JOURNEY SCHOOL CHARTER

BACKGROUND
EDUCATIONAL PROGRAM
ASSESSMENT AND OTHER USE OF DATA
GOVERNANCE STRUCTURE OF SCHOOL
HUMAN RESOURCES AND SAFETY.
STUDENT ADMISSIONS, ATTENDANCE, AND SUSPENSION/EXPULSION
FINANCIAL PLANNING, REPORTING, AND ACCOUNTABILITY
CHARTER SCHOOL ACCOUNTABILITY, RENEWAL AND REVOCATIONS
IMPACT ON THE CHARTER AUTHORIZER
SEVERABILITY CLAUSE

CHARTER

Journey School

A California Public Charter School

I. BACKGROUND INFORMATION

Journey School was originally chartered on February 14, 2000. The school opened in September 2000 serving grades K-3. Since its inception, Journey has added one grade each year and currently serves grades K-6 with a goal to serve K-8 once curriculum has been approved. We have managed three site relocations and a major change in administrative leadership that has challenged our school community and significantly strengthened our school's foundation. Journey has grown from a small start up school of enthusiastic and inspired parents and teachers to a full-fledged professionally managed school that is well positioned for the future. As educators, we have grown from the process of aligning our curriculum with State standards in order to become more accountable with the requirements of NCLB. We value the growth process we have experienced these past five years and look forward to continuing to offer an exciting educational alternative for South Orange County families.

We believe that our educational approach, based on the philosophy of Rudolf Steiner, gives Journey School children a nurturing environment in which to learn, grow, become aware of the world around them and give them a tremendous start toward becoming valuable and contributing members of society and lifelong learners. We believe that our concrete, hands-on teaching methods and developmental approach help our students embrace learning with an enthusiasm not often seen in today's world. Great value is placed on instilling a genuine love of learning and creating a supportive environment in which to blossom.

Journey School has secured the expertise necessary in the following areas:

The Administrator along with each Journey teacher or "Educational Trustee", oversee the curriculum, instruction, and assessments.
The Administrative Team oversees daily operations, organization and administration, and includes the Administrator, the part-time Attendance and Accounting Clerks and the business services firm, Charter School Management Corporation, Inc. The administrative team oversees finance, facilities, and business management.
The Journey School Council provides governance and includes at least one representative from the parent body at large, at least one Educational Trustee and outside community members with expertise subject to availability.
The Journey School Council, Administrative Team, and legal counsel monitor compliance with State and federal laws and regulations related to education.

II. EDUCATIONAL PROGRAM

Mission

The mission of Journey School is to educate K-8 students in southern California by offering Waldorf educational methods in a public school setting. Journey School is dedicated to the optimal development of the intellect, social-emotional well-being, and physical capacities of each student, by presenting core academic subjects artistically. Journey School will enable each student to read, write, speak, and calculate with clarity and precision. Furthermore, students will have the ability to think imaginatively, creatively and become self-motivated, competent, life-long learners.

Educational Philosophy

The overall goal of Journey School is to guide all students to reach their full human potential, and to preserve their natural joy of learning. In order to enter the 21st century as an educated person, each student must have a well-developed mind (intellect), heart (social-emotional), and body (physical). Acquiring the knowledge, skills and attitudes associated with the aforementioned three elements allows children to move gradually into adulthood as balanced human beings. Recognizing and addressing the whole child in the educational program is the first step toward laying the foundation and building the support structure necessary for each student to continue the lifelong educational process. We believe a fully educated person has the ability:

To be literate, articulate, and able to problem solve effectively.
To think critically, rationally and analytically, but also imaginatively and creatively.
To have the ability and effectively use the "tools" needed to be successful in any chosen endeavor.
To be a vital, disciplined and responsible individual, who can take initiative and be accountable for one's actions.
To develop an understanding and reverence for the interdependence of all life, and to reflect this knowledge through conscientious respectful actions involving oneself, other people, and the world around us.
To be a tolerant, compassionate, communicative citizen, able to collaborate and maintain interdependent relationships with others in the community.
To recognize and celebrate one's own unique ability to be creative and to express this through a variety of artistic mediums.

To achieve these goals, Journey School's educational program uses methods, instructional approaches, and curriculum from the Steiner (Waldorf) educational model. Founded in Europe in 1919, Waldorf Education now includes schools on every continent and has grown to become the world's largest independent non-denominational school system that goes through all the grades. Today, the number of schools using the Steiner (Waldorf) educational model is nearing the 1000 mark.

The term "Anthroposophy" is sometimes used to refer to the collective work and teachings of the German philosopher Rudolph Steiner. Steiner (Waldorf) methods of educational instruction were originally developed by Rudolph Steiner, and have since been adapted for use in Waldorf Schools around the world. The use of methods of instruction or educational philosophy commonly referred to as Waldorf methods, does not mean that the teachings or beliefs referred to as "Anthroposophy" are being taught or promoted. As a charter school, a public school, Journey Charter School is non-sectarian In all of its programs and operations and shall not violate the establishment clause of the First Amendment of the U.S. Constitution.

Both the methods and the educational environment are critical components for success of the Steiner (Waldorf) based program. Journey School will create an educational environment that provides for optimal learning. We believe the educational environment should be an extension of the family. Journey School will therefore be a community of committed parents, teachers and students working together as a dynamic triad. Each member of the triad will contribute as follows:

The parents will demonstrate their commitment through supporting the school by furthering their knowledge and understanding of its educational program and philosophy. Active parent involvement in the life of the school as well as attending parent education classes is essential. Journey School will honor and value parental input as they provide a wealth of resources.

Parents will contribute to the school through the Parent Community. All parents will be considered members of the Parent Community. They are represented by the Parent Cabinet, which is made up of one representative from each grade appointed by the Educational Trustees. The Parent Cabinet is responsible for upholding the mission and vision of Journey School. It promotes the school's educational program and takes care of the physical maintenance of the school, fundraising efforts, and coordinates volunteers, festivals and events. In order to ensure the involvement of parents and guardians on behalf of the school's students, efforts will be made to recruit one member from the Parent Cabinet to serve on the school Council. Additional parent committees, such as communications, community outreach, environmental action, special events, site maintenance, site enhancements, are created by designated staff and will serve the various needs of the school and it's community. Through these committees, parents are given the opportunity to volunteer.

The teachers begin with the understanding that the word "educate" is derived from the Latin word "educare", meaning to bring forth or draw out. Thus, the teacher acts as a guide, a model, a leader, and a facilitator to create an environment where students are engaged and thus learn. We value a strong, deep student-teacher bond; therefore, the main class teacher stays with his/her class for several years. This long-term relationship provides consistency and commitment along the educational path. Furthermore, it allows for a more in-depth assessment of students and encourages resolution of problems.

As the providers of day-to-day teaching and guidance, the Educational Trustees are the primary resource of Journey School. The Educational Trustees are the main class teachers. In addition to their role in the classroom, teachers use their expertise in shaping the educational program of the school. Teachers take a leading role in decision-making and give direction to the school with input from members of the school community.

The Educational Trustees are responsible for:

establishing and maintaining the mission and vision
implementing the educational program of the school
curriculum, benchmarks, and assessments
administering standardized tests
recommendation to Council of hiring, dismissal, of teachers and administrative team
ensuring the safety of all students on a daily basis
recommending job descriptions of teachers and administrative team
teacher evaluations
training, in-service, and professional growth of teaching staff
admissions and placement of students
conducting child/student study team meetings
recommending expulsions
parent-teacher communication
monitoring the school's performance
recommending policies and procedures
supporting and promoting the school throughout the community

The students will use the integrated curriculum to enter the 21st century as educated people with well-balanced intellectual, social -emotional and physical capacities. Another important facet of Journey School is the involvement of the larger community. This will be accomplished by establishing relationships with businesses, community groups, and other educational institutions, as well as through community service projects. In addition, the school will actively promote understanding of other cultures by encouraging families to share their unique celebrations and traditions. Our goal will be to provide an environment where similarities are celebrated and differences are appreciated. It is our wish to model the type of community and collaboration our children will need to be successful in the 21st century.

Another critical component to insure optimal learning is our focus on the preservation of childhood. Therefore, we will provide:

An approach to teaching, which avoids premature intellectual demands and introduces skills at appropriate ages.
A cooperative, non-competitive environment.
A school with a respectful, stable environment where children feel safe and are therefore free to focus on learning.
Kindergarten classes and one class of each of grades one through eight.
Opportunities for hands-on integrated learning experiences in the classroom and out in the community, with a strong emphasis on the arts and nature.
An environment free from consumer-oriented messages and commercial or violent images.
Recognition that individual achievement both depends on and gives back to the group. We will foster each individual's sense of self-respect while balancing the needs of the group.

Students to be Served

By 2009-2010, Journey School will serve approximately 250 K-8 students in southern California. The target student population is children whose parents or guardians seek a public school Steiner (Waldorf) based educational program. Admission to the school will be open to any resident of the state of California.

Curriculum and Instructional Design

Journey School is a site-based instructional program. The educational program is Steiner (Waldorf) based, which includes the daily main lesson period (a two hour block in which the students are immersed in one subject for two to six weeks), cross teaching (in which teachers switch classes and instruct in their area of expertise) and specialty lessons (foreign language, music, handwork, crafts, gardening and physical education). Beginning in first grade, the main lesson teacher ideally remains with the class through fifth grade. Sixth, seventh and eighth grade classes will rotate between three core teachers math, science and language arts/social studies In order to comply with highly qualified teacher requirements of NCLB.

Journey School's core curriculum meets the State standards, however, there are differences in the scope and sequence in which they are presented, as some are accelerated while others are decelerated. For example, and most notably Waldorf programs differ from under the State standards, where reading instruction begins in Kindergarten. Journey School's language arts curriculum focuses on listening skills (stories told by the teacher) in Kindergarten. In first grade, academics begin. The student's first copy letters, then words and sentences in their main lesson books. The first reading experience begins with the students being confronted with their own writing. The curriculum introduces literature books in second grade when true reading begins. Upon completion of the program, all students have received instruction in excess of state standards. Parents are informed of the sequence of delivery of the state standards, so that Incoming parents can make educated decisions on the enrollment of their children and the benefits to remaining in the School through each of the grades offered by the School.

Journey School's educational methods are designed to provide a meaningful context within which learning can occur. This will be accomplished through:

An artistic presentation of academic materials, with a strong emphasis on learning through the creative process
Presenting core academic subjects in main lesson blocks, allowing adequate time to follow through with all work projects, thus promoting in-depth, long-term learning
Building a strong foundation for the abstract thinking and intellectual challenges that are gradually and appropriately introduced throughout the grades
Employing innovative and effective teaching methods
Exposing students to a variety of artistic mediums, foreign language and practical activities (gardening, building, crafts)
Using main lesson books (blank books) in which the students copy the main lesson subject matter as presented by the main lesson teacher
Allowing the students to remain with the same main class teacher for more than one year

Journey School provides a Steiner (Waldorf) based educational choice for our community. The program emphasizes the whole child, (intellectual, social-emotional, and physical), and provides an optimal learning environment. Beyond the skills needed for higher education, they will also have the knowledge and attitudes to be successful interdependent members of society in the 21st century. Graduates will move forward on their lifelong journey equipped with an enthusiasm for learning and the courage to meet life's challenges.

Plan for Students who are Academically Low Achieving

In order to identify students who are not achieving at or above expected grade levels, students falling below the class average on standardized tests are evaluated to determine if performance was at or below their potential, taking into account the timing of particular subject matter in Journey School's curriculum and the age of the child. Beyond performance on standardized tests, teachers look for other signs. Journey School recognizes that there are many factors that affect a student's performance. Appropriate remediation is implemented for students identified as falling behind grade level expectations. A remedial plan may include, but is not limited to, any of the following:

Utilizing other teachers for individual or small group instruction
Utilizing parent volunteers for individual or small group instruction
Cross teaching with older students, e.g. "reading buddies"
Individualized reading instruction
Seating changes
Modified class work
Additional parent /teacher communication
Extra lessons

If a student continues to fall behind after initial remediation, the student is referred to the Child Study process. Child Study occurs during the weekly Educational Trustee meeting. The class teacher initiates the process by giving all of the Educational Trustees a complete and holistic picture of the child. After the child is described physically, socially, and academically, the teachers have an opportunity to ask additional questions. Discussions of a particular child may take place during several meetings. Next, the teachers are asked to observe the child for one week. Then, the parents of the student are invited to attend a Child Study meeting where they have an opportunity to describe their child. The Educational Trustees and parents brainstorm in order to find solutions to help the student become more successful.

If there is little or no improvement after utilizing interventions recommended in the Child Study process, the student is referred to the Student Study Team, (SST), for formal assessment. Journey school follows the CUSD process for SST I and II with appropriate Interventions, documentation and referral to special education testing should It become necessary.

Plan for Students who are Academically High Achieving

Journey School is committed to students that are high achievers by challenging the students more individually and modify the curriculum for higher learners i.e. in reading and higher mathematics. Furthermore, the class teacher will make more social studies or science study materials available for the ability level of the high achieving student.

Plan for English Learners

Journey School shall comply with all applicable federal laws in regard to services and the education of English Language Learners (ELs) relative to annual notification to parents, student identification, placement, program options, EL and core content instruction, teacher qualifications and training, reclassification to Fluent English Proficient (FEP) status, monitoring and evaluation of program effectiveness and standardized testing requirement.

The Home Language Survey given to all students identifies EL students. Those students whose primary language at home is other than English will be given the California English Language Development Test (CELDT) annually until they are reclassified. Journey School will comply with the applicable requirements of the No Child Left Behind Act with regard to EL pupils.

Plan for Special Education

Overview

The School will adhere to all laws affecting individuals with exceptional needs, including all provisions of the Individuals with Disabilities in Education Act ("IDEA"), its amendments, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act ("ADA"). All students will be given equal access to the school, regardless of disabilities, and the School will not discriminate against any student based on his or her disabilities. The School shall not require the modification of an IEP or 504 plan as a condition of acceptance at the Charter School.

The School recognizes the importance of providing education opportunities to all students regardless of physical challenges or special needs. To that end, the school pledges to work in cooperation with the District to ensure that the students enrolled in the School are served in accordance with applicable federal and state law.

IDEA

The School shall be deemed to be a public school of the District for purposes of special education pursuant to Education Code Section 47641(b). A child with disabilities attending the charter school shall receive special education instruction and related services in accordance with the individualized educational program ("IEP") in the same manner as a child with disabilities who attends another public school within the District.

The School will comply with the provisions of the existing MOU, as may be amended between the District and the Charter School which spells out in detail the responsibilities for provision of special education services by the School and the manner in which special education funding will flow through the District to the students of the School. The petitioners believe that the following arrangement is ideal as relates to special education services and funding for charter school students:

The District shall receive and retain all State and Federal special education funds due to the Charter School.
The District shall provide special education instruction and related services to charter school students in the same manner as provided to other students of the District.
The District shall provide funding to the Charter School for any special education instruction or related services provided by the Charter School in the same manner as is currently provided to other Schools of the District.
The Charter School shall pay a pro-rata share of District-wide special education costs that are in excess of State and Federal special education funds.

This arrangement, or a reasonable alternative to this arrangement, will be discussed and codified in a memorandum of understanding between the District and the Charter School.

Nothing in this Section shall be deemed to prevent the Charter School from seeking LEA status pursuant to Education Code Section 47641(a) after two full years of operation under this charter.

Section 504/ADA

The School shall be solely responsible for its compliance with Section 504 and the ADA. All facilities of the School shall be accessible for all students with disabilities in accordance with the ADA.

Further, the School shall adopt and implement a policy, which outlines the requirements for identifying and serving students with a 504 accommodation plan. The 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 such as learning, is eligible for accommodation by the School and shall be accommodated.

III. ASSESSMENT AND OTHER USE OF DATA

Measurable Student Outcomes

The exit outcomes for Journey School graduates are designed to reflect the school's emphasis on educating the whole child. Exit outcomes are also developed for a successful transition into a ninth grade program.

Outcomes related to the intellectual capacity of the student (mind) are as follows:

Age appropriate or grade level mastery of core academic skills including:
- Language Arts: Students are literate and articulate and can demonstrate reading, writing, listening and speaking skills. Students can communicate clearly to others, both orally and in writing, using a variety of means of expression. Students can comprehend and interpret a variety of forms of written expression.
- Mathematics: Students can reason logically and understand and apply mathematical processes, concepts and techniques.
- History/Social Science: Students have knowledge and understanding of a variety of cultures around the world, including their history and geography.
- Science: Students understand general principles of scientific methods and inquiry and can apply these to several branches of science including Life Sciences, Physical Sciences, and Earth Sciences.
- World Language: Students speak, understand and have writing skills in at least one language in addition to their native language.
Students have the ability to think critically, analytically, logically, and creatively.
Students can demonstrate the ability to gather, organize and communicate information, using various tools, including technology, effectively.

Outcomes related to the physical capacity of the student (body) are as follows:

Students demonstrate knowledge of how to live healthfully and make decisions that promote good health and physical fitness.
Students demonstrate the ability to plan, initiate, and complete their projects. Students produce quality products, which reflect originality and high standards in a variety of areas, including intellectual, artistic, practical and physical.
Students demonstrate skills necessary for daily adult life, in such areas as home economics, first aid, personal finances, career development, and practical household skills.
Students understand and respect the interdependent relationship of human beings, other living creatures, and the earth, and will reflect this in their decisions and actions.

Outcomes related to the social/emotional capacity of the students (heart) are as follows:

Students demonstrate ability to problem-solve with their peers, and to resolve disputes using non-violent conflict resolution.
Students demonstrate their ability to work collaboratively and cooperatively, using interactive communication and showing compassion and consideration for individual differences. Students demonstrate active participation in all group efforts and projects.
Students demonstrate a capacity for artistic expression through a variety of media, which may include music, visual arts, dance and performing arts.
Students demonstrate the personal habits and attitudes of responsibility, confidence, motivation, perseverance, and flexibility.

Journey School uses benchmarks to document each student's continuing individual progress towards these exit outcomes. Benchmarks developed for each grade level help decide on promotion of students. In addition, the specific classroom skill level and benchmarks for each grade allow teachers to monitor students' progress throughout the year.

Journey School expects that a minimum of 80% of enrolled students will demonstrate one grade level progress over the course of each academic year. This will be evident by successful completion of the year's portfolio, evaluation of scores from standardized tests, and documentation of progress using additional assessment tools. The school program will also incorporate at least one group project per class each year.

Journey School expects that its sixth grade students will demonstrate readiness to graduate and move into a middle school program by the end of the academic year. Mastery of academic content for sixth graders will be assessed by satisfactory completion of the portfolio and other assignments, as well as by their letter grades in core content areas. A letter grade of "C" will be considered a passing grade. In addition, Journey School will incorporate at least one community service project prior to graduation for all students.

Successful attainment of outcomes and student progress for Special Needs students will be defined appropriately according to their Individualized Education Program (IEP). Performance standards and assessments for English learner students will be in accordance with the state-adopted English Language Development Standards.

Academic Performance Index

The school will attain its Academic Performance Index (API) growth target by following the curriculum designed to include the State standards. Although there are differences in the scope and sequence of the State's standards, by completion of the Journey School program students will perform at a level that meets the State's standard for renewal of the charter referenced in Section 47607(b) of the California Education Code. Journey School recognizes that differences in the educational program and curriculum sequence may be reflected in variations in scores in specific areas of the state standardized tests kindergarten through third grade. By the end of the third grade Journey School students' scores will be equal to or better than comparable CUSD schools.

Journey School will comply with state laws and regulations regarding the Academic Performance Index and will work to meet its growth targets for the API. If Journey School does not meet its growth target in any year, this will be reported both to the Journey School Council and CUSD Board of Trustees. If the school fails to meet its growth target two years in a row, a school improvement plan will be developed and presented to both governing bodies.

No Child Left Behind (NCLB)/Adequate Yearly Progress (AYP)

Under the federal NCLB, Journey School is responsible for consistently increasing the percentage of students proficient in English language arts and mathematics. To satisfy the annual AYP goal under the federal act, Journey School is responsible for achieving a 95% participation rate on the standardized tests both for its students as a school-wide group and for all numerically significant subgroups. In addition, the school must meet its API growth target. Journey School will strongly encourage parents and guardians to have their children participate in State testing.

Methods of Assessment

In order to remain in line with our vision, our assessment strategies will reflect Journey School's commitment to:

Promote a Steiner (Waldorf) based approach to education.
Assess students in both academic and non-academic areas.
Provide broad in-depth assessments to assist Journey School families.
Recognize students' individual strengths and weaknesses.
Create a non-competitive environment for our students.

Journey School will use a wide variety of assessment methods in order to accurately determine if students are meeting the school's stated performance standards and their own individual potential. These will include various types and combinations of authentic assessments and standardized testing.

Assessment tools to evaluate the intellectual capacity (mind) of the student are as follows:

A comprehensive narrative assessment is prepared for students beginning in first grade and sent to parents at the end of each school year. The assessment is based upon teacher observations and anecdotal notes. The narrative will include an overview of the course work for the year, and a discussion of the student's achievement, performance, and growth in each of the various curriculum blocks, specialty subjects, social skills and work habits.
Parent conferences for all students take place at least once a year, or more, if dictated by individual circumstances. Parents, teachers or students may make requests for additional conferences.
Comprehensive student main lesson books and portfolios include student work samples, practice papers, written work and reports, artwork, etc.
Oral recitations, presentations, reports, performances or demonstrations occur regularly beginning in first grade, by students individually as well as the class as a group.
A public open house is held for all grades once a year, during which student work is exhibited.
Completed student projects, both individual and group, are displayed in public exhibitions.
Standardized tests are administered in compliance with State law regarding charter schools. In addition, beginning in first grade, Journey School will administer an annual pre and post assessment, which has been mutually agreed upon with CUSD. The student performance goals for these standardized tests are described in Section 2.
Letter grades for academic content (based on tests or written or oral reports, etc.) will be reserved for students at the middle school level.

Assessment tools to evaluate the physical capacity (body) of the student are the following:

A comprehensive narrative assessment is prepared for students beginning in first grade and sent to parents at the end of each school year. The assessment is based upon teacher observations and anecdotal notes. The narrative will include an overview of the course work for the year, and a discussion of the student's achievement, performance, and growth in each of the various curriculum blocks, the specialty subjects, and social skills and work habits.
Parent conferences
Comprehensive student main lesson books and portfolios include student work samples, practice papers, written work and reports, artwork, etc.
Oral recitations, presentations, reports, performances or demonstrations occur regularly beginning in first grade, by both individuals and groups.
A public open house is held once a year for all grades, during which student work is exhibited.
Completed student projects, both individual and group, are displayed in public exhibitions.

Assessments that evaluate the social-emotional capacity (heart) of the child are the following:

A comprehensive narrative assessment is prepared for students beginning in first grade and sent to parents at the end of each school year. The assessment is based upon teacher observations and anecdotal notes. The narrative will include an overview of the course work for the year, and a discussion of the student's achievement, performance, and growth in each of the various curriculum blocks, the specialty subjects, and social skills and work habits.
Parent conferences for all students take place at least once a year, or more, if dictated by individual circumstances. Parents, teachers or students may make requests for additional conferences.
Comprehensive student main lesson books and portfolios include student work samples, practice papers, written work and reports, artwork, etc.
Oral recitations, presentations, reports, performances or demonstrations occur regularly beginning in first grade by both individuals and groups.
A public open house is held once a year for all grades, during which student work is exhibited.
Completed student projects, both individual and group, are displayed in public exhibitions.

The Administrative Team is responsible for legal and organizational adherence to assessment policy and procedures.

In order to insure validity, reliability and objectivity for our authentic assessments school wide rubrics are used. These have been developed for main lesson books, portfolios, performances, projects and reports. In addition, the Educational Trustees work together to determine a set of minimum standards for the narrative assessments.

Performance standards and assessments for English language learner students will be in accordance with the state-adopted English Language Development Standards.

Use and Reporting of Data

The school will compile and provide to CUSD an Annual Performance Report. This report will, at a minimum, include the following data:

Summary data showing student progress toward the goals and outcomes listed above.
An analysis of whether student performance is meeting the goals specified in above. This data will be displayed in both school-wide and disaggregated by major racial and ethnic categories to the extent feasible without compromising student confidentiality.
A summary of major decisions and policies established by the Journey School Council during the year.
Data on the level of parent Involvement In the School's governance (and other aspects if applicable) and summary data from an annual parent and student satisfaction survey.
Data regarding the number of staff working at the school and their qualifications.
A copy of the School's health and safety policies and/or a summary of any major changes to those policies during the year.
Information demonstrating whether the School implemented the means listed in the charter to strive to achieve a racially and ethnically balanced school population.
An overview of the School's admission practices during the year and data regarding the number of students enrolled, on waiting lists and the numbers of students expelled and/or suspended.
Analysis of the effectiveness of the School's internal and external dispute mechanisms and data on the number and resolution of disputes and complaints.
Other information regarding the education program and the administrative, legal and governance operations of the School relative to compliance with the terms of the charter generally.

Journey School and CUSD have jointly developed the content, evaluation criteria, timelines and process for the annual performance report. Journey School will use the information compiled in the performance audit to evaluate and improve upon its educational programming as necessary.

IV. GOVERNANCE STRUCTURE

Journey School is organized and operated as a California non-profit public benefit corporation and is legally and operationally independent from CUSD. Journey School reserves the right to negotiate a variety of service contracts with CUSD, with the understanding that neither party is obligated to either provide or accept services, but will do so only by mutual agreement. Journey School Council generates and adopts by-laws (see Exhibit A) and school policies necessary to comply with the terms of this charter and the law, as well as any other policies necessary to operate Journey School, including, but not limited to, fiscal policies.

Journey School's Council is responsible for:

Upholding the mission and vision
Legal and financial stability
Upholding bylaws, council code of conduct, operating principles, and other policies
Review and approval of school and Council policies
Final approval of hiring, dismissal, job descriptions and employment agreements
Final approval of expulsions
Designating administrative authority to staff
Monitoring school's performance
Evaluating Council's performance
Supporting and promoting fundraising efforts
Supporting and promoting the school throughout the community

The Journey School Council consists of between four and eleven voting members. Any resident of the state of California may serve on the Council. In order to best serve the school, efforts will be made to recruit Council members from both the school community and the community at large, who reflect expertise and experience in any of the following areas: legal, financial, Steiner (Waldorf) Education, board leadership, curriculum and assessment, instruction, fundraising, facilities, or public relations. The Council includes at least one representative from the parent body at large and at least one representative from the Educational Trustees. In order to ensure the involvement of parents and guardians on behalf of the school's students, efforts will be made to recruit one member from the Parent Cabinet. Ideally, the composition will reflect a balance of parents, educators and community members with expertise. CUSD will have the option of appointing a representative to the Journey School Council or of asking Journey School to provide a representative for them that will serve as a liaison between CUSD and Journey School. The Journey School Administrator will be seated on the Council as an officer and non-voting member. In addition, the Administrator serves as the official liaison between Journey School and CUSD. When Journey School begins enrolling 7th and 8th grade students a non-voting student position on the Council may be created. The Journey School Council will meet a minimum of one regular meeting per quarter. The Journey School Council will abide by the Brown Act. The Council adheres to California conflict of interest laws in regards to financial reporting and membership by filing current Statements of Economic Interest with the Clerk to the County Board of Supervisors. Interested parties will not exceed 49% of Council membership and will disclose and abstain from voting on actions that are a conflict of interest. Members elected to the Council will have terms from one to three years to allow for staggering of terms.

The Administrative Team follows a collaborative leadership model and includes the Administrator who holds a California Administrative Services Credential as part of an Administrative team that may also include an administrator/mentor specialized in Waldorf education. These two leaders will work together to meet the needs of the school and to foster a positive relationship with CUSD staff. assuring that legal compliance, safety, and instructional leadership/accountability take place within JCS. and other designated staff including the community coordinator who interfaces with prospective and existing families and coordinates the thousands of volunteer hours and the business services manager, currently an outside provider. The JCS office staff also includes a part time attendance clerk and an accounting clerk. The Administrator, along with the Journey School Board, are responsible for recommending and evaluating administrative support staff, proposing and making recommendations regarding school policies, establishing procedures to carry out adopted policies, and creating committees to assist in school planning and function. The Administrator is the liaison between Journey School and CUSD and is responsible for facilitating a relationship between the Educational Trustees and the designated CUSD representative(s). The CUSD representative(s) might be either an instructional staff member and/or the CUSD Council representative. Either the Administrator or a qualified designee will apprise CUSD staff of relevant information regarding Journey School's educational program. If any concerns arise for CUSD regarding the educational program, these will first be addressed through the Administrator.

The Administrative Team is responsible for:

Upholding the mission and vision
Daily operations of the school in support of the Educational Program
Student admissions and records
Ensuring the safety of all students on a daily basis
Recommending policies
Writing procedures based on approved policies
Recommending administrative job descriptions to Council
Hiring of administrative support staff
Evaluating the Administrative Team and support staff
Supporting and promoting the school throughout the community
Monitoring the school's performance

In order to maintain the mission and vision of Journey's Steiner (Waldorf) based school, a mutually respectful relationship will exist between the Council and the Administrative Team. Council members provide a level of expertise and experience in many of the following areas: legal, financial, Steiner (Waldorf) Education, board leadership, curriculum and assessment, instruction, fundraising, facilities, or public relations. Due to limited resources, this expertise and experience is critical to the school's success. The Administrative Team is responsible for implementing Council approved policies, the daily operations of the school, and maintaining open communication with Council. In addition, the Administrative Team organizes Council meetings, posts meeting agendas and maintains Council minutes and records. The relationship between the Council and the Administrative team will be managed through consistent communication, adherence to Professional Standards for Employees, and adherence to Council Code of Conduct and Operating Principles.

The Council and the Administrative Team rely on the Educational Trustees as the primary resource of Journey School to ensure the success of the educational program. As the providers of day-to-day teaching and guidance, the Educational Trustees are the main class teachers. In addition to their role in the classroom, teachers use their expertise in shaping the educational program of the Steiner (Waldorf) based school. Teachers take a leading role in decision-making and give direction to the school to support student success.

The Educational Trustees are responsible for:

establishing and maintaining the mission and vision
implementing the educational program of the school
curriculum, benchmarks, and assessments
administering standardized tests
ensuring the safety of all students on a daily basis
recommendation to Council of hiring and dismissal of main class teachers, specialty teachers, and support staff
recommending job descriptions of teachers and administrative team
teacher evaluations
training, in-service, and professional growth of teaching staff
admissions and placement of students
conducting child/student study team meetings
recommending expulsions
parent-teacher communication
monitoring the school's performance
recommending policies and procedures
supporting and promoting the school throughout the community

V. HUMAN RESOURCES AND SAFETY

Qualifications of School Employees

Journey School is committed to hiring staff that support the school's educational philosophy, mission and vision. In addition, staff should display a continuing passion for learning, strive for excellence in their chosen field, and be flexible and innovative. The Journey School Council adopts personnel policies and a school-staffing plan. Job descriptions include the knowledge, qualifications and personal characteristics necessary for all staff positions. All staff will understand and accept the school's standards of professionalism and confidentiality. The Journey School Council reserves the right to final approval of all employee-hiring decisions.

The main class teacher (considered the "teacher of record") will hold the appropriate California teaching certificate, permit or other documents required by the California Commission on Teacher Credentialing and satisfy the applicable requirements for "highly qualified teachers" within the timeframe dictated by No Child Left Behind Act. Additional qualifications and training related to Steiner (Waldorf) educational methods are determined by the Journey School Council with recommendation by Educational Trustees.. A main class teacher is hired as the primary teacher for each class. The collective group of main class teachers are the Educational Trustees.

Specialty teachers lead specialty subjects. They are considered instructional support staff and will demonstrate appropriate subject matter expertise and the capacity to work successfully in the classroom environment as instructional support to the main class teacher. Specialty teachers will not be considered the "teacher of record" and need not be credentialed.

Administrative employees shall have the desired educational and professional backgrounds, and level of experience necessary to perform specific administrative responsibilities. Positions considered to be key in the administrative category are the Administrator and the Community Coordinator. The additional qualifications for these positions include higher educational requirements such as an Administrative Services Credential for the administrator and knowledge of Waldorf pedagogy and level of experience with outreach and serving a school community for the Community Coordinator.

Compensation and Benefits

Journey School maintains salary schedules for certificated and non-certified personnel, which are reviewed annually by Journey School's Council. The certificated salary schedule is based upon educational background, experience and annual performance. The non-certified salary schedule provides the salary or hourly ranges for each classified position. Full time staff at Journey School have access to a cafeteria benefits plan and retirement plan. The Journey School employees have access to STRS, PERS.

Employee Representation

Journey School shall be considered the exclusive public school employer of the school's employees for purposes of the Educational Employment Relations Act (Chapter 10.7 (commencing with Section 3540 of Division 4 of Title 4 of Title 1 of the Government Code). The scope of representation shall include discipline and dismissal of charter school employees.

Rights of School District Employees

Teachers or other staff who have resigned from permanent status in CUSD or another district to work at Journey School shall have rights of return only in accordance with their existing district personnel policies and collective bargaining agreements.

Journey School may negotiate with CUSD to "loan" existing district employees who would then retain their status and benefits through CUSD, but who would work under Journey School's employment policies. Neither CUSD nor Journey School are obligated to agree to such a loan, but may do so if mutually agreeable. If a CUSD employee is working at Journey School, the School will notify the District prior to March 15 of each year, if any such employee is not going to be re-employed the following school year.

Journey School provides health benefits for full time staff. Any employee entitled to participation in COBRA plans will retain this right in accordance with applicable laws.

Health and Safety

Journey School has adopted and implemented a comprehensive set of Health and Safety and Risk Management policies to meet the needs of the school. The policies have been developed in consultation with the school's insurance program. The Journey School Council has reviewed the Health and Safety policies of CUSD and because the school exists on CUSD district facilities are used, the school will require that all employees, students and parents comply with CUSD safety policies on the school campus, and that the school will enforce the policies to the full extent possible. Qualified trainers or CUSD will provide training for staff. Safety related information will be disseminated to parents and students in one or more of the following methods: website, newsletter, parent/student handbook; parent orientation, class meetings, assemblies and in class.

Journey School will comply with Education Code Section 44237, requiring that school employees submit to a criminal background check and furnish a criminal record summary.

Other issues addressed in the Health and Safety policies include:

Response to natural disasters and emergencies.
Training of personnel in emergency response, prevention of blood borne pathogens, and exposure/handling of hazardous materials.
Administration of prescription medicines to students.
Documentation of immunization status of students and staff.
Safety of facilities, including consultation with the Fire Marshall, consideration of local building codes and/or evaluation by a structural engineer for seismic safety.
Insuring the safety and limiting liability for students, staff and volunteers for off campus events, and for persons coming to or leaving campus.
Insuring safety and limiting liability for volunteers working on campus.
A policy that the school functions as a drug, alcohol and tobacco free workplace.
Journey School shall adhere to Education Code Section 49450 et. seq. as applicable to the grade levels served by the school.
Journey shall adhere to an Emergency Preparedness Handbook drafted specifically to the needs of the school site. This handbook shall include but not be limited to the following responses: fire, flood, earthquake, terrorist threats, and hostage situations.
Journey prohibits sexual harassment and harassment because of race, color, national origin, ancestry, religion, creed, physical or mental disability, marital status, medical condition, sexual orientation, age, or any other basis protected by federal, state, or local law. All such harassment is unlawful and will not be tolerated.

Dispute Resolution

Disputes Between the District and the School

The School and the District will always attempt to resolve any disputes between them amicably and reasonably without resorting to formal procedures. Both shall refrain from public commentary regarding any disputes until the matter has progressed through the dispute resolution process unless legally required to do otherwise.

In the event of a dispute between the School and the District, the staff and School Board/Board members of the Charter school and District agree to first frame the issue in written format and refer the issue to the Superintendent and Executive Director/Principal of the School. 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, this shall be specifically noted in the written dispute statement.

The Executive Director/Principal and Superintendent 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 statement. In the event that this informal meeting fails to resolve the dispute, both parties shall identify two governing board members from their respective boards who shall jointly meet with the Superintendent and Executive Director/ Administrator of the Charter School and attempt to resolve the dispute within 15 business days from the dispute statement. If this joint meeting fails to resolve the dispute, the Superintendent and Executive Director/Principal shall meet to jointly identify a neutral third party mediator. The format of the mediation session shall be developed jointly by the Superintendent and Executive Director/ Administrator. Mediation shall be held within thirty business days of receipt of the dispute statement. The parties will first seek a mediator from the State Mediation and Conciliation Services office, which is provided at no cost or if the parties cannot agree to a mediator from SMCS, the costs will be split between the two parties. All timelines in this section may be revised if mutually agreed upon by the District and the Charter School.

Internal Disputes

All disputes involving the School shall be resolved by the School according to the School's own internal policies. The District shall not be involved with internal disputes of the School unless the School requests District involvement, or unless the internal dispute relates to one of the reasons under Education Code Section 47607 for which a charter may be revoked.

VI. STUDENT ADMISSIONS, ATTENDANCE, AND SUSPENSION/EXPULSION POLICIES

Student Admission Policies and Procedures

Journey School will actively recruit a diverse student population. Admission to the school will be open to any resident of the state of California. If the number of eligible candidates exceeds the school's capacity, a public random drawing will be held.

Prior to admission, the family will be asked to sign a parent contract, which states the rights and responsibilities of both parties. Also, they will be asked to read the charter and the Parent/Student Handbook, which includes the discipline policies, the dress code, the health and safety policies, and other information.

Parents will be informed that for purposes of Special Education, Journey School will be considered a school within CUSD. CUSD will be considered the LEA for Journey School students. CUSD will develop and implement Individualized Education Programs (IEP) for Journey School students with special needs and ensure that special education students receive services in a manner that is consistent with their IEP and applicable laws and regulations.

Enrollment priority will be given as follows:

Continuing students.
Siblings of continuing students and children of employees.
Residents of the CUSD area.

Journey School will make final admission decisions.

In order for students to gain the full benefit of Journey School's program, parents will be fully informed of the importance of staying in the program to completion. Parents will also be fully informed of the differences in Journey School's curriculum and the curriculum used at other CUSD schools so that they may make an informed choice before enrolling in Journey School. The Parent/Student Handbook will clearly communicate to parents that leaving Journey School's program might create some articulation issues for their child, particularly in the primary grades.

Journey School age requirements will comply with all applicable state law. The following age requirements for children entering Journey School will be adopted:

Age 6 by June 1 prior to entering first grade in September
Age policy will continue per above throughout the grades.
Age 5 by December 2 of the year entering kindergarten

Non-Discrimination

Achieving a racial and ethnic balance reflective of the overall CUSD attendance area is a priority for Journey School. In order to fulfill our vision of a diverse, interdependent school community, we strive to have many ethnic groups represented in our student and staff population. Some of the methods implemented are:

An active broad based recruitment and admission process, including an appropriate timeline and distribution of promotional materials.
Development of promotional and informational material in Spanish, in order to appeal to and create a welcoming, supportive environment for limited English proficient populations.
Outreach to a broad variety of geographical areas, community groups, and agencies, using a variety of forms including written materials and informational presentations.
Active efforts to recruit bilingual teachers and staff.
Promoting school wide respect and knowledge of other cultures and languages through a variety of activities, including multicultural school celebrations involving the community and aligning elements of foreign language instruction with the ongoing English curriculum. Consideration of each family's culture and circumstances will be given in all activities where parental involvement or support is required.
Development of general as well as individual plans to meet the needs of Limited English Proficient students.

No student will be denied admission to Journey School based on race, ethnicity, national origin, gender or disability.

Public School Attendance Alternatives

Students who opt not to attend the charter school may attend other district of residence schools or pursue an inter-district transfer in accordance with the existing enrollment and transfer policies of the district of residence. No CUSD student will be required to attend Journey School. No student will have an automatic right to enrollment in any school or program of CUSD by virtue of their enrollment at Journey School.

Issues of articulation for a student leaving Journey School to attend another school are addressed under Student Admission Policies and Procedures above.

Suspension/Expulsion Procedures

Journey School maintains a comprehensive set of student discipline policies. These policies are published as part of the Parent/Student Handbook. The school's expectations regarding attendance, respect, substance abuse (including bringing tobacco, alcohol or illegal substances to school), violence and safety are clearly outlined.

It is expected that all children will live up to the standard of courteous behavior which develops out of an attitude of respect for their parents, teachers, fellow students and their environment. If behavior issues cannot be resolved through the process outlined in the school discipline policies, terms of probation and suspension may be agreed upon and carried out. A student may be immediately suspended and later expelled for behavior that constitutes an immediate threat to the health and safety of students, staff or visitors. Prior to formal expulsion, students will be accorded due process, and the Journey School Council will then act on the recommendations of the Administrative Team as outlined in the school's Pupil Suspension and Expulsion Policy. This policy provides for adequate due process for students. In order to serve the best interests of the school's students, parents or guardians, a student may be suspended or expelled for offenses enumerated in the policy include, but are not limited to, Education Code 48900 sections (a) through (g). Annually, the Administrative Team initiates a review of the policies and procedures regarding suspension and expulsion. If modifications are necessary, the Administrative Team will recommend the appropriate modification(s) to Journey School Council. All policies are adapted to conform to federal law regarding students with exceptional needs. This includes, but is not limited to convening an individualized education plan team meeting if a suspension lasts beyond ten days or in the event that expulsion is recommended. The school will notify CUSD of any expulsions. Suspension and expulsion data will be included in the annual performance report and school accountability report card.

VII. FINANCIAL PLANNING, REPORTING, AND ACCOUNTABILITY

Budgets

A current year and three year projected cash flow budget are attached as Exhibit B.

Financial Reporting

Journey School has adopted fiscal control policies to ensure that adequate controls are in place over the budget, assets, liabilities, revenues and expenditures. Financial information is maintained on computerized financial system using SACS codes. Interim un-audited financial reports are provided monthly to Journey School's Council. An independent financial audit is conducted annually and included with the Annual Performance Report submitted to the District by December 15th following the close of each fiscal year.

The Charter School shall provide reports to the District as follows, and may provide additional fiscal reports as requested by the District:

By July 1, a preliminary budget for the current fiscal year. For a charter school in its first year of operation, financial statements submitted with the charter petition pursuant to Education Code 47605(g) will satisfy this requirement.
By December 15, an interim financial report for the current fiscal year reflecting changes through October 31. Additionally, on December 15, a copy of the Charter School's annual, independent financial audit report for the preceding fiscal year shall be delivered to the District, State Controller, State Department of Education and County Superintendent of Schools.
By March 15, a second interim financial report for the current fiscal year reflecting changes through January 31.
By September 15, a final un-audited report for the full prior year. The report submitted to the District shall include an annual statement of all the Charter School's receipts and expenditures for the preceding fiscal year.

Insurance

Journey School maintains general liability insurance, excess liability insurance, directors and officers insurance, and workers compensation insurance. Annually during budget development, costs of all policies are reviewed.

Administrative Services

Journey School has a structure in place to provide for business and administrative services, which include human resources, financial accounting, attendance accounting, and payroll. Some services, such as, but not limited to, bookkeeping and payroll services, may be contracted with qualified outside providers. Outside providers are selected based on responses to criteria included in a request for proposal or a published solicitation. Administrative support services may be contracted with CUSD. Neither party is obligated to either provide or accept services, but will negotiate in good faith to develop a mutually agreeable arrangement. The school and the district will negotiate on an annual basis to develop a memorandum of understanding that will establish specific service and financial arrangements between the two parties.

Facilities

At full capacity, Journey School requires at a minimum ten (10) classrooms, special education room(s), restrooms, playgrounds, administrative office and conference room, library and access to a multipurpose room. Journey School resides at the Wood Canyon Elementary campus 23431 Knollwood, Aliso Viejo CA 92656 under a facility lease agreement with CUSD. Facilities costs are incorporated in the school's budget and reviewed annually.

Transportation

Journey School does not intend to provide daily transportation for students. For fieldtrips, the school may contract with a qualified outside transportation vendor who holds the appropriate types and levels of insurance.

Audits

The Journey School Council will oversee the selection of an auditor, the preparation and completion of an annual independent audit of the school's finances. Journey School Council will contract with an independent auditor who has experience in education finance to perform this audit at the end of each fiscal year. The audit will be submitted to the Journey School Council for review and response and/or approval. The Administrative Team is responsible for submitting the audit to the State Controller, the county superintendent of schools, California Department of Education, and to CUSD by December 15th following the close of each fiscal year. The audit will be conducted using generally accepted accounting principles applicable to the school. The audit will, at a minimum: verify the accuracy of the school's financial statements, examine revenue related data collection and reporting practices and examine the school's internal controls.

If any audit exceptions or deficiencies occur, these will be reported to the Journey School Council. The Council will prepare a corrective action plan to resolve to the satisfaction of the District. The District Liaison Council Member will report to the Chief Financial Officer of CUSD on the corrective action. If the exceptions are not resolved to the satisfaction of CUSD, the matter will be referred to the dispute resolution process.

Closure Protocol

In the event that Journey School closes, staff will be compensated through the last day of service to the extent resources are available. Staff may be retained, to the extent resources are available, for a period of time after school closure to ensure that student records are transferred to CUSD and/or other appropriate agencies. The school will send written notification to parents, guardians and staff of the school's closure. Journey School Council will contract for a final independent fiscal audit and settle liabilities of the school to the extent funds are available. The remaining assets, including, but not limited to, cash and cash equivalents, computers, furniture and equipment, materials and supplies, will be disposed of by the Council to another non-profit or governmental entity in accordance with the articles of incorporation.

School Management Contracts

Journey School has contracted the services of Charter School Management Corporation, Inc. to supply back office services including accounting, bookkeeping, State and Federal reporting.

VIII. CHARTER SCHOOL ACCOUNTABILITY, RENEWAL AND REVOCATIONS

CUSD and Journey School agree to work together to accomplish all tasks necessary to fully implement this charter, including negotiation and preparation of an MOU. If, at any time during the Charter period, CUSD develops significant concerns regarding curriculum, standards, assessments, or outcomes, Journey School and CUSD agree to negotiate cooperatively to address the concerns to the satisfaction of both parties.

Journey School agrees that CUSD may have access to all financial and meeting records, and that Journey School will respond in a timely fashion to any reasonable requests for information by CUSD. CUSD may inspect or observe any part of the charter school at any time, however all access will be exclusively through one or more designated persons, who have been mutually agreed upon by CUSD and Journey School. CUSD shall provide reasonable notice to the Adminstrator of the school prior to any observation or inspection unless there is an immediate threat to health or safety.

The charter may be revoked in accordance with Education Code Section 47607.

The Charter School may only be renewed in accordance with Education Code Section 47607.

The Charter School shall notify the District in writing of the charter school's interest in renewing the charter at least 12 months prior to the start of the school year in which a new five-year term would begin.

If the governing board of CUSD believes it has cause to revoke this charter, or either party has cause to change or revoke the MOU, the party initiating the action agrees to notify the other in time to respond to the notice and take appropriate corrective action prior to revocation. The party initiating the action must provide written notice of at least 30 days, and the second party must respond in writing within 14 days of receipt. A public hearing may then be scheduled. Following the hearing, corrective action must begin within 30 days. If corrective action fails to resolve the dispute, CUSD and Journey School agree to submit the matter to mediation with a mutually agreeable third party. If unable to resolve the dispute in a timely fashion, as defined by both parties needs, the parties shall request that the neutral third party make a non-binding recommendation on how to resolve the matter in accordance with the terms of this charter. Exception to this process can occur only when the cause of revocation is a severe and imminent threat to the health and safety of the students at Journey School. In this case, written notice is still required.

The Journey School Council may request from the CUSD Board of Trustees a renewal of the charter at any time prior to expiration. Journey School will submit a written request to begin consideration of charter renewal at least 90 days prior to expiration of the charter. Following the request, Journey School will provide, in a timely manner, information to substantiate the success of the school in accomplishing its stated goals. If necessary, CUSD and Journey School may then negotiate to make any changes necessary for approval of the request. A public hearing will be included in this process. The CUSD Board will then vote on the renewal request.

Either Journey School or CUSD may request a material amendment to this charter at any time. If the material amendment request is not included with a request for renewal, it will be subject to the following process. The party requesting the amendment will submit the request, in writing, along with the reason for the request and any supporting information. Changes to the amendment may be negotiated, and a public hearing will be held. If CUSD requests the amendment, the Journey School Council must first vote to accept it prior to formal adoption by the CUSD Board of Trustees. The amendment request must be acted upon by either a vote or by obtaining an agreement for an extension within four months of the original notification.

The terms of this charter will begin on July 1, 2005 and will expire five years thereafter, unless renewed.

IX. IMPACT ON THE CHARTER AUTHORIZER

Intent

This statement is intended to fulfill the terms of Education Code Section 47605(g) and provides information regarding the proposed operation and potential effects of the Charter School on the District. This information is intended for informational purposes only and to assist the District in understanding how the proposed school may affect the District. This information does not constitute a legally binding contract or agreement, is not intended to govern the relationship of the School and District, and is not a part of the charter of Charter School or any related agreements or memoranda of understanding.

Civil Liability

Journey School provides another educational choice for CUSD parents and students. The school leases facilities at Wood Canyon Elementary School. Journey School has the option of requesting facilities under Proposition 39.

Administration, including, but not limited to, daily operations, accounting, payroll, human resources, and attendance accounting, are independent of CUSD. Operating the school will necessitate coordination, and communication with the appropriate CUSD management and staff.

For special education purposes, Journey School is considered to be a school within the district. CUSD provides administration for Student Study Team and Individual Education Plan meetings. Delivery of special education services may occur at: the Journey School site, sites maintained by the school district, county office, SELPA, or other appropriate provider.

Journey School carries types and levels of insurance in accordance with the Memorandum of Understanding with CUSD.

POTENTIAL CIVIL LIABILITY EFFECTS

The Charter School shall be operated as 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 23701d. One of the objectives of the corporation is to provide public education for residents of the State of California, in accordance with the Charter Schools Act, California Education Code Section 47600, et seq.

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 requested protocol to ensure the District shall not be liable for the operation of the Charter School.

Further, the Charter School and the District shall enter into a memorandum of understanding ("MOU"), which shall provide for indemnification of the District.

The corporate bylaws of the Charter School shall provide for indemnification of the school's Board of Directors, officers, agents, and employees, and the School will purchase general liability insurance, Directors and Officers insurance, and fidelity bonding to secure against financial risks. Insurance amounts will be determined by recommendation of the insurance company for schools of similar size, location, and type of program. The District shall be named an additional insured on the general liability insurance of the Charter School.

The Board of Directors of the School will institute appropriate risk management practices, including screening of employees, establishing codes of conduct for students, staff, and participating families, and procedures governing financial transactions and dispute resolution.

X. SEVERABILITY CLAUSE

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 Journey School and CUSD governing boards. CUSD and Journey School agree to meet to discuss and resolve any issues or differences relating to invalidated provisions in a timely and proactive fashion.

Assurances

As the authorized representative of the applicant, I hereby certify that the information submitted in this application for a charter for Journey School to be located at 23431 Knollwood, Aliso Viejo, CA 92656 is true to the best of my knowledge and belief; and further I understand that if awarded a charter, the school:

Will meet all statewide standards and conduct the student assessments required, pursuant to Section 60605, and any other statewide standards authorized in statute, or student assessments applicable to students in non-charter public schools.
Will be deemed the exclusive public school employer of the employees of the charter school for the purposes of the Educational Employment Act (commencing with Section 3540) of Division 4 of Title 4 of Title 1 of the Government Code.
Will be nonsectarian in its programs, admissions policies, employment practices, and all other operations.
Will not charge tuition.
Will admit all students who wish to attend the school, and who submit a timely application, unless the school receives a greater number of applications than there are spaces for students, in which case each applicant will be given equal chance of admission through a public random lottery process.
Will not discriminate against any student on the basis of ethnic background, national origin, gender, or disability.
Will adhere to all provisions of federal law relating to students with disabilities, including the IDEA, Section 504 of the Rehabilitation Act of 1974, and Title II of the Americans with Disabilities Act of 1990.
Will comply with all applicable requirements stipulated in the federal No Child Left Behind Act.
Will meet all requirements for employment set forth in applicable provisions of law, including, but not limited to credentials.
Will ensure that teachers in the school hold a Commission on Teacher Credentialing certificate, permit, or other document equivalent to that which a teacher in other public schools are required to hold. As allowed by statute, flexibility may be given to non-core, non-college preparatory teachers.
Will at all times maintain all necessary and appropriate insurance coverage.
Will hold all Council meetings incompliance with the Brown Act.
Will follow any and all other federal, state, and local laws and regulations that pertain to the applicant or the operation of the charter school.

If charter school employees or board members fail to comply with these assurances, the CUSD board of trustees may use its authority as chartering agency to provide notification to the school and initiate action to revoke the charter as provided in California Education Code Section 47607.

________________________________________________________________

Authorized Representative's Signature Date

Submitted to

Capistrano Unified School District

March 31, 2005