Applications are OPEN for the 2023-2024 school year!
- Applications open October 3, 2022
- First Round Applications close February 17, 2023 (Applications are still accepted after this date, but may be waitlisted if there are no slots available for the grade you are applying to.)
- Lottery for First Round Applications is held on March 2, 2023
- First Round offers will go out on March 3, 2023
*If you apply after February 17th, you may get an offer if the grade you are applying to has open spaces. If there is not an open space for that grade you will be placed on the waitlist and sent an email or text update every time there is movement on the waitlist.
For question about enrollment, registration, and waitlists please contact Cecilia Garibay at:
Ed Code 47605(E) PARAGRAPH 4
(4) (A) A charter school shall not discourage a pupil from enrolling or seeking to enroll in the charter school for any reason, including, but not limited to, academic performance of the pupil or because the pupil exhibits any of the characteristics described in clause (iii) of subparagraph (B) of paragraph (2).
(B) A charter school shall not request a pupil’s records or require a parent, guardian, or pupil to submit the pupil’s records to the charter school before enrollment.
(C) A charter school shall not encourage a pupil currently attending the charter school to disenroll from the charter school or transfer to another school for any reason, including, but not limited to, academic performance of the pupil or because the pupil exhibits any of the characteristics described in clause (iii) of subparagraph (B) of paragraph (2). This subparagraph shall not apply to actions taken by a charter school pursuant to the procedures described in subparagraph (J) of paragraph (5) of subdivision (b).
(D) The department shall develop a notice of the requirements of this paragraph. This notice shall be posted on a charter school’s internet website. A charter school shall provide a parent or guardian, or a pupil if the pupil is 18 years of age or older, a copy of this notice at all of the following times:
(i) When a parent, guardian, or pupil inquires about enrollment.
(ii) Before conducting an enrollment lottery.
(iii) Before disenrollment of a pupil.
(E) (i) A person who suspects that a charter school has violated this paragraph may file a complaint with the chartering authority.
(ii) The department shall develop a template to be used for filing complaints pursuant to clause (i).
Social Emotional Learning:
To best develop social and emotional skills and abilities, students should be explicitly taught. Our social and emotional curriculum teaches students how to identify their own emotions, manage their own emotions, engage in and understand various social situations, and empathize and build relationships with others. These skills and abilities are taught through activities, role-plays, and lessons. These lessons are taught during a daily structure known as Circle, and teachers are coached and supported with Circle the same way they are any other class.
Restorative justice is based on the ideal that “because crime hurts, justice should heal” (Braithwaite). The harm should be matched not by further harm but by restorative effort. Restorative justice is a theory of justice that involves repairing harm by inviting all impacted by harm to work collaboratively while taking into consideration the needs of the community and the afflicted while also considering the accountability and the growth of the offender. At Caliber, harm is restored through Circles, conversations, and group mediations depending on the incident.
Inquiry and Research-Backed Practices:
Many classrooms use what is known as the transmission model of learning. The teacher possesses information that is transferred to the student. While this works for remembering facts or dates, it does not result in meaning making. For students to learn something deeply, they must construct their understanding through connecting new experiences to prior knowledge. This style of learning, exemplified by inquiry, gives students opportunities to explore ideas and topics, discuss them, and draw their own conclusions. At Caliber, units and lessons are designed on research-backed theories rooted
Implementing these model elements requires supporting our teachers to do so — and coaching is the number one way of supporting teachers to develop their craft. We are committed, not just to continuing to support weekly or biweekly coaching for our teachers, but also to training our coaches around our model and their coaching effectiveness.
Caliber believes we live in a society that is unjust and built on power structures that are inequitable, that those inequities are discriminatory and directly stand in the way of many of our students and staff, and that we must be actively anti-discriminatory (anti racist, anti-sexist, anti-homophobic, etc.) to build an equitable community. That belief must be held, validated, and acted upon.
All students participate in computer programming, with daily computer science, engineering, and robotics classes designed to teach fluency in computing. These highly engaging blocks teach students a variety of important skills including logic, narrative, attention to detail, perseverance and collaboration.