Educational Program

Chula Vista Learning Community Charter School develops rigorous curriculum and assessments. High academic standards are implemented through action-oriented curriculum and instruction to engage learners in critical pedagogy.

Curriculum is research-based, culturally inclusive, relevant, and student-centered to develop each child’s full potential, while recognizing their authentic self. Our high expectations result in confident global citizens who are becoming:
• Multi-literate,
• Reflective and inquisitive,
• Collaborative and independent critical thinkers,
• Passionate constructors of their own knowledge, and
• Creators of their community

Foundational Pillars
The educational program at CVLCC is developed with four fundamental pillars that serve as guiding principles for teaching and learning and include dual language immersion, global perspectives, social justice, and community engagement.

Dual Language Immersion Pillar
CVLCC is a 50/50 model connecting theory into practice by developing multi-literacy and multiculturalism. Language is an asset rather than a deficit and all stakeholders are language learners.

Global Perspectives Pillar
CVLCC provides learning opportunities to understand complex, social topics to support the intellectual, personal development of all students. It challenges learners to explore cultural perspectives to empathize with others. By promoting knowledge of human geography and having students challenge the status quo, they can critically assess the validity of commonly held assumptions about others. By producing committed global citizens, learners understand how events around the world are interconnected to allow for problem solving that transcends borders.

Social Justice Pillar
CVLCC highlights social justice through classroom pedagogy and curriculum. Students explore current events, critical race theory, diversity and participate in community service. Active learning comprises of self-reflection, knowledge acquisition, action with consciousness and personal transformation. Students develop their own understanding of the relation between individual and society.

Community Engagement Pillar
CVLCC differentiates between engagement and participation. Community members are engaged in the learning process with the purpose of supporting the academic and social emotional needs of all learners. Stakeholders are included in the processes to establish ethical responsibilities and are invested in the educational organization from the school to the home, community, and world.

The educational experience provides a challenging academic process, which develops metacognitive skills, cultural literacy, character traits, and engages students in the habits of inquiry to compete in a global society. Students embrace ethical and social values by its commitment to service with compassion, to provide opportunities to develop and strengthen global competence and ethical leadership, foster peace and work for justice. Learning applications occur through real work settings, service-learning assignments, project-based activities, and portfolio/authentic presentations. Expectations results in multi-literate, self-reliant, confident learners, and university bound adults. Students will be prepared to actively participate in a multicultural and global world community. All activities are conducted during concentrated blocks of time across a period of several months and have a culminating component.

Elementary Academic Program
The TK-6 program is based on a 50/50 dual immersion model. Daily, students receive 50% of the instruction in English and 50% in Spanish. Instruction supports the development of literacy simultaneously in both languages to support the transfer of concepts. The program also offers designated and integrated language development for students on the path to biliteracy. CVLCC elementary offers a variety of academic supports for all students.

Classes taught in English:
English Language Arts
Science ½ (rotates by quarter)

Classes taught in Spanish:
Spanish Language Arts
Social Studies
Science ½ (rotates by quarter)

Academic Supports:
• Simultaneous Literacy / Transfer of Concepts
• Designated and Integrated Language Development
• Instructional Assistants
• Support Teachers (Reading and Mathematics)

Policies for Success:
• Parents and students commit to our dual language program TK – 12th Grade
• Students Engagement:
• Arrive at school on time, everyday
• Wear the required uniform everyday
• Parents Engagement:
• Review Handbook & Sign Parent Compact
• Attend parent-teacher conferences
• Communicate regularly with both Teachers
• Volunteer and attend academic & social school events throughout the year

Framework for Instructional Design
CVLCC believes that by increasing the quality and quantity of our students’ reading, writing, and problem-solving across all content areas, our students will be able to clarify their thinking, process their ideas, and precisely communicate their understanding effectively both verbally and in writing. With this as our instructional focus, teaching and learning design, is based on the most current data on a yearly basis. Regular analysis of schoolwide data informs decisions for practice and structure. Listed below are some of the current schoolwide initiatives:

• Curriculum Development and Professional Learning,
• Understanding by Design Framework
• Curriculum Institutes & Professional Learning Communities
• Formative, Summative and Standardized Assessments
• Formalized Plan connecting to Curriculum, Instruction, Assessment and School Culture (Instructional Rounds)
• School-wide learner outcomes and goals aligned to the mission and vision and included in the school-wide action plan. The learner outcomes and goals may shift as new data and community input is gathered.

CVLCC employs a wide variety of support staff to provide student support services to students, families, and staff. Student support services are data and interest driven and focus on all aspects of student achievement within the educational setting.

Individualized Education Support
The Chula Vista Learning Community Charter School is supported by the Chula Vista Elementary School District, which is part of the South San Diego Special Education Local Plan Area (SELPA). Special Education faculty members identify and provide services to students who meet federal and state criteria as a student with a disability. The school and district are committed to the belief that each child is an individual of great worth and is entitled to develop to the fullest potential. Chula Vista Learning Community Charter School is committed to that philosophy. We believe all students should have the opportunity to learn in the least restrictive environment and have maximum interaction with peers. Parent involvement is essential at Chula Vista Learning Community Charter School. Parents are equal and contributing partners in all aspects of their child’s education. Staff, along with parents, are committed to providing a caring community that empowers students to become active members of the school and community. Special Education has district supported programs which include specialized academic instruction (SAI), counseling services, speech and language, and occupational therapy. These services are taught in a positive and supportive environment with respect and consideration for the individuals learning and communication style. Students receiving services qualify under the criteria set forth by both the federal and the California statutes.

The Special Education Department is managed by the Executive Director of Special Education in the Chula Vista Elementary School District. A support team for the school sites is composed of a lead school psychologist, counselor, speech therapist, school nurse, two resource specialist teachers and one instructional aide. The team relies on the assistance of Special Education coordinators and other support services staff as needed in implementing Individual Educational Plans for students. The Chula Vista Elementary School District also provides trainings for staff in areas related to instruction, behavior, curriculum, and individual needs.

Students are referred for Special Education services primarily through a Student Study Team (SST) process. However, in compliance with current laws, parents may refer directly to the department any student suspected of having a disability that is impacting that student’s learning.
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