FOUNDING GROUP

The founders of La Vida Charter School were a visionary group committed to providing students in Mendocino County choices in education. They conceived an innovative program that combines the flexibility of independent study with the academic enrichment and social environment of school-based courses.  The group responded to the needs and desires of parents in our rural county: some parents wish to create and carry out learning programs with their children at home; others live at great distances from local schools and a five-day-a-week program is impractical. LVCS’s Educational Coordinators and optional on-site courses provide a solid base of resources and guidance for independent study families.  Many members of the founding group had positive experiences with Waldorf education and chose to ground the school’s curriculum in Waldorf-based methods, emphasizing the arts, developmental readiness, and a hands-on approach to education.

Attached as Appendix B, please find the biographical information for LVCS’s founders, key staff, and current Charter Board members.

ELEMENT 1:
EDUCATIONAL PROGRAM

Governing Law:  A description of the educational program of the school, designed, among other things, to identify those whom the school is attempting to educate, what it means to be an “educated person” in the 21st century, and how learning best occurs. The goals identified in that program shall include the objective of enabling pupils to become self-motivated, competent, and lifelong learners. -- California Education Code Section 47605(b)(5)(A)

Mission

The mission of the La Vida Charter School is to broaden the educational choices and opportunities for children and families who live in Mendocino County and surrounding areas through independent study, home schooling, and Waldorf inspired teaching methods.

Goals

Our goal is to establish a school in which all children are respected and recognized for their individual gifts, and feel supported in developing these gifts.  Students will be appreciated for their unique ethnic and cultural backgrounds and will be encouraged in their understanding of the individuality represented by the traditions and cultures of their peers, as well as members of the global community.  Through a three-pronged approach focused on cognitive, emotional, and psychomotor skills, LVCS’s children will emerge with strong potential for academic excellence, a commitment to the enhancement of their community, and the ability to succeed amidst the challenges of today’s and tomorrow’s world.

Whom the School is Attempting to Educate

LVCS’s target population is those interested in home schooling or independent study, as well as those interested in Waldorf Education.  LVCS serves students from Kindergarten through Twelfth grade.  LVCS offers two choices of independent study educational programs for student enrollment:

• A blended program using site based instruction inspired by Waldorf methods for students grades K-12 along with home study.  The on-site program offers parents and children a variety of education choices, including part-time day classes and other specialty courses; and

• Home school program for students grades kindergarten through twelfth, where parents can choose to utilize Waldorf inspired methods, or other Independent Study curriculum in which parents collaborate with an Educational Coordinator to achieve teaching goals and objectives.

Attached as Appendix C, please find information regarding: 1) the percentage of LVCS students that qualify for free and reduced priced lunch: 2) the highest level of education completed by LVCS parents; and 3) the District of residence of LVCS students.
What it Means to be an Educated Person in the 21st Century

The Partnership for 21st Century Skills published a report in 2004 entitled “Learning for the 21st Century” that outlines students’ educational needs for the future.  They identified six skill areas.  Below are listed the skill areas and how La Vida Charter School has and will address those topics specifically as it shapes and defines the Educated Person in the 21st Century:

• Core Curriculum: The curriculum at LVCS includes the areas of core subjects identified by No Child Left Behind, including English, reading or language arts, mathematics, science, foreign language, civics, government, economics, arts, history, and geography.

• Learning Skills: Learning skills are stressed at LVCS and are divided into three primary components of 1) Information and Communication Skills; 2) Thinking and Problem-Solving Skills; and 3) Interpersonal and Self-Directional Skills.

• Use of 21st Century Tools: LVCS emphasizes technology, or Information and Communication Technologies (“ICT”).  At LVCS, the computer is viewed as a tool to attain desired educational outcomes, much as a painter uses a paint brush and paint to create a planned out painting.

• Teach and Learn 21st Century Context:  LVCS’s goal is to make context meaningful to students’ lives.  Suggested formats are taking students out into the world or bringing the outside world into the classroom.

• Teach and Learn 21st Century Content:  Three primary areas have been identified: 1) Global Awareness; 2) Financial, Economic and Business Literacy; and 3) Civic Literacy.

• Use of 21st Century Assessments that Measure 21st Century Skills:  The Partnership for the 21st Century acknowledges that standardized tests are here to stay.  They also recognize a need for more timely and immediately useful assessments.  LVCS has designed a triangulated assessment model utilizing authentic student self-assessment, standards based formative assessment along with the standardized summative tests.

Goal to be Lifelong Learners: Today, a primary goal in education is that individuals will be motivated and able to continue their learning and self-improvement in order to keep up with the ever-changing world, including a constantly-evolving job market.  Through independent study, students develop skills of self-direction and learn how to discover resources.  At LVCS, students in all grades are encouraged to pursue some area of study that is meaningful to them and relevant to their lives.  LVCS believes that by developing a series of independent projects, students will have been exposed to the routine of venturing forth on a self-designed course of study.  It is LVCS’s goal that our students will remember their positive educational experiences and excitement for learning and maintain an openness to new areas of study throughout their lives, ultimately becoming self-motivated, competent, lifelong learners.

How Learning Best Occurs

LVCS believes that learning best occurs when Waldorf methods are utilized through a balanced coordination of site based instruction and home study.  LVCS also believes that learning best occurs when children are in an environment where they feel safe, happy and respected. The staff at LVCS successfully creates such an atmosphere, in combination with stimulating lessons, so the student’s learning is optimized.  LVCS also emphasizes creating and maintaining a strong, cooperative and mutually supportive working relationship with its sponsoring School District.  This relationship builds upon the mutual goals of providing the best possible educational opportunities for all children in the Mendocino County area.  In addition, LVCS finds that learning best occurs for its students when strong, collaborative relationships with professionals and other community resources are formed.  An involved community of parents and teachers will actively and visibly support the children.  Parents will be involved in governance, the school program, events and activities, the establishment, beautification and maintenance of the school facility, linkages with the larger community and the ongoing evaluation of the school program, and students are encouraged to have input and involvement in these areas.  Periodic evaluations of student progress combining State and Waldorf-methods measurements, and of the curriculum and teachers will ensure the best possible educational program.  Information gleaned from the evaluations will be used for ongoing planning of the curriculum and staff development process.  LVCS will employ highly qualified teachers who hold a California teaching credential, in addition to a combination of Waldorf training, education, and/or experience which meets Charter Board standards.

Instructional Approach

LVCS believes that learning best occurs when California State Content Standards are mastered through a mix of educational approaches.  As an innovative model, LVCS’s instructional approach is child centered and non-linear.  Teachers seek to understand each student’s learning styles and temperaments through observation and assessments.  Through this process LVCS has discovered that a large percentage of students are kinesthetic learners and prefer a hands-on approach.  Therefore, LVCS aims to emphasize that modality in its program.

LVCS believes that learning best occurs from the Waldorf model as well, where LVCS draws an understanding of developmental stages and readiness to learn academic and social concepts.  The Waldorf curriculum supports the developmental capacities which build and manifest as the child matures.  For example, LVCS uses myth and storytelling as a conduit for multiple content and skill development areas.  This rich literature waters the child’s deep fertile imagination, awakens an awareness of connection with the human family and develops an appreciation for world cultures that enhances a global perspective.  Concurrently students are exposed to problem-solving and conflict resolutions options that allow for self-discovery and self-understanding that builds the capacity for empathy.  Critical Thinking is also supported through the curriculum which requires frequent writing and expression of ideas and opinions.

LVCS also believes that learning best occurs from additional methods of education such as the Constructivist model of education, where lessons are posed to address the relevance to the student and learning is structured around primary concepts or the quest for essences.  The student’s point of view is valued and sought.  Curriculum is adapted to address the students’ suppositions and assessment of student learning is done within the context of teaching.  In math for example, LVCS has developed a “No Gaps” policy.  As students enroll, a diagnostic test is given to identify the functional level and any gaps in understanding.  These areas are addressed before the student moves on.  Often blocks and inhibitions toward math must be overcome which challenge the teacher to develop and approach from what he or she understands about the student.

Teaching Methods

LVCS believes that learning best occurs when LVCS teachers and parents, working together, focus on the development of the whole student.  Learning plans and approaches address intellect, creativity, curiosity, self-awareness, character, values and relationships with peers, parents, teachers, mentors, younger children, and elders, at LVCS, at home, and within the larger community.  The emphasis on individual attention and collaborative learning by LVCS teachers, parents and community mentors guides and encourages students to reach for their highest goals.  By combining academics, creative projects and individual choices, La Vida Charter School's program enables its students to blossom into enthusiastic, responsible, and caring members of society. 

A crucial component of a student’s success is their ability to create and shape their own learning opportunities.  To that end, LVCS has offered a course on critical interpersonal and self-managements skills needed to succeed in independent learning.  Students learned how to set priorities, manage time, overcome procrastination, avoid peer pressure, develop long-term goals, and communicate more effectively.  LVCS leverages its excellent student teacher ratio (15:1 for independent study, and 11:1 for on-site classes) to effectively tailor each class to the individual needs of the students.  Located on Ridgewood Ranch, all students have access to traditional classroom space, a small computer lab and library, and a variety of outdoor learning areas.  Additionally, students are actively engaged in the community and have the opportunity to explore museums, the community college, theaters, and a wide variety of other learning settings, dependent on the design of their unique learning plan.

LVCS teachers draw from a broad spectrum of teaching experience and training.  All teachers are certified by the State of California.  Many have a background in the Waldorf method.  All encourage active student participation in discovery or experienced based projects.  For example, a recent unit on computers included structured and free time working in LVCS’s computer lab, short informative lectures, and an opportunity to actually build computers as a group project.  Most students continued this unit by designing their own lessons on their home computers, tailoring their work through the feedback of their parents and Educational Coordinators.

Upon enrollment, each student is assigned an Educational Coordinator who serves as the supervising credentialed teacher of the student’s independent study.  In accordance with Title 5 California Code of Regulations Section 11700, the role of the Educational Coordinator as the supervising teacher shall be to provide general supervision of the educational program of the student.  "General supervision" means the supervising teacher's
(1)        continuing oversight of the study design, implementation plan, allocation of resources, and evaluation of pupil or adult education student progress for any pupil's student's independent study; and
(2)        personal determination or personal review of the determination made by another certificated teacher of the time values for apportionment purposes of each pupil's work products.

Transfer of Courses/College Entrance Requirements

Governing Law: If the proposed school will serve high school pupils, a description of how the Charter School will inform parents about the transferability of courses to other public high schools and the eligibility of courses to meet college entrance requirements. Courses offered by the Charter School that are accredited by the Western Association of Schools and Colleges may be considered transferable and courses approved by the University of California or the California State University as creditable under the "A" to "G" admissions criteria may be considered to meet college entrance requirements. - California Education Code Section 47605(b)(5)(A)(ii)

LVCS will provide interested students and parents with a course catalog or its equivalent during the enrollment process, notifying parents about the transferability of courses to other public high schools and the eligibility of courses to meet college entrance requirements.  LVCS will consult with the District as to the transferability of courses to other District schools in order to ensure, to the greatest extent possible, a smooth transition from one school to the next.  LVCS shall seek to offer a high school program that meets the requirements for admission to the California State University or the University of California A-G requirements.  Students of LVCS will be required to pass the California High School Exit Examination before being granted a high school diploma.

LVCS has achieved University of California accreditation in the vast majority of its core high school courses, including recent approval of its Lab Biology course.  Four years of English (English 9-12) and four years of Mathematics (Algebra I and II, Geometry and Calculus) are accredited, as are three years of Social Studies (U.S. History/Geography, World History and American Government), two years of Science (Biology with Lab and Chemistry with Lab), and one year of Foreign Language (Spanish I).  All accredited courses are one year and 10 units except for the one semester 5-unit American Government Course.

LVCS also has two University of California A-G approved elective courses: Economics and Biology with Lab.  For the upcoming school year, LVCS will be resubmitting the Visual Arts course for approval.  

LVCS offers a full high school program.  LVCS students must enroll in at least twenty (20) units per semester at LVCS.  LVCS students have the option to take courses at community college to take courses beyond the LVCS twenty (20) unit minimum for elective credit.

Implementation of Educational Program

The instructional method will emphasize the whole child, and frame its academic components within an artistic, creative and imaginative context allowing each child’s full potential to unfold. LVCS Educational Coordinators and Teachers shall use natural developmental rhythms from which the Waldorf-methods curriculum has emerged.

The LVCS Educational Program offers an alternative to traditional instruction and is regulated for each student through a written Personal Education Plan (“Plan”).  This document is developed by the student, parent, and supervising teacher, and may be reviewed by the Director.  It is signed by all of the parties.  The Plan provides an opportunity for collaborative learning arrangements and is tailored to the individual needs of each student within the framework of Independent Study guidelines supported in a curriculum-learning contract.

Each student will be evaluated upon entry into the school, to identify the appropriate grade level and curriculum.  Each student will be evaluated throughout the school year to assess skill level, growth and the adequacy of the program in meeting the child’s needs. 

Generally, a student is advanced to the next grade level at La Vida Charter School if they have completed at least 75% of the grade-level curriculum, have accomplished 75% of the first and second semester goals as specified in the independent study agreement; and have met 75% of the State Content standards for that grade level or as adjusted in sequence for those students utilizing a Waldorf curriculum.  A student not meeting these requirements shall be recommended by the Educational Coordinator to the Director for possible retention in accordance with Charter School policy regarding student retention.  A retention policy shall be adopted by LVCS by August 10, 2006, and submitted to the District.

Curriculum

Cumulatively, the LVCS curriculum will be aligned with the California State Content Standards for language arts, math, history/social studies and science. Attached as Appendix D, please find the sequencing of the LVCS Oak Meadow and Live Education curriculum demonstrating alignment with California State Content Standards.  Families of students utilizing the Waldorf curriculum, where sequencing of State Content Standards is in different order than presented by the State, will be required to sign in acknowledgement of their choice in recognition of the different sequence, and the potential difficulties of moving the student into a different public school program until the fifth grade where the sequencing aligns.

LVCS shall comply with all applicable laws related to independent study.  LVCS adheres to all applicable sections of the Education Code for Independent Study (Education Code Section 51745 et. seq.) and funding determination requirements of Education Code Section 47612.5 and 47634.2, and Title 5, California Code of Regulations, Sections 11963 - 11963.7 (SB740).  As such, the provision of education through an independent study model shall be governed by the independent study policy adopted by the Charter Board of the Charter School after a public hearing and implemented in accordance with individual master agreements and work and assignment plans for each student.  Attached as Appendix E, please find the La Vida Charter School Policy on Independent Study and a sample Master Agreement. 

LVCS also adheres to the requirements related to audit requirements for charter schools in accordance with Title 5, California Code of Regulations, Sections 19850 - 19854.

The Charter School’s program complies with Education Code Section 51746 to ensure that the students have equal access to the existing services and resources that they would have received in a traditional school within the District.  These services include a facility staffed on a full-time basis by credentialed personnel, ongoing tutoring on-site and regular meetings to go over assignments and assign new materials. 

The following are descriptions of some of the elements of the Oak Meadow Curriculum for kindergarten through eighth grade.  Oak Meadow is one of the popular options for general grade level curriculum which is presented to the children and is typically used as a building block for the student’s individualized plan.  Attached as Appendix F, please find a narrative of “A Home School Day in the Life of a First Grader” for La Vida Charter School, the Spring 2006 on-site class schedule, and a sample Oak Meadow curriculum for the 4th grade. 

Kindergarten:  The Oak Meadow curriculum uses an artistic and imaginative approach to introduce children to the alphabet and numbers one through ten.  Nature stories and outdoor activities help students explore the scientific world. During this year, children establish a daily learning rhythm that includes singing, painting, drama, and crafts.  

First Grade:  Students expand their exploration of letters to include phonetic studies and beginning reading.  The four processes of math are introduced, as well as counting to 100. Science studies continue with experimental activities and the use of textbook “Growing, Growing, Strong” to study health concepts. Music, poetry, fairy tales, painting, and drawing continue as useful tools to expand student’s understanding of the world around them.

Second Grade: Expansion of math skills include multiplication and word problems during this year. In addition to approaches used in kindergarten and first grade, students study Nature through stories of animal life. Crafts are a continued focus, as are the building on existing reading skills and health studies.

Third Grade: Reading, spelling, writing original compositions, grammar, cursive writing, higher multiplication tables, carrying, borrowing, science studies and word problems provide increased mental challenges.  Enrichment activities include cooking, recorder playing, singing in rounds, and carpentry.

Fourth Grade: This year children explore geometry and patterns of nature, geography, and writing in a journal.  Also introduced are fractions, long division, word problems, astronomy, and Native American crafts.  Lessons in Social Studies, health and nutrition, spelling, grammar, children’s classics, and music are continued.  Stories that reflect the cultural composition of the class and from California history are also included. 

Fifth Grade: This rich, integrated, experiential approach connects well with students with a variety of learning styles.  Math skills include: two and three digit multiplication and division, fractions, measurement, and graphs. Geography and History are explored through the American Civil War.  Environmental Science is explored through projects and English focuses on classics in literature, and a continuation of grammar and spelling work. 

Sixth Grade: Geography, arts, crafts, and the literature are explored this year through the lens of ancient civilizations.  Scientific principles within the Life Sciences are discovered through hands-on activities.  English skills from the 5th grade are taken to the next level.  There is an emphasis on strengthening math skills, including: problem-solving, the metric system, percentages, ratios, multiple step word problems and basic geometry.

Seventh Grade: This grade includes an emphasis on American and World History from the perspective of the people of those times and historical literature. Earth Sciences encourage exploration of the scientific process.  Composition of effective essays and creative writing give children an opportunity to clearly express themselves and their ideas.  Math skills build on earlier knowledge and add concepts such as fractions, linear measurement, area, perimeter, volume, solids, angles, probability, money, and decimals.

Eighth Grade: Students consider economic and civic lessons during this year, including a study of federal, state, and local governments.  Social issues are explored through community service projects.  Students continue to utilize an experimental approach in Science, with a focus on the Physical Sciences.  Classics in literature, composition, (including grammar and spelling) are a continued focus. The Math curriculum builds on earlier work and introduces beginning concepts in algebra and mixed and decimal numbers.

Special Subjects may include:

• Handwork: knitting, crocheting, sewing, weaving, toymaking and woodwork.
• Music: singing, pentatonic flute, recorder, percussion, and Orff Ensemble.
• Art: watercolor, form drawing, beeswax, clay modeling and perspective drawing.
• Movement: eurhythmy, dance, spatial dynamics, group games, and martial arts.
• Drama: presentations related to curriculum presented to the public each year.
• Nature: children learn about the circle of life and the seasons, planting and gardening. They are able to eat what they grow; they compost their scraps into the garden from the school meals and use environmentally sound practices whenever possible.

     
High School Curriculum

LVCS offers high school students an alternative opportunity to fulfill the state requirements for a high school diploma and meet the needs of those students bound for community colleges or technical institutions, as well as those seeking enrollment in 4 year universities.  Students have the opportunity to create and develop projects and presentations, and design some or all of their electives according to their goals, interests and capabilities.         

LVCS offers two types of high school diploma: University Prep (requiring 235 credits) and General Studies (requiring 225 credits).  Attached as Appendix G, please find the LVCS High School Catalog for further details on the high school program, including course descriptions and examples of typical student learning programs.

High School Courses and College Accreditation.

In addition to many special classes, LVCS’s standard course offerings are denoted in the following chart. Courses for which LVCS has been granted University of California A-G accreditation status are noted with an asterisk. Courses in progress for approval are noted with two asterisks.  All courses are for one year and earn 10 units of credit towards graduation unless noted as a one semester or 5 unit course.

Students are required to participate in 90 hours of community service over the course of 4 years.  A student designed Economics Project is undertaken in the senior year.  This is a major work that should reflect a genuine interest on the part of the student and is required for a high school diploma.  Students also have the opportunity to gain valuable life experience and earn high school credit through LVCS’s work program.

LVCS on-site classes can function in two ways.  They can be taken as a separate course receiving 1 to 5 units, depending on the course design.  The on-site classes can also be taken in conjunction with, and be included as partial course load for, a 5 unit required class such as English or Algebra, etc.  Regular attendance is important and affects the semester grade.