform and dress code policy is led by the Dean of Students. Measure

School Outcome Goals Hardy Brown College Preps School Outcome Goals address three key areas: high quality education program; fiscally sound business and management structure; and stakeholders: Goal One: Goal Two: Goal Three: Goal Four: Goal Five: Goal Six: Hardy Brown College Prep will provide a high quality educational program for its students. Hardy Brown College Prep will meet all state and federal targets for student achievement. Hardy Brown College Prep will maintain a healthy budget and cash flow. Faculty at Hardy Brown College Prep will constantly improve their teaching practice. Parents will be active participants in their childrens education and log 40 hours service to the school. Hardy Brown College Prep will maintain a strong relationship with the District.

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Measures for School Outcome Goal One Goal One: Measure: Hardy Brown College Prep will provide a high-quality educational program for its students.

Hardy Brown College Prep will exceed the average performance levels of schools with similar demographics. Progress Report: Hardy Brown College Prep has earned a 2012 API score of 800 and has a similar schools ranking of 9 out of 10. According to the California Department of Education, similar schools earned a 720 API. Hardy Brown College Prep will make Adequate Yearly Progress (AYP), as outlined in No Child Left Behind. Progress Report: In 2012, Hardy Brown College Prep made Adequate Yearly Progress (AYP) having met 13 of 13 AYP criteria. Measure: Hardy Brown College Prep will have an average daily attendance rate of 95%. Progress Report: Hardy Brown College Prep has an average daily attendance rate of 94%. Measure: Hardy Brown College Preps disciplinary actions, suspension and expulsion rates will be below those of SBCUSD. Progress Report: Hardy Brown College Prep had: No expulsions in 3 years compared to 60 for the San Bernardino City School District (source for district data 2010-11 California Department of Education website). 15 suspensions in 2011-12 compared to 5,943 San Bernardino City School District (source for district data 2010-11 California Department of Education website). Measure:

Measures for School Outcome Goal Two Goal Two: Measure: Hardy Brown College Prep will meet all state and federal targets for student achievement.

Hardy Brown College Prep will make Adequate Yearly Progress (AYP) as outlined in No Child Left Behind. Progress Report: In 2012, Hardy Brown College Prep made Adequate Yearly Progress (AYP) having met 13 of 13 AYP criteria. Hardy Brown College Prep will meet API targets as set forth by the California Department of Education. Progress Report: Hardy Brown College Prep exceeded its state growth target of 5 API points having grown from 763 API in 2011 to an 800 API in 2012. Measure:

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Measures for School Outcome Goal Three Goal Three: Hardy Brown College Prep will maintain a healthy budget and cash flow. Measure: Hardy Brown College Prep will implement sound fiscal policies and controls. Progress Report: Per the 2011-12 Independent Auditors Report on Internal Control Over Financial Reporting our auditors reported that We did not identify any deficiencies in internal control over financial reporting that we consider to be material weaknesses. Hardy Brown College Prep will raise sufficient funds for all programs and operation expenses. Progress Report: Per the 2011-12 Independent Auditors Report Hardy Browns increase in net assets was $242,089. Hardy Brown College Prep will manage operations and financial reporting to obtain an acceptable audit at the end of each fiscal year. Progress Report: Per the Report of Independent Auditors the financial statements present fairly, in all material respects, the financial position of Hardy Brown College Prep as of June 30, 2012, and the changes in its net assets and its cash flows for the year then ended, in conformity with accounting principles generally accepted in the United States of America. There were no audit findings or recommendations. Measure: Measure:

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Measures for School Outcome Goal Four Goal Four: Faculty at Hardy Brown College Prep will constantly improve their teaching practice. Measure: Hardy Brown College Prep faculty will participate in individualized and team-focused professional development. Progress Report: Hardy Brown College Prep teachers participate in frequent and ongoing professional development provided by Fortune School of Education and other educational agencies. Teachers have professional development during Intersession 2-3 times per year and attend an annual retreat in Sacramento where the Fortune School of Education is located. Professional development includes topics such as: classroom culture, data driven instruction, grade level planning as well as training on teachers state-adopted instructional materials. Teachers have daily planning time with their grade-level team as well as a weekly Academic Strategy Meeting. For teachers who wish to advance their careers in school administration, Fortune School of Education offers an Administrative Services Credential Program that is accredited by the California Commission on Teacher Credentialing. Finally, Hardy Brown College Prep provides BTSA to teachers seeking to clear their credentials in partnership with the Riverside County Office of Education.

Measure:

Hardy Brown College Prep teachers will engage in a faculty evaluation process including written performance reviews. Progress Report: Teachers have an annual performance evaluation that includes 1) a Self-Evaluation that is completed by the teacher; 2) a formal Observation from the principal 3) A written Performance Evaluation by the principal. The principal meets with each teacher to review their performance evaluation. Measure: Hardy Brown College Prep teachers will share best practices with each other.. Progress Report: Each teacher is assigned a lead teacher who acts as a coach and leads their cross-grade level team. Each teacher submits weekly student achievement data and their reflections on that data to their lead teacher for feedback. This dialogue informs each teachers weekly lesson plans which they also submit to their lead teacher. As stated above, teachers meet daily in grade-level teams to plan and share best practices with each other. Fortune School of Education will provide teacher development opportunities through BTSA, District Internship Programs, Masters Program in Curriculum and Instruction and Masters Program in Special Education which will be offered to Hardy Brown College Prep faculty. Progress Report: BTSA: Hardy Brown College Prep has a partnership with the Riverside County Office of Education to provide BTSA to teachers who need to clear their credentials. Teachers from Hardy Brown serve as mentor teachers to their colleagues who are new to the profession. District Intern Program/ Masters Program: Fortune School of Education has not yet launched these programs in San Bernardino, however we have launched an Administrative Services Credential program and have participants from Hardy Brown College Prep. Measure:

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Measures for School Outcome Goal Five Goal Five: Measure: Parents will be active participants in their childrens education. At least 90% of Hardy Brown College Prep parents will respond to the annual Parent Survey. Progress Report: Encouraging parent responsiveness on the annual survey is a work in progress. The first survey was administered in the 2011-2012 and 36% of HBCP parents participated. The 2012-2013 parent survey is being administered during student-led parent teacher conferences and results are not yet available as of the writing of this document. 100% of Hardy Brown College Prep parents will read, sign, and return their childs Commitment to Excellence contract. Progress Report: 100% of Hardy Brown College Prep parents read, sign and return their childs Commitment to Excellence contract as a requirement for admission to the program. Measure: 95% of parents will complete their 40 hour service requirements. Progress Report: In the 2011-12 school year, 32% of parents completed their service hours. To increase parent participation, HBCP hired a Parent Liaison for the 2012-13 school year. As of the end of the 2nd Trimester in the 2012-13 school year, 64% of parents have completed their service hours, twice as many as last school year. Measure:

Measures for School Outcome Goal Six Goal Six: Hardy Brown College Prep will maintain a strong relationship with the District. Measure: Hardy Brown College Prep will exchange best practices with other schools in SBCUSD. Progress Report: Hardy Brown College Prep has hosted tour groups of educators and community members from throughout the Inland Empire, including individuals associated with the San Bernardino City Unified School District. Officials from the Fortune School of Education which operates Hardy Brown College Prep have made a standing offer to district officials to welcome educators from SBCUSD in Fortunes state accredited teacher and administrator credentialing programs. These programs are based on the same educational philosophy as Hardy Brown College Prepthe Five Pillars: 1) High Expectations; 2) Choice and Commitment; 3) More Time; 4) Focus on Results and 5) Citizenship. Hardy Brown College Prep will communicate regularly with the school leaders of other schools in SBCUSD. Progress Report: Fortune School of Education and Hardy Brown College Prep communicate regularly with the San Bernardino City Unified School District. We submit timely reports about attendance, budgets, governance (board meeting notifications and minutes) to various district departments including the attendance office, the business office, and the charter school operations office. We respond promptly to any inquiries from the charter school operations office. In addition, we have developed and maintained positive relationships with SBCUSD board members and administrators, including the Superintendent and the Director of Charter School Operations. Finally, we frequently host district officials on campus visits. Measure:

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2) Academic Performance Index API Goal According to the California Department of Education, the goal of public education in California is to provide all students with the knowledge and skills necessary to become proficient in each academic subject and to prepare them for future success in the global economy. California has set the statewide performance target of 800 for schools to be considered high performing. In the original charter submitted in 2009, Hardy Brown College Prep established a timeline to meet the state goal of an 800 API within the first five years of opening. Hardy Brown College Prep exceeded its goal, earning an 800 API in the schools second year of operation, 2011-12. Hardy Brown College Prep is the highest performing charter school in the San Bernardino City School District and ranks #9 out of 49 elementary schools in the district.

3) Methods of Assessment The method by which pupil progress in meeting those pupil outcomes is to be measured. California Education Code section 47605(b)(5)(C). Measurement Tools for Element B Goals Below, the methodology and specific tools have been identified to measure pupil progress towards specified outcomes. Hardy Brown College Prep will continue to administer the California Standards Test and the California Modified Assessment as required by state law as it has successful since the school opened in 2010. The principal or their designee will serve as the testing coordinator. The principal will be responsible for responding to any inquiries from the school district with regards to state testing.

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Assessment Tools/Methods for Student Academic Goals Student Academic Goals Goal One: Assessment Tools/Methods Math California Standards Tests (CSTs) Harcourt diagnostic, benchmark, unit and chapter assessments Holt diagnostic, benchmark, unit and chapter assessments ELA California Standards Test (CST) Student Reading Logs Harcourt Excursions (K-5) diagnostic, benchmark, unit and chapter assessments Holt (6-8) diagnostic, benchmark, unit and chapter assessments Writing Portion of the ELA California Standards Test (CST) Harcourt Excursions Writing Rubrics (K-5) Holt Writing Rubrics (6-8) Science California Standards Test (CST) Harcourt diagnostic, benchmark, unit and chapter assessments Holt diagnostic, benchmark, unit and chapter assessments Social Studies California Standards Test (CST) Harcourt diagnostic, benchmark, unit and chapter assessments Holt diagnostic, benchmark, unit and chapter assessments California English Language Development Test (CELDT) English California Standards Test (CST) Harcourt diagnostic, benchmark, unit and chapter assessments includes specifics assessments for measuring ELD. Holt diagnostic, benchmark, unit and chapter assessments includes specifics assessments for measuring ELD. Hardy Brown College Prep students will demonstrate mastery of grade level appropriate mathematical computation and problem solving skills and concepts. Hardy Brown College Prep students will become proficient readers of the English language. Goal Three: Hardy Brown College Prep students will become proficient writers of the English language. Hardy Brown College Prep students will demonstrate mastery of grade level appropriate scientific concepts, principles, reasoning, and theories. Hardy Brown College Prep students will demonstrate mastery in the grade level appropriate skills of understanding, analyzing, and evaluating history, geography, and social studies. Hardy Brown College Prep English Learners will demonstrate English proficiency by meeting reclassification guidelines for English Learners (please see page 14).

Goal Two:

Goal Four:

Goal Five:

Goal Six:

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Assessment Tools/Methods for Student Character Goals Student Character Goals Goal One: Assessment Tools/Methods Students community service logs Students field lesson reflection journals Community organization project teacher-designed rubric Homework logs and grade reporting Tutor survey Student attendance reporting Commitment to Excellence contracts log Teacher-designed project Students self-reflections on projects Parent Survey Visitor Survey Hardy Brown College Prep students will demonstrate community awareness and a commitment to serving the community. Hardy Brown College Prep students will demonstrate strong study skills. Hardy Brown College Prep students will demonstrate a strong work ethic. Hardy Brown College Prep students will demonstrate teamwork. Hardy Brown College Prep students will develop strong social skills.

Goal Two: Goal Three: Goal Four: Goal Five:

Assessment Tools/Methods for School Outcome Goals Student Character Goals Goal One: Assessment Tools/Methods CA State API Score (Similar Schools ranking) AYP Report Student attendance reporting Hardy Brown College Prep discipline logs and SBCUSD data Independent Financial Audit Hardy Brown College Prep Professional Development plan and log Human Resources files Parent Survey Commitment to Excellence contract logs Community Service logs Charter Renewal Minutes of Meetings Written Communications with District Administrative and School Personnel Hardy Brown College Prep will provide a high quality educational program for its students. Hardy Brown College Prep will maintain a healthy budget and cash flow. Faculty at Hardy Brown College Prep will constantly improve their teaching practice. Parents will be active participants in their childrens education and log 40 hours community service. Hardy Brown College Prep will maintain a strong relationship with the District.

Goal Two: Goal Three:

Goal Four:

Goal Five:

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4) Use and Reporting of Data Data Assessment Fortune School of Education will be accountable for meeting the goals presented in Element B, and Hardy Brown College Prep will tightly monitor the progress of student learning for all students including English Learners. Assessments (standardized, diagnostic/criterion-referenced, rubrics, portfolio, etc.) will inform and drive Hardy Brown College Preps instruction. Teachers, including those of English Learners will consistently monitor student needs and progress throughout the school year through a system of benchmark assessments. Diagnostic, benchmark, unit and chapter assessments will be monitored through a data system and enable Hardy Brown College Prep to gauge student learning on a continual basis. Teachers including those of English Learners will analyze student data to ensure that instruction is being appropriately modified and that students are progressing toward their stated learning outcomes (including measurable outcomes for English Learners). Hardy Brown College Prep teachers report student achievement data to their principal or lead teacher weekly along with their reflections on how to advance student learning. Teachers are provided time every day for Grade-level meetings for teacher teams to look at the data and plan for instructional modifications and interventions. Fortune School of Education provides training, coaching and model-lesson development for faculty. Lead teachers and the principal also assist teachers by reviewing student achievement data, identifying what standards students learned and did not learn and developing strategies to re-teach materials and move students to mastery.

C. FOUNDERS AND GOVERNANCE STRUCTURE The governance structure of the school, including, but not limited to, the process to be followed by the school to ensure parental involvement. California Education Code section 47605(b)(5)(D) 1) Non Profit Public Benefit Corporation Hardy Brown College Prep will be a directly funded independent charter school and will be operated by Fortune School of Education, a California Nonprofit Public Benefit Corporation, pursuant to California law upon approval of this charter. Hardy Brown College Prep will operate autonomously from the District, with the exception of the supervisory oversight as required by statute and other contracted services as negotiated between the District and the Charter School. Pursuant to California Education Code Section 47604(c), the District shall not be liable for the debts and obligations of the Charter School, operated by a California nonprofit benefit corporation or for claims arising from the performance of acts, errors, or omissions by the Charter School as long as the District has complied with all oversight responsibilities required by law. Attached, please find the FSE Articles of Incorporation (Appendix 6), Corporate Bylaws (Appendix 7), and Conflicts Code (Appendix 8).

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2) Board of Directors Hardy Brown College Prep will be governed by the FSE Board of Directors (Board or Board of Directors) in accordance with its adopted corporate bylaws, which shall be consistent with the terms of this charter. Hardy Brown College Prep will comply with Government Code 87100 and Government Code 1090. The FSE Board shall have five (5) to seven (7) directors. All FSE directors are to be designated at FSEs annual meeting of the Board of Directors. Each director shall hold office unless otherwise removed from office in accordance with the FSE bylaws for two (2) years and until a successor director has been appointed. The FSE Board of Directors are as follows: Paulette Brown Hinds, PhD, Publisher, Black Voice News Carolyn Lawson, Chief Information Officer, Oregon Health Authority Scott Loehr, Superintendent, Center Unified School District Rick Rubino, Superintendent, Gridley Unified School District Joette Spencer Campbell, Chair, Concerned African American Parents Alliance

FSE Board Meetings and Duties The Board of Directors of the Charter School will meet regularly, at least quarterly, and in accordance with the Brown Act. The Board of Directors is fully responsible for the operation and fiscal affairs of Hardy Brown College Prep including but not limited to the following:

Hire, supervise, evaluate, discipline, and dismissal of the President/Chief Executive Officer (CEO) of FSE; Approve all contractual agreements, including and over $100,000; Approve and monitor the implementation of general policies of the Charter School. This includes effective human resource policies for career growth and compensation of the staff; Approve and monitor Hardy Brown College Preps annual budget and budget revisions; Act as a fiscal agent. This includes but is not limited to the receipt of funds for the operation of Hardy Brown College Prep in accordance with applicable laws and the receipt of grants and donations consistent with the mission of the charter school; Contract with an external independent auditor to produce an annual financial audit according to generally accepted accounting practices; Establish operational committees as needed; Regularly measure progress of both student and staff performance; Involve parents and the community in school related programs; Execute all applicable responsibilities provided for in the California Corporations Code; Engage in ongoing strategic planning; Approve the school calendar and schedule of Board meetings; Participate in the dispute resolution procedure and complaint procedures when necessary; Approve charter amendments as necessary and submit requests for material revisions as necessary to the District for consideration; Approve annual independent fiscal audit and performance report; Appoint an administrative panel or act as a hearing body and take action on recommended student expulsions.

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The Board may initiate and carry on any program or activity or may otherwise act in a manner which is not in conflict with or inconsistent with or preempted by any law and which are not in conflict with this charter or the purposes for which schools are established. Hardy Brown College Prep shall comply with the Brown Act. FSE has adopted a conflicts code which complies with the Political Reform Act, Corporations Code Conflicts of Interest rules, and which shall be updated with any charter school specific conflicts of interest laws or regulations. As noted above, the Conflicts Code is attached within Appendix 8. The Board may execute any powers delegated by law to it and shall discharge any duty imposed by law upon it and may delegate to an employee of Hardy Brown College Prep any of those duties with the exception of budget approval or revision, approval of the fiscal audit and performance report, and the adoption of Board policies. The Board however, retains ultimate responsibility over the performance of those powers or duties so delegated. Such delegation will:

Be in writing; Specify the entity designated; Describe in specific terms the authority of the Board of Directors being delegated, any conditions on the delegated authority or its exercise and the beginning and ending dates of the delegation; and Require an affirmative vote of a majority of Board members once quorum is established.

Board Training and Sustainability Fortune School of Education is committed to continuous improvement and on-going training to assist the FSE Board in fulfilling its responsibilities to act as the steward of Hardy Brown College Prep. To this end, the FSE Board will seek appropriate training and educational opportunities to more effectively govern Hardy Brown College Preps operations. Such training experiences may include individual training sessions with legal counsel or other experts familiar with public school governance, and/or training sessions with charter school governance experts. Such trainings or professional development may be made available to individual board members to enhance skills they need to effectively perform a critical role on the FSE Boards behalf, or may include full board training and professional development on matters applicable to the full board. This may include, for example, training on open meetings laws, conflicts of interest procedures and protocol, disclosure of public records, fiscal oversight and management, oversight of employment programs, and academic program operation and accountability to be sure the Board is fulfilling its oversight responsibilities with fitness. Selection of FSE Board Members All FSE Board Members have full voting rights. All Board Members shall be designated by Fortune School (FS), the parent organization.

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3) FSE Administration FSE President/CEO The President/CEO shall be the general manager of FSE and shall supervise, direct, and control the corporations activities, affairs, and officers as fully described in any applicable employment contract, agreement or job specification. The President/CEO shall have other such powers and duties as the Board of Directors or the FSE bylaws may require. The President/CEO shall also preside at the Board of Directors meetings. The President/CEO shall supervise and evaluate the HBCP Principal. FSE Chief Financial Officer (CFO) The CFO shall keep and maintain, or cause to be kept and maintained, adequate and correct books and accounts of FSEs properties and transactions. The CFO shall send or cause to be given to directors such financial statements and reports as are required to be given by law, by the FSE bylaws, or by the FSE Board. The books of account shall be open to inspection by any director at all reasonable times. The CFO shall (a) deposit, or cause to be deposited, all money and other valuables in the name and to the credit of FSE with such depositories as the Board of Directors may designate; (b) disburse FSEs funds as the Board may order; (c) render to the President/CEO, Chairman of the Board, if any, and the Board, when requested, an account of all transactions as CFO and of the financial condition of FSE; and (d) have such other powers and perform such other duties as the Board, contract, job specification, or the FSE bylaws may require. If required by the Board, the CFO shall give FSE a bond in the amount and with the surety or sureties specified by the Board of Directors for faithful performance of the duties of the office and for restoration to FSE of all its books, papers, vouchers, money, and other property of every kind in the possession or under the control of the CFO on his or her death, resignation, retirement, or removal from office. FSE Chief of Staff/Director of Operations The Chief of Staff/Director of Operations reports to the President/CEO and is responsible for all administrative operations at FSEs charter schools including facilities management, human resources, legal affairs, student enrollment, information technology, branding, credentialing, procurement. The Chief of Staff/Director of Operations provides professional development to operational staff at the charter school sites. FSE Director of Human Resources The Director of Human Resources is responsible for staffing and human resources of the charter school. The Director of Human Resources provides support to the principal to evaluate, train and discipline employees of the charter school. In addition the Director ensures that all employees of the charter school hold the valid credentials and clear the appropriate background checks as required by state and federal law. FSE Director of Teacher Education The Director of Teacher Education is responsible for providing professional development for teachers at FSEs charter schools including in the use of state-adopted instructional materials and data-drive instruction.

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4) School Administration The Principal The Principal will be the leader of the Charter School. The Principal will ensure that the curriculum is implemented in order to maximize student-learning experiences. The Principal reports directly to the President/CEO, and s/he is responsible for the orderly operation of the school and the supervision of all employees in the charter school. The Principal of Hardy Brown College Prep shall manage the day-today operations of the school. The Principal will provide input to the President/CEO for all hiring and evaluation of faculty and staff and all personnel discipline. The Principal will also be responsible for the implementation of all FSE Board policies and procedures, including, but not limited to organization of all instruction, academic support, and health and counseling services for kindergarten through eighth grades. The Principal shall perform assigned tasks as directed by the President/CEO and shall be required to undertake some or all of the tasks detailed below. These tasks may include, but are not limited to, the following: Ensure the charter school enacts its mission; Supervise and evaluate teachers and staff; Give reports to the FSE Board of Directors; Manage school finances to ensure financial stability; Participate in and develop professional development workshops as needed; Serve or appoint a designee to serve on any committees of the charter school; Interview and recommend employee hiring, promotion, discipline, and/or dismissal; Ensure compliance with all applicable state and federal laws and help secure local grants; Communicate with parents, recruit new families and students, and assure families of academic growth; Take responsible steps to secure full and regular attendance at school of the students enrolled in accordance with policies established by the Board of Directors; Complete and submit required documents as requested or required by the charter and/or FSE Board of Directors and/or the District; Identify the staffing needs of the charter school and offer staff development as needed; Maintain up-to-date financial records; Ensure that appropriate evaluation techniques are used for both students and staff; Establish and maintain a system to handle organizational tasks such as student records, teacher records, teacher credentialing information, contemporaneous attendance logs, purchasing, budgets, and timetables; Ensure the security of the school building; Encourage and support teacher professional development ; Provide all necessary financial reports as required for proper attendance reporting; Manage student discipline, and, as necessary, participate in the suspension and expulsion process; Participate in IEP meetings as necessary.

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Parent Involvement in Governance One goal of Hardy Brown College Prep is to empower parents as educational partners. Parents should feel that their voice and participation at the school influences the development of Hardy Brown College Prep and its components. Parents will continue to have the opportunity to participate in a variety of meaningful ways at Hardy Brown College Prep, and their presence on campus and assisting teachers in the classroom will continue to be most important. Parents will continue to be members of the School Site Council and participate in School Site Council meetings. In order to ensure significant parent involvement, Hardy Brown College Prep encourages the development of parent-based groups. These groups are responsible for recruiting parents in the activities of Hardy Brown College Prep for the purpose of strengthening the community. All parents and guardians are continuously encouraged to attend parent meetings.

School Site Council Hardy Brown College Prep has a School Site Council (SSC) which is comprised of Hardy Brown College Prep parents, educators and staff. The SSC provides input to the FSE Board through the Principal on the operations of the school, staff, teachers and students. It reviews and provides input on policies and procedures for expulsions, curriculum, fundraising and governance. The SSC is made up of the principal, 1 staff representative, 2 teacher representatives, and 4 elected parents. If the number of English Language Learners increases to or exceeds twenty-one students, Hardy Brown College Prep will establish an English Learner Advisory Committee (ELAC). 5) Organizational Chart

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D. HUMAN RESOURCES Below is the staffing plan for Hardy Brown College Prep. Job descriptions can be found in Appendix 9. 1) Staffing Plan Principal Teachers Ed Specialist School Secretary Parent Liaison Office Manager Attendance Clerk PE Aide Food Service Coordinator Campus Monitors Sped Aide Dean of Students Total FTE FY 2013-14 1 16 1 1 .63 1 .5 .69 .75 1.38 1.38 1 26.33 1 16 1 1 .63 1 .5 .69 .75 1.38 1.38 1 26.33 2014-15 1 16 1 1 .63 1 .5 .69 .75 1.38 1.38 1 26.33 2015-16

2) Qualifications of School Employees The qualifications to be met by individuals to be employed by the school." California Education Code section 47605(b)(5)(E) Selection and appointment of Hardy Brown College Prep employees will continue to be the exclusive prerogative of FSE. FSE holds recruit/release authority for all Hardy Brown College Prep staff, and sets the terms and conditions of employment, within the parameters of the FSE policies and procedures. FSE does not and will not discriminate against any applicant on the basis of his/her race, creed, color, national origin, age, gender, disability or any other basis prohibited by law. All candidates must show evidence of compliance with the state and federal criminal clearance process. Hardy Brown College Prep will continue to uphold the legal requirement that all charter school teachers shall hold a California Commission on Teacher Credentialing certificate, permit or other document equivalent to what a teacher in other public schools would be required to hold. The FSE Human Resources Department maintains a current copy of teacher certificates on file and ready for inspection. 3) Retirement Systems 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. California Education Code section 47605(b)(5)(K) All employees at Hardy Brown College Prep participate in the federal social security system as required by law and have access to an FSE-sponsored 401(k) retirement plan, according to policies developed by the Board of Directors and adopted as the Charter School's employee policies. The CFO will continue to be responsible for ensuring that appropriate arrangements for coverage have been made.

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4) Salary FSE compensates its faculty and staff using a salary scale that ties salary to each individuals qualifications for their specific position. FSE uses a rubric that specifies the qualifications and experience levels desired for each given position and will base individual salaries and salary increases on the employees possession and attainment of these qualifications (Attachment 10). Additional salary increases and bonus compensation may be provided to individual employees for their contribution to school and student success. This salary structure is detailed in FSEs personnel policies. 5) Employee Representation A declaration whether or not the charter school shall be deemed the exclusive public school employer of the employees of the charter school for the purposes of the Educational Employment Relations Act. California Education Code section 47605(b)(5)(O) FSE shall be deemed the exclusive public school employer of the employees of the Charter School for the purposes of the Education Employment Relations Act (EERA). FSE shall comply with the EERA. 6) Rights of School District Employees Description of the rights of any 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. California Education Code section 47605(b)(5)(M) No public school district employee shall be required to work at the Charter School. Employees of the District who choose to leave the employment of the District to work at the Charter School will have no automatic rights of return to the District after employment by the Charter School unless specifically granted by the District through a leave of absence or other agreement. Charter School employees shall have any right upon leaving the District to work in the Charter School that the District may specify, any rights of return to employment in a school district after employment in the Charter School that the District may specify, and any other rights upon leaving employment to work in the Charter School that the District determines to be reasonable and not in conflict with any law. All employees of the Charter School will be considered the exclusive employees of the Charter School and not of the District, unless otherwise mutually agreed in writing. Sick or vacation leave or years of service credit at the District or any other school district will not be transferred to the Charter School. Employment by the Charter School provides no rights of employment at any other entity, including any rights in the case of closure of the Charter School. 7) Health and Safety The procedures that the school will follow to ensure the health and safety of pupils and staff. These procedures shall include the requirement that each employee of the school furnish the school with a criminal record summary as described in section 44237. Education Code section 47605(b)(5)(F) In order to provide safety for all students and staff, Hardy Brown College Prep has adopted and implemented full health and safety procedures and risk management policies at its school site in consultation with its insurance carriers and risk management experts.

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The following is a summary of the health and safety policies of the Charter School: Procedures for Background Checks Employees and contractors of Hardy Brown College Prep are required to submit to a criminal background check and to furnish a criminal record summary as required by Education Code Sections 44237 and 45125.1. New employees not possessing a valid California Teaching Credential must submit two sets of fingerprints to the California Department of Justice for the purpose of obtaining a criminal record summary. The Director of Human Resources shall continue to monitor compliance with this policy. Volunteers who will volunteer outside of the direct supervision of a credentialed employee must be fingerprinted and receive background clearance prior to volunteering without the direct supervision of a credentialed employee. Role of Staff as Mandated Child Abuse Reporters All non-certificated and certificated staff will be mandated child abuse reporters and will follow all applicable reporting laws, the same policies and procedures used by the District. TB Testing Faculty and staff will be tested for tuberculosis prior to commencing employment and working with students as required by Education Code Section 49406. Immunizations All students enrolled and staff will be required to provide records documenting immunizations as is required at public schools pursuant to Health and Safety Code Sections 120325-120375, and Title 17, California Code of Regulations Sections 6000-6075. All rising seventh grade students must be immunized with a pertussis (whooping cough) vaccine booster. Medication in School Hardy Brown College Prep will adhere to Education Code Section 49423 regarding administration of medication in school. Vision, Hearing, and Scoliosis Students will be screened for vision, hearing and scoliosis. Hardy Brown College Prep will continue to adhere to Education Code Section 49450, et seq., as applicable to the grade levels served by the Charter School. Diabetes Hardy Brown College Prep 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 shall 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 of methods of type 2 diabetes. 5. A description of the different types of diabetes screening tests available.

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Emergency Preparedness Hardy Brown College Prep shall continue to adhere to an Emergency Preparedness Handbook drafted specifically to the needs of the school site in conjunction with law enforcement and the Fire Marshall. This handbook shall include, but not be limited to the following responses: fire, flood, earthquake, terrorist threats, and hostage situations. If assuming a facility that was previously used as a school site, any existing emergency preparedness plan for the school site shall be used as a starting basis for updating the handbook for the Charter School. Blood borne Pathogens Hardy Brown College Prep shall meet state and federal standards for dealing with blood borne pathogens and other potentially infectious materials in the work place. The Board shall establish a written infectious control plan designed to protect employees and students from possible infection due to contact with blood borne viruses, including human immunodeficiency virus (HIV) and hepatitis B virus (HBV). Whenever exposed to blood or other bodily fluids through injury or accident, staff and students shall follow the latest medical protocol for disinfecting procedures. Drug Free/Alcohol Free/Smoke Free Environment Hardy Brown College Prep functions as a drug, alcohol and tobacco free workplace. Facility Safety Hardy Brown College Prep shall comply with Education Code Section 47610 by either utilizing facilities that are compliant with the Field Act or facilities that are compliant with the California Building Standards Code. Hardy Brown College Prep agrees to test sprinkler systems, fire extinguishers, and fire alarms annually at its facilities to ensure that they are maintained in an operable condition at all times. Hardy Brown College Prep shall conduct fire drills as required under Education Code Section 32001 and in conjunction with the District (if at District facilities). Comprehensive Sexual Harassment Policies and Procedures Hardy Brown College Prep is committed to providing a school that is free from sexual harassment, as well as any harassment based upon such factors as race, religion, creed, color, national origin, ancestry, age, medical condition, marital status, sexual orientation, or disability. Hardy Brown College Prep has developed a comprehensive policy to prevent and immediately remediate any concerns about sexual discrimination or harassment at the school (including employee to employee, employee to student, and student to employee misconduct). Misconduct of this nature is very serious and will be addressed in accordance with Fortune School of Educations sexual harassment policy. 8) Dispute Resolution The procedures to be followed by the Charter School and the entity granting the charter to resolve disputes relating to provisions of the charter. California Education Code section 47605(b)(5)(N) Hardy Brown College Prep and the District will be encouraged to attempt to resolve any disputes with the District amicably and reasonably without resorting to formal procedures.

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In the event of a dispute between Hardy Brown College Prep and the District, staff, employees and Board members of the Charter School and the District agree to first frame the issue in written format (dispute statement) and to refer the issue to the District Superintendent and President/CEO of Fortune School of Education. In the event that the District Board of Trustees believes that the dispute relates to an issue that could lead to revocation of the charter in accordance with Education Code Section 47607, Hardy Brown College Prep 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 Districts ability to proceed with revocation in accordance with Education Code Section 47607. The President/CEO and Superintendent or his/her designee shall informally meet and confer in a timely fashion to attempt to resolve the dispute, not later than 5 business days from receipt of the dispute statement. In the event that this informal meeting fails to resolve the dispute, both parties shall identify two Board members from their respective boards who shall jointly meet with the Superintendent and the President/CEO of the charter school and attempt to resolve the dispute within 15 business days from receipt of the dispute statement. If this joint meeting fails to resolve the dispute, the Superintendent and the President/CEO shall meet to jointly identify a neutral third party mediator to engage the Parties in a mediation session designed to facilitate resolution of the dispute. The format of the mediation session shall be developed jointly by the Superintendent and the President/CEO. Mediation shall be held within sixty business days of receipt of the dispute statement. The costs of the mediator shall be split equally between the District and the charter school. If mediation does not resolve the dispute either party may pursue any other remedy available under the law. All timelines and procedures in this section may be revised upon mutual written agreement of the District and the charter school. E. STUDENT POLICIES ADMISSIONS, ATTENDANCE, AND SUSPENSION/EXPULSION

1) Student Admission Policies and Procedures Admission requirements, if applicable. California Education Code section 47605(b)(5)(H) Hardy Brown College Prep will continue to actively recruit a diverse student population. Admission is open to any California resident, and all students will be considered for admission without regard to 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 422.55 of the Penal Code or association with an individual who has any of the aforementioned characteristics). Hardy Brown College Prep will strive through recruiting efforts to achieve a racial and ethnic balance of students that reflects the general population within the territorial jurisdiction of the San Bernardino City Unified School District. Hardy Brown College Prep will not charge tuition for any student. Hardy Brown seeks to enroll students committed to a rigorous educational experience. Families who understand and value the Charter Schools mission and will commit to the Charter Schools instructional and operational philosophy will be actively recruited. In the original charter petition, Hardy Brown College Prep had no admissions criteria. Moving forward, the Charter School will have the following admission enrollment criteria for new students: 1. No more than 15 absences from the previous school year.

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2. May not have had a suspension the previous year. 3. Parent/Guardian must attend a mandatory Student Enrollment Meeting. The Principal may exercise the discretion to admit a student who fails to meet the requirements regarding attendance and/or suspension, if after meeting with the parent/guardian and the student it is determined that the student can meet the commitments set forth in the Hardy Brown College Prep Commitment to Excellence Contract. Hardy Brown College Prep has a Commitment to Excellence Contract (Appendix 11) that governs the relationships for the school, parents and students. Students who fail to meet contract requirements will be returned to their home school. The contract also includes language governing parent conduct on campus. While parent conduct on campus may influence whether or not a parent may be present on campus or at school activities, parent conduct will not affect student enrollment or student participation in school activities. Parent Conduct on Campus: Parents/guardians engaging in disruptive behavior on school grounds will be ordered to immediately leave any school grounds pursuant to California Penal Code Sections 626.4 and 626.7. In addition, any disruptive behavior by parents/guardians will result in Hardy Brown College Prep staff immediately contacting law enforcement. If parents/guardians do not leave after being asked or return without following the posted requirements to contact the administrative offices of the campus, they will be guilty of a crime which is punishable by a fine of up to $500.00 or imprisonment in the County jail for a period of up to six (6) months, or both. Additionally, any further conduct of this nature will lead to Hardy Brown College Prep pursuit of a restraining order against the party which would prohibit a parent/guardian from coming onto school grounds, attending Hardy Brown College Prep activities, or contacting the Hardy Brown College Prep directly or through an agent for any purpose for a period of three (3) years. Prospective students and their parents or guardians will be informed regarding the schools instructional and operational philosophy and will be provided the schools student-related policies. In order for students to be enrolled in Hardy Brown College Prep, they must first fill out a Student Application in concert with their parents. Students and their parents/guardians must take part in Mandatory Student Enrollment Meeting that will introduce Hardy Brown College Preps philosophical and operational underpinnings and policies. At the Mandatory Student Enrollment Meeting, students and parents/guardians will be asked to sign an annual parent/student contract to acknowledge that they understand and support Hardy Brown College Preps outcomes, philosophy, program and any other applicable requirements. Students that fail to adhere to the terms of the contract will be returned to their home school. In the event that the number of students who wish to attend Hardy Brown College Prep exceeds the Schools capacity, attendance, except for existing students of the charter school, will be determined by a public random drawing (lottery). In the event of a public random drawing, admission preference will be given in the following order: (1) (2) (3) (4) (5) children and grandchildren of founding members of Hardy Brown College Prep; children of FSE employees; siblings of existing students; pupils who reside in the District; all other applicants.

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A lottery system will be used to offer admission to those selected from whichever category above reaches the capacity limit. The lottery process will continue until all applicants have been assigned a number for admission. Applicants who are not admitted will be placed on a waiting list in the order in which they were selected in the lottery. The lottery will not carry over from year to year. 2) Recruiting and Admissions Cycle Hardy Brown College Prep will establish an annual recruiting and admissions cycle, which shall include reasonable time for all of the following: (1) outreach and marketing, (2) orientation sessions for students and parents, (3) an admissions application period, (4) an admissions lottery, if necessary, and (5) enrollment. Hardy Brown College Prep may fill vacancies or openings that become available after this process using a waiting list. Hardy Brown College Prep will admit students at any time during the school year on an open-ended basis in order to best serve the needs of students. 3) Timeline for Recruiting and Enrollment Hardy Brown College Preps current enrollment for the 2012-13 school year is 345 students. We will grow to 400 students in the 2013-14 school year at which time the school will have met its capacity. Applications for admission are made available in March and will be due by the third Friday in April. Hardy Brown College Prep will hold parent information meetings between January and April so parents can learn more about the school as they apply. 4) Lottery Public Random Drawing If the number of applications does not exceed the capacity of the school, there will be no lottery, and all students who submitted qualified applications will be enrolled. In the event that the number of students seeking admission to any grade level exceeds capacity, a lottery will be held. It will be completed by pulling slips of paper with applicants names on them out of a container, and the drawing will be held in a public forum. All names will be drawn from the container and those exceeding the number of available spaces will be placed on a waiting list in the order drawn. After the lottery, families will receive their official enrollment forms and will be informed of the enrollment process detailed in Hardy Brown College Preps policies and procedures. Currently-enrolled students will not participate in the random drawing, as they are reserved a space for the following year. Current students must complete an Intent to Return Form in order to be reserved a space for the following year. Admission will not be based on prior student performance or admission testing. 5) Attendance Tracking Hardy Brown College Prep uses PowerSchool for its student information system. PowerSchool is a robust system which allows school staff to track student attendance. Hardy Brown College Prep has an attendance clerk that follows up on absences by making phone calls and sending letters home. PowerSchool is also accessible for parents to monitor their child(ren)s attendance. Parents have been provided training on how to access PowerSchool and have access to a computer in the on-campus parent internet caf. (Appendix 14)

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6) Racial and Ethnic Balance 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. California Education Code section 47605(b)(5)(G) Hardy Brown College Prep will implement a student recruitment strategy that will be represented by, but is not necessarily limited to, a combination of the following elements or strategies to ensure a diverse student body and a racial and ethnic balance among students that is reflective of the District: An enrollment process that is scheduled and adopted to include a timeline that allows for a broad-based recruiting and application process. The development and distribution of promotional and informational material that appeals to all of the various racial and ethnic groups represented in the San Bernardino City Unified School District, including materials in languages other than English to appeal to English Learner populations. The distribution of promotional and informational materials to a broad variety of community groups and agencies. Outreach meetings in several areas of the District to reach prospective students and parents. The Charter School will keep a record of the number and location of these community presentations. Use of brochures, newsletter, TV/radio public service announcements, print and non-print media for outreach communications. Discussions and distribution of application materials to the District central office, preschools, Head Start programs, faith-based organizations and other events and areas where diverse student families might be reached. Collaboration with community based organizations to support outreach efforts. Focused recruitment of groups that may be underrepresented among Hardy Brown College Prep student population, using brochures, public meetings, and door-to-door outreach.

7) Public School Attendance Alternatives The public school attendance alternatives for pupils residing within the school district that choose not to attend charter schools. California Education Code Section 47605(b)(5)(L) No student may be required to attend the Charter School. Students who reside within the District who choose not to attend the Charter School may attend school within the District according to District policy or at another school district or school within the District through the Districts intra and interdistrict policies. Parents and guardians of each student enrolled in the Charter School will be informed on admissions forms that the students have no right to admission in a particular school of a local education agency as a consequence of enrollment in the Charter School, except to the extent that such a right is extended by the local education agency. 8) Discipline and Suspension/Expulsion Procedures The procedures by which pupils can be suspended or expelled. California Education Code section 47605(b)(5)(J)

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Discipline Hardy Brown College Prep has a Commitment to Excellence Contract (Appendix 11) that governs the relationships for the school, parents and students. Students who fail to meet contract requirements will be returned to their home school. The contract also includes language governing parent conduct on campus. Hardy Brown College Preps discipline policies are subject to annual review by its Board of Directors. If there are changes to these policies, the District will be provided a copy of the changes within 30 days of the change being made. Suspension/Expulsion Procedures Hardy Brown College Prep will suspend and/or expel students for any acts listed in the Parent/Student Handbook. Suspension Procedure Suspensions shall be initiated according to the following procedures: Informal Conference Suspension shall be preceded by an informal conference conducted by the principal or designee with the student and whenever practicable, 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 or a parent/guardian is unresponsive. 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 students right to return to school for the purpose of a conference. Notice to Parents/Guardians At the time of the suspension, a charter school employee 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. 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 add that state law requires the parent/guardian to respond to such requests without delay. Authority to Expel Only the governing board, upon the recommendation of the expulsion panel, may expel a student. The governing board may expel any student found to have committed an expellable offense(s) set forth in the Parent / Student Handbook. Expulsion Procedure Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. The hearing shall be held within thirty (30) school days after the charter school principal or designee determines that one of the acts listed under Grounds for Suspension and Expulsion has occurred. The hearing will be conducted by the expulsion panel. The charter school principal will make a recommendation to the expulsion panel. The expulsion panel shall consist of at least three members who are certificated and neither a teacher of the pupil or a board member of the charter schools board. Written notice of the hearing shall be forwarded to the student and the students parent/guardian at least ten (10) calendar days before the date of the hearing. The notice shall include: 1) The date and place of the hearing; 2) A statement of the specific facts, charges and offense upon which the proposed expulsion is based; 3) A copy of Hardy Brown College Preps disciplinary rules which relate to the alleged violation;

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4) Notification of the students or parent/guardians obligation to provide information about the students status in Hardy Brown College Prep to any other district in which the student seeks enrollment; 5) The opportunity for the student or the students parent/guardian to appear in person or to employ and be represented by counsel; 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; and 8) The opportunity to question all evidence presented and to present oral and documentary evidence on the students behalf including witnesses. 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. Presentation of Evidence While technical rules of evidence do not apply to an expulsion hearing, 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 expulsion panel to expel must be supported by substantial evidence that the student committed any of the acts listed in Grounds for Suspension and Expulsion in the student handbook. Finding of facts shall be based solely on the evidence at the hearing. While no evidence shall be based solely on hearsay, sworn declarations may be admitted as testimony from witnesses whose disclosure of their identity or testimony at the hearing may subject them to an unreasonable risk of physical or psychological harm. The decision of the expulsion panel shall be in the form of a recommendation to the charter school governing board which will make a final determination regarding the expulsion. Written Notice to Expel The charter school principal or designee following a decision of the charter school governing board to expel shall send written notice of the decision to expel to the student or parent/guardian. This notice shall include the following: 1) The specific offense committed by the student or any of the acts set forth in the Parent / Student Handbook 2) Notice that the expulsion is final and cannot be appealed 3) Notice of the students or parent /guardians obligation to inform any new district in which the student seeks to enroll of the students status with the charter school The principal, or designee, shall send written notice of the decision to expel to the students district of residence and the county office of education. This notice shall include the following: 1) The students name 2) The specific offense committed by the student Upon expulsion from the charter school, students will be referred to their district of residence to attend a county school. The charter schools decision to expel is final and cannot be appealed.

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Disciplinary Records Hardy Brown College Prep shall maintain records of all student suspensions and expulsions. Such records shall be made available for the districts review upon request, but neither the district nor county office of education shall be involved in the disciplinary decision. Readmission Students who have been expelled from Hardy Brown College Prep will not be readmitted. The decision to admit a previously expelled pupil from another school district or charter school shall be in the sole discretion of Hardy Brown College Prep. F. FINANCIAL PLANNING, REPORTING, AND ACCOUNTABILITY 1) Budgets The petitioner or petitioners shall also be required to provide financial statements that include a proposed firstyear operational budget, including startup costs, and cashflow and financial projections for the first three years of operation. California Education Code Section 47605(g) A financial plan for Hardy Brown College Prep, including an operational budget and three-year cash flow and financial projections, is attached as Appendix 12. 2) Financial Reporting Financial Systems and Processes FSE will perform the business operations for Hardy Brown College Prep. The Chief Financial Officer will oversee those services to ensure that they are meeting the needs of the charter school. FSE has organized the schools chart of accounts in an accounting software package that can accommodate all reporting needs. Accounting System FSE currently uses Cougar Mountain Softwares Fund Accounting Suite to maintain its financial records. This is a fully integrated fund accounting package developed for non-profits that includes modules for accounts payable, accounts receivable, payroll, purchasing, inventory and cash management in addition to the general ledger. The chart of accounts allows for a user defined account code structure that can accommodate the SACS account segments. Budget and Financial Reporting Schedule Hardy Brown College Prep will annually prepare and submit its financial information to the San Bernardino City Unified School District as follows: On or before the Districts published due date in June, a preliminary budget for the next fiscal year. On or before December 1, an interim financial report which reflects changes to the preliminary budget through October 31. On or before March 1, a second interim financial report which reflects changes to the preliminary budget through January 31. On or before September 1, a final unaudited financial report for the prior full fiscal year.

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Other Financial Reports Hardy Brown College Prep uses PowerSchool, an attendance recording and accounting system which complies with state law and the Districts requirements. Hardy Brown College Prep is a direct-funded charter school. Hardy Brown College Prep deposits its funds in a non-speculative and federally insured bank account for use by the school. Hardy Brown College Prep will provide the following reports that are required by law: Data Submissions to the California Department of Education in the California Longitudinal Pupil Achievement Data System (CALPADS), the California Basic Educational Data System (CBEDS), as well as submitting actual Average Daily Attendance reports, and School Accountability Report Cards (SARC). 3) Insurance Fortune School of Education shall secure and maintain, as a minimum, insurance as set forth below to protect Hardy Brown College Prep from claims that may arise from its operations. The following insurance policies are in place: 1. 3) Insurance Fortune School of Education shall secure and maintain, as a minimum, insurance as set forth below to protect Hardy Brown College Prep from claims that may arise from its operations. The following insurance policies are in place: 1. Workers' Compensation Insurance in accordance with provisions of the California Labor Code, with employers liability coverage limits of $1,000,000/$1,000000/$1,000,000 to protect Fortune School of Education (employer) from claims under Workers' Compensation Acts, which may arise from its operations. 2. Commercial General Liability, Comprehensive Bodily Injury and Property Damage Liability with combined limits of at least $2,000,000 for each occurrence and $20,000,000 aggregate. 3. Fiduciary Liability insurance with a limit of $1,000,000 as well as crime coverage with a limit of $2,000,000 to cover all charter school employees who handle, process, or otherwise have responsibility for charter school funds, supplies, equipment or other assets. 4. Commercial Auto Liability with a combined single limit of $1,000,000 per accident for hired and non-owned autos. It is our practice to be added as an additional insured on the service providers policy for any chartered transportation (for example: buses for field lessons). 5. Educators Protection Plus Professional Liability coverage with a professional aggregate limit of $1,000,000 and Employment Practices Liability Insurance with a limit of $1,000,000 each policy period. Insurance Certificates Fortune School of Education shall keep on file certificates signed by an authorized representative of the insurance carrier. Certificates shall be endorsed as follows: The insurance afforded by this policy shall not be suspended, cancelled, reduced in coverage or limits or non-renewed except after thirty (30) days prior written notice by certified mail, return receipt requested, has been given to the district. Facsimile or reproduced signatures are not acceptable. The Board, the SBCUSD and it officers, and its employees shall be named as additional insureds on such policy. Copies of certificates and notices shall be sent by the insurance carrier directly to the Board and

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the SBCUSD. SBCUSD shall not be responsible for the payment of any costs associated with the charters insurance coverage. Optional Insurance Should Fortune School of Education deem it prudent and/or desirable to have insurance coverage for professional liability, auto liability, damage or theft to school, employee or student property, for student accident, or any other type of insurance coverage not listed above, such insurance shall not be provided by the district and its purchase shall be the responsibility of the charter school. 4) Administrative Services The manner in which administrative services of the school are to be provided. California Education Code Section 47605(g) The Fortune School of Education CFO will be responsible for administering the Charter School under policies adopted by the Charter School Board. The Charter School works with Fortune School of Education for the provision of its administrative services. Fortune School of Education has a demonstrated track-record of success managing the charter schools funds. Fortune School of Education will meet the Charter Schools service needs based on mandatory state data tracking and reporting requirements. The services include human resources, payroll, accounts payable, student accounting, and financial reporting. Pursuant to Education Code Section 47604.32, San Bernardino City Unified School District will be required to provide oversight and performance monitoring services, including, but not limited to, monitoring Charter School and student performance data, reviewing the Charter Schools financial statements and audit reports, performing annual site visits, engaging in the dispute resolution process, and considering charter material revisions and renewal requests. The Charter School obtains its own health benefits via small business plan type offerings from local vendors (e.g., Kaiser and Humana Dental). Employee benefits include health, dental, and vision insurance. Employees are invited to participate in Fortune School of Educations 401K plan once eligibility requirements have been met. The Charter School may purchase administrative services from the District upon mutual agreement between both parties. Such services include SARB processes, site budgeting, instructional programs, development, custodial services, food services, accounting, payroll and purchasing services, and some degree of personnel support. Specific terms of most of these services should be covered by the memorandum of understanding. The Charter School reserves the rights to purchase additional administrative or other goods or services from any third party as needed. 5) Facilities 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. California Education Code Section 47605(g) Hardy Brown College Prep is located at 190 Carousel Way in San Bernardino. The facility has 16 classrooms, an intervention room, two multipurpose spaces which are used for food service, physical education, recess and assemblies, a teacher workroom, a nurses station and reception/administrative space.

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6) Transportation The Charter School shall not provide transportation to and from school, except for special education students, pursuant to an IEP. 7) Audits The manner in which an annual, independent, financial audit 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. California Education Code section 47605(b)(5)(I) An annual independent financial audit of the books and records of the Charter School will be conducted as required by Education Code Sections 47605(b)(5)(I) and 47605(m). The books and records of the Charter School will be kept in accordance with generally accepted accounting principles, and as required by applicable law, and the audit will employ generally accepted accounting procedures. The audit shall be conducted in accordance with applicable provisions within the California Code of Regulations governing audits of charter schools as published in the State Controllers K-12 Audit Guide. An independent auditor will be selected by the Fortune School of Education audit committee. The auditor will have, at a minimum, a CPA and educational institution audit experience and will be approved by the State Controller on its published list as an educational audit provider. To the extent required under applicable federal law, the audit scope will be expanded to include items and processes specified in applicable Office of Management and Budget Circulars. The annual audit will be completed and forwarded to the District, the County Superintendent of Schools, the State Controller, and the CDE in accordance with the Districts Charter School Audit Guidelines no later than December 15 following the close of the school year. The President/CEO and the CFO, along with audit committee will review any audit exceptions or deficiencies and report to the Charter School Board with recommendations on how to resolve them. The Charter School Board will submit a report to the District by December 15 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 the Charter School is public record to be provided to the public upon request. 8) Closure Protocol A description of the procedures to be used if the charter school closes. The procedures shall ensure a final audit of the school to determine the disposition of all assets and liabilities of the charter school, including plans for disposing of any net assets and for the maintenance and transfer of pupil records. California Education Code section 47605(b)(5)(P) Closure of the Charter School will be documented by official action of the FSE Board of Directors. The action will identify the reason for closure. The official action will also identify an entity and person or persons responsible for closure-related activities. The Charter School Board of Directors will promptly notify parents and students of the Charter School, the District, the San Bernardino County Office of Education, the Charter Schools SELPA, and the California Department of Education of the closure as well as the effective date of the closure. This notice will also include the name(s) of and contact information for the person(s) to whom reasonable inquiries may be made regarding the closure; the pupils school districts of residence; and the manner in

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which parents/guardians may obtain copies of pupil records, including specific information on completed courses and credits that meet graduation requirements. The Charter School Board will ensure that the notification to the parents and students of the Charter School of the closure provides information to assist parents and students in locating suitable alternative programs. This notice will be provided promptly following the Charter School Board's decision to close the Charter School. The Charter School Board will also develop a list of pupils in each grade level and the classes they have completed, together with information on the pupils districts of residence, which they will provide to the entity responsible for closure-related activities. The Charter School will provide the District a list of all students who have IEPs on file and assist with appropriate placement. As applicable, the Charter School will provide parents, students and the District with copies of all appropriate student records and will otherwise assist students in transferring to their next school. All transfers of student records will be made in compliance with the Family Educational Rights and Privacy Act (FERPA) 20 U.S.C. 1232g. The Charter School will ask the District to store original records of Charter School students. All records of the Charter School shall be transferred to the District upon Charter School closure. If the District will not or cannot store the records, the Charter School shall work with the County Office of Education to determine a suitable alternative location for storage. All state assessment results, special education records, and personnel records will be transferred to and maintained by the entity responsible for closure-related activities in accordance with applicable law. As soon as reasonably practical, the Charter School will prepare final financial records. The Charter School will also have an independent audit completed within six months after closure. The Charter School will pay for the final audit. The audit will be prepared by a qualified Certified Public Accountant selected by the Charter School and will be provided to the District promptly upon its completion. The final audit will include an accounting of all financial assets, including cash and accounts receivable and an inventory of property, equipment, and other items of material value, an accounting of the liabilities, including accounts payable and any reduction in apportionments as a result of audit findings or other investigations, loans, and unpaid staff compensation, and an assessment of the disposition of any restricted funds received by or due to the Charter School. In the event the Charter School closes, the Charter School will provide the District copies of the expenditure reports for the Public Charter School Grant. The Charter School will complete and file any annual reports required pursuant to Education Code section 47604.33. On closure of the Charter School, all assets of the Charter School, including but not limited to all leaseholds, personal property, intellectual property and all ADA apportionments and other revenues generated by students attending the Charter School, remain the sole property of Fortune School of Education and upon the dissolution of the non-profit public benefit corporation shall be distributed in accordance with the Articles of Incorporation. Any assets acquired from the District or District property will be promptly returned upon Charter School closure to the District. The distribution shall include return of any grant funds and restricted categorical funds to their source in accordance with the terms of the grant or state and federal law, as appropriate, which may include submission of final

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expenditure reports for entitlement grants and the filing of any required Final Expenditure Reports and Final Performance Reports, as well as the return of any donated materials and property in accordance with any conditions established when the donation of such materials or property was accepted. On closure, the Charter School shall remain solely responsible for all liabilities arising from the operation of the Charter School. As the Charter School is operated by a non-profit public benefit corporation, should the corporation dissolve with the closure of the Charter School, the FSE Board will follow the procedures set forth in the California Corporations Code for the dissolution of a non-profit public benefit corporation and file all necessary filings with the appropriate state and federal agencies. As specified by the Budget in Appendix 12, the Charter School will utilize the reserve fund to undertake any expenses associated with the closure procedures identified above. 9) General Provisions of the Proposed Charter Term The term of this Charter shall be August 18, 2013 through August 17, 2018. This Charter may be renewed for one or more subsequent five (5) year terms upon the mutual agreement of the parties. Material Revisions Material revisions of this Charter may be made in writing with the mutual consent of the San Bernardino City Unified School District and the Charter School Board. Material revisions shall be made pursuant to the standards, criteria, and timelines set forth in Education Code Section 47605; provided however that the charter school shall not be required to obtain petition signatures prior to making material amendments to the charter petition. Severability The terms of this charter 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 respective boards of the Charter School and the San Bernardino City Unified School District. The District and Charter School agree to meet to discuss and resolve any issues or differences relating to invalidated provisions in a timely and good faith manner. Communication and Notices All official communication between Hardy Brown College Prep and the District will be sent via first class mail or other appropriate means to the President/CEO of Fortune School of Education and the Superintendent of the District, at the following locations: Fortune School of Education 2890 Gateway Oaks Drive, Suite 100 Sacramento, CA 95833 Office of the Superintendent San Bernardino City Unified School District 777 North F Street San Bernardino, CA 92410

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G. POTENTIAL CIVIL LIABILITY EFFECTS Potential civil liability effects, if any, upon the school and upon the District. California Education Code section 47605(g) The Charter School shall be operated by a California non-profit public benefit corporation. This corporation is organized and operated exclusively for charitable purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code and California Revenue and Taxation Code Section 23701(d). Pursuant to Education Code Section 47604(c), an entity that grants a charter to a charter school operated by or as a non-profit public benefit corporation shall not be liable for the debts or obligations of the charter school or for claims arising from the performance of acts, errors or omissions by the charter school if the authority has complied with all oversight responsibilities required by law. The Charter School shall work diligently to assist the District in meeting any and all oversight obligations under the law, including monthly meetings, reporting, or other District-requested protocol to ensure the District shall not be liable for the operation of the Charter School. The corporate bylaws of the Charter School shall provide for indemnification of the Charter Schools Board, officers, agents, and employees, and the Charter School will purchase general liability insurance, Board Members and Officers insurance, and fidelity bonding to secure against financial risks. To the fullest extent permitted by law, Hardy Brown or FSE agrees to promptly, fully and completely indemnify, defend through counsel reasonably acceptable to San Bernardino Unified School District, and hold harmless the San Bernardino Unified School District, the San Bernardino Unified School Districts Board of Trustees, and each of their members, officers, administrators, employees, agents, representatives, volunteers, successors and assigns (Indemnitees) from and against any and all claims, demands, actions, causes of action, suits, losses, expenses, costs, penalties, obligations, or liabilities of whatever nature or kind, including, but not limited to, attorneys fees and litigation costs, that in any way arise out of or relate to any actual or alleged act or omission on the part of Hardy Brown or FSE, and/or on the part of the board of directors, administrators, employees, agents, representatives, volunteers, subcontractors, invitees, successors, and/or assigns of Hardy Brown or FSE in any way related to the performance of and/or to the failure to perform in whole or in part any obligation under the Charter and/or in any way related to the operation or operations of Hardy Brown/FSE or of any other facility, program, or activity. The obligations of Hardy Brown and FSE to defend the San Bernardino Unified School District and the other Indemnitees identified herein is not contingent upon there being an acknowledgement of or a determination of the merit of any claim, demand, action, cause of action, or suit, and those obligations will be deemed to be triggered immediately upon the assertion of any claim, demand, action, cause of action, or suit within the scope of this paragraph. However, nothing in this paragraph shall be construed to obligate Hardy Brown or FSE to indemnify Indemnitees for any claims, demands, actions, causes of action, suits, losses, expenses, costs, penalties, obligations, or liabilities resulting from an Indemnitees sole negligence, from an Indemnitees negligence, or from an Indemnitees willful misconduct where such sole negligence, negligence, or willful misconduct has been adjudged by the final and binding findings of a court of competent jurisdiction; except, in instances where the negligence or willful misconduct of an Indemnitee accounts for only part of the loss(es) involved, the indemnity obligations of Hardy Brown or FSE shall be for that portion of the loss(es) not due to the negligence or the willful misconduct of such Indemnitees. Hardy Brown or FSE further specifies and agrees that its indemnification, defense, and hold harmless obligations pursuant to this Charter include the obligation and duty to indemnify, defend, and hold the District and District Personnel harmless from any and all financial obligations in the event of an unbalanced budget.

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Hardy Brown and FSEs obligation to indemnify, defend, and hold harmless the District and District Personnel, as set forth in this section of the Charter, shall survive the revocation, expiration, termination, or cancellation of this Charter or any other act or event that would end Hardy Brown or FSEs right to operate as a charter school pursuant to this Charter or cause Hardy Brown or FSE to cease operations. As stated above, insurance amounts will be determined by recommendation of the District and the Charter Schools insurance company for schools of similar size, location, and student population. The District shall be named an additional insured on the general liability insurance of the Charter School. The Charter School Board will institute appropriate risk management practices as discussed herein, including screening of employees, establishing codes of conduct for students, and dispute resolution.

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