Alumni Directory

• LPA will assess all students in reading and math. This will be done through a pre-assessment after admission, as well as by regular assessments throughout the year, which include state-wide assessments and curriculum-based assessments. According to the results of the assessments and the teachers’ input, students will be placed in smaller achievement-level groups for the purpose of mastering the basics of language arts and math.
• Ongoing assessments from the designated curricula as well as continuous formative assessments will be administered to determine literacy and math competencies. Groups will be moved as needed at intervals that are conducive to the learning environment and students’ individual learning demands.
• Data from the K-3 DRA, ITBS, CRT, and the State Writing Assessment will be used to determine students’ proficiency levels and to develop, align, and enhance the curriculum for the purpose of improving student learning.
• Teachers will be assigned "coaches" for the purpose of refining professional skills and for support in monitoring the assessment of student progress.
• Teacher in-service meetings will be held regularly to review student progress and performance.

• Teachers will be trained in direct instruction teaching methods for the basic skill development or grammar stage of classical education. This stage generally includes grades K-4.
• Teachers of grades 5-8 will be trained in the "logic stage" of classical education using the multi-intelligence model and become proficient in tutoring, coaching, evaluation, etc., while teachers for 9th grade will be trained in the rhetoric stage.
• Teachers will be trained and competent in teaching the Core Knowledge curriculum.
• Teachers will be trained in the CHAMPS method (and/or another method) of classroom management. This will ensure that every student knows how to behave appropriately according to the situation, thus reducing the probability of discipline-related off-task time.

• LPA’s goal is to have a full staff for summer training. This will provide an opportunity for a faculty retreat wherein teachers may be trained in school curricula and teaching methods. They will also meet regularly as grade-level teams to refine lesson plans, timelines, and class schedules.
• In-service days will be included before the school year begins and planned throughout each school year for additional implementation needs (e.g. Core Knowledge Conference, Charter SchoolConference, Direct Instruction, etc.).
• Teachers will participate in data-based decision-making for ongoing alignment of curriculum and training before the next school year.

• LPA will ultimately offer a comprehensive fine arts program that will include music, art, dance, and drama. These programs will follow the Core Knowledge Sequence to interrelate these subjects as well as core subjects. Students will participate in fine arts that range from ancient to modern. K-4 will be general music and art classes that correspond to core subjects, while the upper grades will have an opportunity to take dance, drama, music, art, and other extra-curricular classes as desired and needed.
• Assemblies will give the students opportunities to showcase their learning.
• LPA will utilize direct instruction, unlike many local schools.
• LPA will use Core Knowledge Sequence, while local schools use only portions of this program.

• In addition to the State’s measurements and assessments for learning outcomes such as the DRA, the ITBS, the State Writing Assessment, and the CRT for grades K-9 and the designated curricula assessments. LPA will develop measurement tools that will be used to monitor skill level mastery in the basic subjects. These monitoring tools will be used on a frequent basis and assessed regularly for achievement group accuracy.
• Each year a school improvement plan is developed which will include results from parent and faculty surveys, and state and school testing data.

• The Founding Council consists of a number of parents whose children will attend LPA. They have been involved in decision-making from the onset.
• Parents can serve on auxiliary committees of the Governing Board.
• Parents will be strongly encouraged to provide 20 hours of service, per parent, to the school in areas of their choosing. This may include classroom volunteer, activity and/or club advisor, tutor/mentor, and/or additional school support (see Parent Involvement Document in the Public Policy section).

(See also 53A-1a-508 (3)(h))

• A large portion of schools in the Davis School District does not meet AYP in one general area, students with disabilities. LPA’s teaching strategy, Direct Instruction, is not only highly effective in teaching nonspecial education students but also those with disabilities. We will use inclusion and achievement-based grouping to address this issue. 
• We will use the medium of Spanish radio and Spanish print ads to allow equal opportunities for all students. We will promote a multicultural atmosphere. 
• We will use data-driven teaching tools, continually assess learning, enact school and student improvement plans, and work closely with parents and teachers to ensure that no child is left behind.