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Homeschool Parent Handbook

(version 10.0)

Vivian Price, Assistant Superintendent Education

Personalized Learning

43466 Business Park Dr.

Temecula, CA 92590

Table of Contents

• Mission Statement/Philosophy About SCS and the Homeschool Program:
• Credentialed Support
• Our Commitment to You
• Criteria for enrollment in the Homeschool program
• Child Abuse Reporting
• WASC Accreditation
• High School Guidance Services
• Graduating from SCS
• Opportunities within the Homeschool program Curriculum and Educational Opportunities:
• Parent Events and Park Days
• Field Trips
• Homeschool Math Path Policy
• Distance Learning
• Educational Philosophies
• Instructional Funds, Budgets, and Materials Accountability
• Curriculum Suggestions
• Book Mart Overview
• Boxed Sets and Custom Curriculum
• Our Most Popular Vendors
• New Vendor Requests
• Documenting Academic Progress SCS Homeschool Policies and Procedures:
• Learning Plan Meetings
• Learning Plan Forms
• Portfolio Policy
• Attendance
• Educational Activity Samples
• Expected School-wide Learning Results
• Academic Integrity
• Computer Usage Policy
• Report Cards
• Measuring Student Progress
• Adequate Progress Policy
• Student Improvement
• Transferring to Another ES or Program
• Resolving a Complaint
• Withdrawing from RSCS
• Expulsion & Suspension
• Withholding Records for Property Loss or Damage
• Testing and Assessment
• Assessments Available Through SCS
• Appendix A
• Appendix B
• Appendix C

OUR COMMITMENT TO YOU

• Our mission is to support you, the parent, as you make choices regarding your student’s education. We provide you with a credentialed Education Specialist (ES) who is your primary connection to the school, and your first source of information. An ES must meet face-to-face with the parent and student at least once every 20 school attendance days.
• Your ES should answer any questions that you may have about your child’s education and the school. If s/he is unable to answer your question, the answer will be researched and information provided to you in a timely manner.
• Your ES will assist you in developing your student’s educational goals, will evaluate the student’s progress and provide feedback, support and assistance each month at the Learning Plan (LP) meeting, then assist with developing the LP for the subsequent month. If at any time you feel that you are not getting adequate help from your ES, please let him/her know. If that does not resolve the issue, please contact the ES’s supervising Homeschool Director, listed on your general information sheet.
• Your ES will keep your family informed of news and upcoming events with Springs Charter Schools.
• Some of your student’s educational options are contract programs with local vendors, small group instruction, educational activities, field trips, learning center participation and distance learning opportunities. Your ES will explain these options to you.
• You may use instructional funding to provide a computer for use in your home while enrolled in Springs Charter Schools. If you do not have a computer, we encourage you to pursue this option. Your ES can provide detailed information.
• Your ES will evaluate your needs and help you select the best curriculum according to your student’s learning style and your educational philosophy. Though we encourage the use of BookMart for the majority of your curriculum needs, we also have hundreds of vendors from whom you may choose curriculum and art or science supplies. Your Education Specialist will place all other orders through the online purchase order system (OPS) for you, and track your student’s funding balance. Sales tax and shipping charges are also deducted from the student’s Instructional Funds (IF) account. If more than 2 orders are placed through OPS a $10 fee will be charged to your student’s account for the processing of each additional order, so it is best to try to plan ahead and order all materials from a vendor at one time.
• We provide all California state mandated tests. We administer physical fitness testing, the CAASP tests and the California High School Exit Exam each year. Results are provided to you as soon as they are available to us. Information about other high school assessment needs is linked to our website in the High School Guidance area. Your ES can provide you with information about any other assessments in which you are interested. We also ask that your student participate in some of the assessments deemed important for diagnostic use by Springs Charter Schools. Please plan to support your ES in providing the opportunity for these assessments. S/he can then assist you in use of the results to support future instructional goals for your student.

CRITERIA FOR ENROLLMENT IN THE SCS HOMESCHOOL PROGRAM

Springs Charter Schools believes that the home is where a young person's life-long love for learning is established, and positive values and beliefs are formed. SCS is firmly rooted in the parent choice philosophy. We believe that students learn differently from one another and require different curricula and teaching methods to fully develop their potential. Further, we are committed to the idea that the parents (often with their children's help) are the best ones to make these decisions. Therefore, supporting parents and students in developing and delivering a personalized home-based education program is our goal. Our program's philosophy is built on three aspects: direct parent involvement, abundant learning programs and opportunities, and an individualized curriculum approach to learning. Whether in a classroom or at home, participating in community activities or exploring learning through field trips, SCS offers a wide range of learning opportunities and programs designed to help the student aspire to his or her highest potential. The SCS Homeschool program is most successful if you, as the parent and primary educator, have four hours available each day to spend with your child in direct instruction. You are empowered by working with SCS for your Homeschooling because the choices are in your control. As the person who knows your son/daughter best, you choose the manner of delivery for the content that your child will learn. You have the freedom and flexibility to dive deeper into areas of interest and to take advantage of “teachable moments.” You teach your child one-on-one as much as possible, providing personalized learning every week. You may choose to incorporate an interest-led approach to learning, which keeps your child motivated and loving the learning process. We realize that all students learn in a variety of ways and we are here to support you in your educational endeavors. In the interest of giving students the opportunity to pursue their goals for the future we do keep to WASC guidelines for our high school courses, which may inhibit total educational freedom for students in grades nine through twelve, however providing a great deal of choice continues to be at the forefront of our planning for the high school program.

MANDATED CHILD ABUSE REPORTING

Our responsibilities: The Child Abuse and Neglect Reporting Act (Penal Code, § et. seq.) requires certain professionals and lay persons who have a special working relationship or regular contact with children to report known or suspected child abuse to the proper authorities. “Mandated reporters” of child abuse, as defined in Penal Code section 11165.7, include: (1) A teacher. (2) An instructional aide. (3) A teacher's aide or teacher's assistant employed by any public or private school. (4) A classified employee of any public school. If an SCS employee knows or suspects that a child is being abused or criminally neglected, he/she must call the local child protection agency immediately. Failure to report a case of known or suspected child abuse can result in the individual being found guilty of a misdemeanor and punished by six months in jail and/or a fine of up to $1,000.

GRADUATING FROM SCS All high school students are expected to take a series of courses that lead to the receipt of a high school diploma. The ES is expected to ensure that students are scheduled in classes designed to meet SCS graduation requirements. The method for meeting SCS Standards and Graduation Requirements is determined between the ES, parent and student. Course selection, student learning style, academic ability and personal preferences should be considered during the initial discussions in the academic planning process. CAHSEE- Beginning in 2006 all California high school students must pass the California High School Exit Exam in order to meet the California Diploma requirements.

Graduation Requirements for Graduating Class of 2015 Language Arts 30 units Life Skills 50 units including: � 20 units Physical Education � 5 units Health � 25 Life Skills Electives History/Politics 30 units including: � 10 units World History w/Geography � 10 units United States History w/Geography � 5 units Economics � 5 units American Government Mathematics 30 units including 1 year of Algebra I � 10 units Algebra I or higher � 20 units mathematics Science 20 units including � 10 units of Physical/Earth Science w/lab � 10 units of Biological/Life Science w/lab Special Interests 70 units including � 10 units Foreign Language or Visual & Performing Arts � 10 units English Elective � 50 units Special Interest Total Units: 230

CAHSEE – High school students must pass both sections of the California High School Exit Exam to receive a high school diploma.

PARTICIPATION IN GRADUATION CEREMONIES

A graduating senior may participate in the SCS Graduation Ceremonies if:

• The student has completed all graduation course & exam requirements or the student has completed all graduation course requirements and is awaiting exam results.
• The student is within 5 units of completion of graduation course, is enrolled in summer school and has completed exam requirements.

All students participating in the SCS graduation ceremony must be in “good standing” with regard to citizenship and behavior.

Note: Participation in graduation ceremonies is a privilege. Students may be notified in writing as part of a disciplinary process that, although they will receive the diploma for completing all graduation courses & exam requirements, the privilege of participating in the ceremonies has been withdrawn based on non-academic issues, including citizenship and behavior. In these cases the parent may appeal the decision to the Academy Director, Assistant Superintendent, Education or Assistant Superintendent, Education Personalized Learning.

Opportunities for Homeschool Students at SCS

Learning Center Classes : Springs Charter Schools offer a variety of fun, enriching classes, which give students an opportunity to get to know each other and to share academic experiences with their peers. Learning Center classes for homeschool students are paid for out of the student’s Instructional Funds (IF) account. Learning Center enrichment classes are available for elementary and middle school students. Students enrolling at a Learning Center should work with both their Education Specialist and the Learning Center staff to determine their options. Learning Centers are located in Hemet, Corona, Riverside, Rancho Cucamonga, Temecula, Murrieta, Otay Ranch and Orange County.

Renaissance High School Academy: SCS Homeschool high school students may participate in up to two on-site core academic courses through the local Renaissance High School Academy (RHSA) program, located in Hemet, Riverside and Temecula. RHSA classes for Homeschool students are paid for out of the student’s Instructional Funds (IF) account. Students enrolling in a RHSA course should work with both their Education Specialist and the RHSA staff to determine the most viable learning option for the individual student. Contact your ES for course enrollment information.

On-line Learning: It has been said that adults are “digital immigrants,” while children are “digital natives.” Is your student a digital native? If so, a ROLLIE Spanish or French (Renaissance Online Learning) course might be the perfect fit. Students receive and upload assignments online and receive support from an online instructor. (Note: Families need to provide the necessary computer, software, ISP connections, etc. The details of required equipment are posted on the website.) Contact your ES for course enrollment information.

MATH PATH HOMESCHOOL POLICY

The Math Path Program has been created to help Springs Charter Schools meet our Program Improvement goal of accelerating the proficiency of our students in math. Within our Homeschool program 60% of our student population is not meeting statewide targets. In the Fall of 2012 we instituted this supported, structured math program suitable for all students. While it is our recommended math program for all students, it is required for those students who have not met our minimum proficiency targets.

1. All students whose assessment history show they are performing below a proficient for their current grade level must follow the Math Path program.

• These assessments include but are not limited to i-Ready diagnostic, Milestone tests, STAR score history, previous report card grades, formal or informal assessments, WRAT, and textbook diagnostic tests.
• Exceptions may be made only with the approval of the Director of Instructional Support.

2. The student and parent will work with ES to review the options and create an individualized plan for the Math Path student.

• The parent is committed to implementing all components of the plan in their entirety each month.
• Options include a textbook based curriculum or a Learning Center based class. o Class attendance is required if that option is selected o Changes will be made to the selected program if attendance requirements are not met.

3. Math Path parent training is a required component. This will equip the parent with necessary teaching strategies and skills needed to use the results of progress to drive the instruction of the student.

• The parent must attend one workshop each semester as scheduled on the academic calendar.
• Online interactive training will also be provided throughout the year.

4. ESs will assess students using various assessment tools to determine if the student can follow the standard course work or if a “catch up” plan needs to be created

• Determination will be made using multiple measures including i-Ready diagnostic, STAR test history, Milestone tests or other math assessments.
• ES and Parent can access additional assistance for struggling students through RTI and the Student Achievement Advisors

5. Pacing guides will be assigned for a student on the Math Path and at least every 20 school days the parent will work with the ES to create a personalized learning plan, describing what the student will be expected to accomplish during the next Learning Period * see charter info below.
   • At least 55 minutes of math instruction as assigned in the Math Path lesson plans.
   • Completion of the monthly assessment for the student on the Math Path.
6. Work will be verified every Learning Plan Meeting through ES review of the student work, assessments, and the intervention plan checklist (if applicable).
   • Assessments will be provided at every meeting and noted in the learning plan.
   • Math Path supplemental curriculum and instruction will be adjusted based on results.
7. A student who does not complete the required work will be placed into the Inadequate Progress Process. ** See policy as stated in the Student Agreement below
   • If the ES determines that the student has not made adequate progress, they will indicate this on the WPR (attendance sheet) for that period. A letter will be sent to the parent’s home address to inform the parent that the student did not make adequate progress.
   • A lack of academic progress within the Math Path program may be a sign that the Independent Study program offered through Springs Charter Schools may not be the best learning environment to meet the needs of the student. If this is the case students will be placed in a more supportive learning environment.
8. A student that completes the work however does not successfully master the concepts as measured by the Milestone #2 assessment will be referred to the RTI process and will work closely with a Student Achievement Advisor and the ES to create an intervention plan and an assessment plan based on the results of progress.
9. Springs Charter School staff has a responsibility to place students in the most supportive program that will ensure academic and developmental success for the student.
   • Students who are identified as struggling in a specific Springs Charter School program by their ES may be transferred to a more supportive program.
   • The RTI, IEP or 504 team will make the determination for program placement within Springs Charter Schools based on multiple factors as outlined in each program's Memorandum of Understanding (MOU) and student assessment scores.
   • Students with disabilities who are not making adequate progress in the Math Path program and who currently have an IEP and/or 504 plan will have an IEP or 504 Team meeting to determine if independent study is an appropriate program for the student.

*Charter info - Our existing charter states that the ES must meet face-to-face with students at least once every 20 school days. In order to remain enrolled in this charter school, a student must demonstrate progress towards the

ALEKS Math

Description: ALEKS dramatically increases student performance on Math test scores. ALEKS is a web-based, artificially intelligent assessment and learning system. ALEKS is available for a variety of math courses for 3 rd^ -12th^ grade students, as well as a CAHSEE preparation course. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics he/she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses are very complete in their topic coverage and ALEKS avoids multiple choice questions. ALEKS also allows for customization to align courses with a variety of textbooks or for individualized pacing. For more information visit: www.aleks.com

Discovery Education

Description: Discovery Education is a digital video-based learning resource from Discovery Education. With Discovery Education, educators gain on-demand access to 50,000 content- specific segments from 5,000 full-length educational videos. Today, educators at more than half the schools across the United States use Discovery Education to integrate vibrant digital content into the curricula of more than 30 million students. The site offers the largest and most current K-12 digital video/video segment library available today.

• The only standards-based video-on-demand application shown to increase student achievement
• Practical and easy-to-use learning resources for students and educators
• Access to the highest quality producers--including Discovery School, United Learning, Scholastic, Standards Deviants, and Weston Woods.

Enchanted Learning

Description: Enchanted Learning, LLC, produces children's educational web sites and games which are designed to capture the imagination while maximizing creativity, learning, and enjoyment. Enchanted Learning provides a wide range of printables and educational resources for elementary age children. “We believe that children learn the most (and retain it the longest) when they are actively involved in educational pursuits that are clear, logical, stimulating, and fun. Ease of use is a hallmark of our material. Children need the clearest, simplest computer interface, and our material is created so that the navigation and controls are intuitive. Our mission is to produce educational materials that emphasize creativity and the pure enjoyment of learning. The underlying message is that curiosity and exploration lead to delightful learning experiences.” For more information visit : www.enchantedlearning.com

Reading A-Z

Description: Reading A-Z is a great resource for reading materials for Kindergarten through 5 th grade. If you are interested in this program tell your ES and s/he will request an account from our Instructional Support department, and list the login information here for you. Reading A-Z offers thousands of printable teacher materials to teach guided reading, phonemic awareness, reading comprehension, reading fluency, alphabet, and vocabulary. The teaching resources include professionally developed downloadable leveled books, lesson plans, worksheets, and reading assessments. Please ask your ES for more information.

EDUCATIONAL PHILOSOPHIES

Charlotte Mason/Living Books: Based on the writings of British educator, Charlotte Mason, this unique approach is also sometimes referred to as "Life Experiences." It is a child-centered; the students' natural hunger for knowledge is fed through interaction with a wide variety of quality educational materials. The importance of good character is stressed. Children are trained to develop good habits, thoughtfulness, responsibility, attentiveness, and self-discipline. Individual learning strengths, interests, capacities, and developmental levels are considered and addressed.

Classical Education: The classical approach is a history-based, idea-oriented educational model that exposes students to the great minds of the past through literature, essays, philosophy, etc. It has been successfully used to educate students for hundreds of years and has produced many of history's great minds. Advocates of this language-intensive approach believe the key to educating students is to provide them with intellectual tools that will help them learn to teach themselves.

Delayed Academics: Dr. Raymond and Dorothy Moore were early advocates in the modern homeschooling movement. Their holistic "delayed academics" education model has been applied successfully by thousands of home and school educators worldwide. The research study findings suggested that children are likely to be physically, emotionally, and mentally damaged if required to do traditional classroom learning before they are maturationally ready. With inadequate life experiences upon which to build new concepts, children are unlikely to learn effectively. Children who spend the majority of their time with same-aged children become peer dependent. Basic proposals of the delayed academics model include:

• Formal education should be delayed until the child is mentally, physically, and emotionally ready for such academic pursuits.
• Children have different learning styles, interests, rate of development, etc.
• Personal responsibility and good work habits develop through participation in family work activities, service projects, and home businesses.
• Children's association with peers should be limited and guided. The real world exposes children to people of a variety of ages, interests, abilities, etc.
• Children should be encouraged to spend equal amounts of time and effort on study, family activities, and community service.
• The most effective teachers for children are nurturing, involved, affectionate adults who provide an enriched learning environment and exposure to a large quantity and variety of literature, music, practical and creative arts, and life experiences.
• An unstructured learning approach for younger children, and unit studies or projects for older children are encouraged.

Unschooling, cont.

• Recognizing that learning is an interactive, intrinsically rewarding process that occurs most effectively when chosen and directed by the learner.
• Viewing the parent/teacher as a nurturing, positive role model who interacts freely with the child and facilitates the learning process, rather than being a "teacher."
• Providing children with an enriched environment that invites invention, experimentation, exploration, discovery, and research.
• Surrounding children with books, educational resources, interesting materials, the arts, a wide variety of people and life experiences that include: volunteerism, field trips, mentor- ships, apprenticeships, classes, correspondence courses, private lessons, library/internet research, hands-on activities, practical and creative arts, gardening, home projects, etc.
• Honoring and respecting individual learning styles, interests, talents, gifts, and rates of growth and development.
• Allowing children to be children; not hurrying them through childhood.
• Recognizing that learning is an incremental, lifelong process that occurs everywhere, all the time.
• Believing that knowing how and where to obtain information is more important than memorizing facts.

Waldorf education: Rudolf Steiner is probably best known as the developer of a "Waldorf" education, and its related philosophy, anthroposophy. Steiner was an early proponent of a "holistic" education, in which the physical, emotional, and cognitive needs of children are addressed. He believed individuals move through three distinct developmental stages on their way to maturity: early childhood (pre-K and K), middle childhood (1 st^ – 6th^ ), and adolescence (middle – high school). The Waldorf curriculum is designed to nurture the whole child, while taking advantage of the learning strengths at each developmental stage. Waldorf adherents believe that children can be damaged if they are hurried through childhood and encouraged toward intellectual development before they are maturationally equipped for such pursuits. There is an emphasis on the arts and developing a child’s imagination, with limited media exposure.

Instructional Funds Homeschool Instructional Funds (IF) for the 2014-2015 academic year, pro-rated daily for enrollment after August 26, 2014:

K-8th grade $1,000/year 9th- 12th grade $1200/year

Instructional Funds, Budgets, and Materials Accountability

• Each ES has the responsibility of keeping track of expenses incurred to meet the educational needs and choices of each family.
• The ES can develop a system of keeping track of their educational materials budget by using computer programs, traditional accounting ledgers, or a worksheet.
• Every expense from the instructional funds budget will be tracked in terms of the ES name and student name.
• You must keep these records up ‐to‐ date for each student. The electronic purchasing system will not allow you to submit orders that go over the amount left in the budget.
• The parent and the ES work in cooperation in determining the use of instructional funds in order to produce optimal student learning.
• At no time should this funding be spent indiscriminately by the parent or by the ES.
• Care must be taken to assure parents that this funding is NOT “theirs” and that nothing purchased with this funding is “theirs”.
• Without any reason to disagree with the parent concerning the aforementioned determinations, the ES should make every effort to comply with the parent’s opinion. Ultimately the ES is responsible for the professional and ethical distribution of this funding and that responsibility is not shared.
• Our student expectations are very broad so problems are not likely. However, as an example, the purchase of educational materials must be consistent with the course of student the student has chosen. If a student is studying US History, purchases for European Renaissance materials would not be consistent.
• If there is any disagreement between an ES and parent regarding the purchase of materials, you must notify your director immediately.
• Any item purchased using a student’s instructional funds must be documented in the student’s learning record. If an item is purchased it must be used to support new learning and must be documented in the learning record as such. (For example, if you purchase a printer for a student the learning record should note that they “printed” a research paper, etc…)

• Dance Recital fees or any fees that are outside of the scope of learning a new, or progressing in an already learned, physical activity (no performance fees of any kind can be paid by RSCS)
• Class Sets of any kind must be approved by director
• Street maps (maps for learning geography are allowed)
• Stationary, envelopes (invitation or regular), or business cards
• Computer software that is considered a “game”
• Computer Accessories that are not directly needed for an RSCS course (only items necessary to take a Virtual course through RSCS are allowed).
• Any large or heavy items purchased must be limited to those items which the ES can transport

Frequently Asked About Items:

• There is a $300 (total) limit for all consumables that are used for non‐core subjects. Within this $300 limit a maximum of $75 can be spent on supplies that are used for an end product (i.e., art projects, scrap‐booking, etc), $70 spent on school supply kit items, 4 reams of paper per student per year, 2 ink cartridges per student, or 5 per family per semester, whichever is less. If purchasing toner for a printer, the maximum is one toner cartridge per student/family per year.
• Consumable items must be used within the school year.
• Woodworking Sets – A woodworking set may be purchased for a student if he/she is in a course where its use is necessary. However, the set cannot be kept for future use, it must be returned at the end of the school year.
• Software – Educational Software can be purchased for students as long as it helps progress and enhance their learning in a subject area. ALL software is considered consumable.
• Materials that create an “end product” – A maximum of $75 per student/per year can be spent on supplies that have an “end product”. These supplies include scrap booking, digital photography paper, fabric, crocheting materials, knitting, and the like. In order to purchase these items a student must be specifically working in a course where these supplies are necessary. (It is $75 per student/per year total. A student may get $25 in scrap booking supplies and $50 in digital photography paper and that would be the maximum allowed.)
• Dissection Tools – Dissection tools may be purchased for a student specifically enrolled in a high school level Biology course. All dissection tools must be returned at the end of the school year.

THIS LIST IS NOT ALL ‐ INCLUSIVE. SCS RESERVES THE RIGHT TO REFUSE PURCHASES THAT ARE UNACCEPTABLE.

CONTACT YOUR DIRECTOR IF, AT ANY TIME, YOU HAVE ANY QUESTIONS OR CONCERNS ABOUT MATERIAL PURCHASES.

Computers and Big Ticket Items:

SCS offers one choice for each of the following items:

1. Computers: laptop or Google Chromebook (visit Book Mart for more details) a. Students in grades 3 – 11 can purchase a penny Chromebook b. Students in grades K ‐and 12 can purchase a Chromebook at full price via 2 Bookmart
2. Camera a. K ‐8 choice b. 9 – 12 choice
3. Sewing Machine
4. Printer (visit Book Mart for more details)

If a student needs the above items to meet their educational needs, then the ES needs to check the website for further details. SCS offers one choice for these items. The instructional fund budget CANNOT be used to purchase an item that is not on the SCS list.

For example, we offer a laptop that can be purchased using the instructional funds budget; an ES CANNOT use Office Depot or any other vendor to purchase a different laptop for the family. If the family wants a laptop, other than the one offered, then they will need to find another means for purchase. The same is true for all of the items above.

Remember: if you have any questions regarding the policies and procedures, please contact your director.