Charter Showcases - Saturday, August 6

Session Title / Description Presenters / Strand / Location

Session I:
9:40 a.m. -
11:20 a.m.

Full Inclusion at James Jordan Middle School with 18% Special Education - James Jordan Middle School

With 18% special education including a significant number of students with autism and Special Day level support, JJMS has had to develop a robust inclusion program. We will present the various components of our full inclusion and RTI program that provides a wide range of options for other charters to adapt so they can expand the services provided to students with disabilities while increasing support to general education students who struggle academically. Schools can mix and match the pieces of our program to suit their own student demographics. We will present models of master schedules and samples of differentiated lessons and assessments.

Workshop participants will be invited to pose challenges that they face and the panel will show the solutions we have adopted for the problems presented by the participants. Break out groups will be provided on the topics of Administration/Data Analysis, Behavior Modification, Use of Second Adults, and Differentiation of content. These small group discussions will allow Q&A in specific areas of interest.

Shifting of budget priorities, planning time with Special Ed and General Education staff, benchmark assessments for placement, plan for frequent reassessment and analysis of data. "Buy In" from all staff.

We use a computer-based benchmarking program with valid correlation to CST results to evaluate basic academic skills every 5 weeks. We have frequent PD workshops to analyze the data and plan intervention strategies for students below proficiency. Benchmark data is examined for individual change, grade level average and also disaggregated by class section. We compare value added data of CST scores by grade level cohorts and for individual students.


  • Myranda S. Marsh, Ed.D Executive Director/Principal
  • Amanda Peterson, RSP teacher
  • Paola Reyes, 7th grade Math/Science Instructor

Strands: Instructional Strategies - Special Education/Service Delivery, Instructional Strategies - Co-Teaching

Location: Conference Center Bldg. Rm. 214

Stepping Up Socially! A School-Based Approach to Social Learning in the Charter World - Multicultural Learning Center

Stepping Up Socially! A School-Based Approach to Social Learning in the Charter World provides educators and administrators with a framework to address social learning in schools. Designed for K-12 students, our Social Learning Program offers an interactive, motivating way to improve each child’s social understanding of their individual, team, and school wide roles and responsibilities.  Social Thinkers learn to identify and develop social awareness and perspective taking skills that lead to successful academics and strong communication in school.  Strategies explored will include: thinking about others, being flexible, solving social problems, and adapting social language in small groups and in classrooms.


  • Toby Bornstein-Executive Director for Multicultural Learning Center
  • Maria Johnson, MACCCSLP-Director of Service, Sunshine Speech
    Speech Language Pathologist & Social Learning Specialist for Multicultural Learning Center
  • Emily Garcia, BASLP-A-Sunshine Speech
    Speech Pathology Assistant for Multicultural Learning Center

Strands: RtI, Instructional Strategies - Special Education/Service Delivery, Instructional Strategies - Co-Teaching, Social Skills Training

Location: Conference Center Bldg. Rm. 208

Co-Teaching at the Secondary Level - CHIME Charter

Our presentation will focus on practical strategies that will help support the implementation and strength of current co-teaching programs. It will provide helpful and insightful strategies to support all teachers.

Our presentation includes sketch videos of what co-teaching is not, adding a comical perspective to this approach. In addition, our presentation is composed of real life pictures of co-teaching as well as interactive activities to help our audience understand co-teaching much better and in a very practical way.

A great start for our participants to implement the strategies presented is by taking the free tools we will be offering and filling them out (survey on co-teaching behaviors, Wendy Murawski's S.H.A.R.E worksheet, Co-teaching Lesson Plan handout). We will also show real life examples of teachers within our school that have filled them out. In addition, participants are welcomed to email us in case they have any questions.

Data is being collected via the daily debriefings we have each day after school. Here teachers share their successes and challenges for the day. These successes and challenges are recorded daily in a notebook. In addition, data is also being collected via the analysis of students grades (those with disabilities) as well as their meaningful contribution and participation within their general education classroom.

  • Elia Reyes-Mahoney, special educator
  • Natalie Melanson, special educator
  • Michel Chenelle, general educator

Strands: Instructional Strategies, Co-Teaching

Location: Conference Center Bldg. Rm. 215

Session IV:
1:15 p.m. –
3:45 p.m.

Neurofeedback for Self-Regulation of Learning - Multicultural Learning Center

Multicultural Learning Center, a dual-language charter school, developed a neurofeedback program in collaboration with its occupational therapist in order to address the needs of the children having difficulty with self-regulation of learning. The program was designed to ensure that the children became active participants in a collaborative process with their teachers, parents and service providers in order for them to learn how to better manage their behaviors and emotions in the classroom. The use of neurofeedback technology afforded the children the technological edge, as the powerful exercise using real-time brain-wave feedback on a computer monitor of their brain-state regulation caused remarkable improvements in school functioning and achievement in a relatively short amount of time.

The audience will be engaged through the inclusion of a “show and tell” on the neurofeedback instrumentation as well as a demonstration of the neurofeedback training process.


  • Toby Bornstein, Executive Director, Multicultural Learning Center
  • Jay Cruz, OTR/L, Occupational therapist-Advanced Neuroeducation

Strands: Parents/Family, Behavior, Technology, Instructional Strategies - Special Education/Service Delivery, biofeedback

Location: Conference Center Bldg. Rm. 208

Designing and Implementing Cross-Curricular Units to Enhance Literary and Mathematical Literacy - Granada Hills Charter High School

Outline how to design and implement a cross curricular unit plan to increase student engagement, real life applications of core content, and reinforecement of fundamental math and English skills through the use of technology and student collaboration

Attendees will be given the opportunity to design their own cross curricular unit, modify unit plans for their specific student populations, and give and receive feedback.

Strategies presented are easily applied in a variety of settings and can include, but are not dependent upon, the implementation of technology. As a result, there are no materials required.

Formative assessments were utilized throughout the process leading up to the summative assessment to analyze student needs, progress and overall comprehension. Assessments included: daily reflections, journal entries, progress checks, quizzes, and unit exams to measure overall growth throughout the project.


  • Archer Nishioka, SDC Math Teacher
    Kristi Vazquez, SDC English Teacher

Strands: Response to Intervention, Technology, Instructional Strategies - Literacy, Instructional Strategies - Math, Instructional Strategies - Special Education/Service Delivery

Location: Conference Center Bldg. Rm. 215

When All Children Learn: CHIME Charter School's Collaborative Model for Special Education CHIME Charter School

Presentation will focus on CHIME Charter School's Collaborative Model of Education. CHIME maintains a school mission of inclusion and is committed to individualized instruction, positive behavior support, and social support. This workshop will focus on family partnerships, related services, co-teaching, paraprofessionals, debriefing, school-wide positive behavior support, methodologies, and school leadership.

This proposed session will include a PowerPoint, discussion, and an activity to engage the audience.

The workshop will provide practical strategies for schools to implement on a schoolwide basis or on a smaller scale.

Data is being collected through benchmark assessments, NWEA (Northwestern Educational Association), and in collaboration with CSUN. CHIME is a lab school for California State University Northridge. We also use state test scores, as well as informal assessment tools such as portfolios.



  • Jennifer Lockwood, Principal, CHIME Charter School

Strands: Leadership, Instructional Strategies, RtI

Location: Confernece Center Bldt. Lower Lobby

Overcoming Barriers to Implement Response to Intervention - Fenton Charter Public Schools

As the second independent conversion charter school in the state of California, Fenton Avenue Charter School offers a unique perspective on how to overcome barriers to the implementation of effective research based practices.  Participants will learn strategies to implement key elements of RtI that have been proven to dramatically increase student achievement.  Most importantly, participants will learn from a panel discussion composed of Fenton educators who took part in a dramatic change process to create an environment conducive for RtI implementation. 


  • David Riddick, Director
  • Carolynl McConnell, Assistant Director
  • Judy Werner, Special Education Coordinator
  • Susan Cornell, Teacher
  • Teresa Elvira, Teacher
  • Mark Sanders, Teacher
  • Dustin Katch, Teacher
  • Toni Frear, School Counselor

Strands: Leadership, Response to Intervention

Location: Conference Center Bldg. Rm. 214