Petition

1. Unbound Stockton Community School
Charter Petition
Submitted to Stockton Unified School District on June 1, 2023
Requested Charter Term: July 1, 2024 – June 30, 2029
Lead Petitioner Contact Information:
Phillip Hon, Educator and K-12 School Administrator
Address: 2940 Michigan Ave, Stockton, Ca. 95204
Email: phillip.hon@unboundstockton.org
Phone: 209.298.0130
Respectfully submitted by the Founding Team:
Joel Carignan
Financial Advisor, Edward Jones
Dr. Inés Ruiz-Huston
Vice President Special Programs and
Civic Engagement, El Concilio
Zuleima Flores-Abid
211 Special Projects Manager,
United Way of California
Preethi Raghu
Chief Operating Officer,
Community Medical Centers
Richie Aranda
Attorney, Neumiller & Beardslee
Dr. Bryce Geigle
Principal, Davis High School
Dr. Adrianne Go-Miller
Educator and Adjunct Faculty,
Lodi Unified and Teachers College
Katie Poole
Employment and Economic Dev Analyst
San Joaquin Worknet
Pastor Curtis LaMont Smith
Senior Pastor and Executive Director,
Faith in the Valley
Joshua Brown
Chief Executive Officer,
Faith in Action Community Education Services
Bruce Roberson
Field Supervisor and Educator,
Teachers College of San Joaquin

2. Page | 1
Table of Contents
AFFIRMATIONS AND DECLARATION......................................................................................6
EXECUTIVE SUMMARY..............................................................................................................9
FOUNDING TEAM BIOGRAPHIES........................................................................................... 20
EXTERNAL PARTNERS........................................................................................................... 20
ELEMENT 1: THEEDUCATIONAL PROGRAM.......................................................................27
MISSION..................................................................................................................................................................................27
VISION.....................................................................................................................................................................................27
OVERVIEW OF EDUCATIONAL PHILOSOPHY AND DESIGN PILLARS................................................................28
WHO UNBOUND STOCKTON COMMUNITY SCHOOL WILL EDUCATE..............................................................31
TARGET SCHOOL LOCATION..........................................................................................................................................44
TARGET GRADE CONFIGURATION................................................................................................................................47
UNIQUE SCHOOL MODEL.................................................................................................................................................49
ENROLLMENT PROJECTIONS..........................................................................................................................................54
RECRUITMENT......................................................................................................................................................................55
COMMUNITY SUPPORT.....................................................................................................................................................70
WHAT IT MEANS TO BE AN EDUCATED PERSON IN THE 21ST CENTURY......................................................83
HOW LEARNING BEST OCCURS....................................................................................................................................93
RIGOROUS, STANDARDS-BASED CORE CURRICULA...........................................................................................101
INSTRUCTIONAL PRACTICES........................................................................................................................................116
SERVING DIVERSE LEARNERS......................................................................................................................................126
STUDENTS WITH DISABILITIES....................................................................................................................................128
ASSURANCES FOR SERVING STUDENTS WITH DISABILITIES...........................................................................129
STUDENTS WHO ARE ENGLISH LEARNERS.............................................................................................................148
DAILY SCHEDULE.............................................................................................................................................................163
DAY IN THE LIFE OF AN UNBOUND STOCKTON STUDENT.................................................................................167
PROFESSIONAL DEVELOPMENT..................................................................................................................................170
ANNUAL CALENDAR........................................................................................................................................................176
GOALS AND ACTIONS IN THE STATE PRIORITIES.................................................................................................181
ELEMENT 2: MEASURABLE STUDENT OUTCOMES ........................................................ 182
SCHOOLWIDE OUTCOMES.............................................................................................................................................182
GOALS, ACTIONS,AND MEASURABLE OUTCOMES ALIGNED WITH THE EIGHT STATE PRIORITIES.182

3. Page | 2
LOCAL CONTROL AND ACCOUNTABILITY PLAN..................................................................................................183
ELEMENT 3:STUDENTPROGRESS MEASUREMENT......................................................207
ASSESSMENT SYSTEM...................................................................................................................................................207
DATA ANALYSIS................................................................................................................................................................212
DATA REPORTING & STAKEHOLDER ACCESS AND USE....................................................................................216
GRADING..............................................................................................................................................................................219
PROMOTION STANDARDS.............................................................................................................................................221
RETENTION.........................................................................................................................................................................223
ATTENDANCE....................................................................................................................................................................224
ACCOUNTABILITY............................................................................................................................................................225
ELEMENT 4: GOVERNANCE STRUCTURE..........................................................................226
GOVERNANCE STRUCTURE..........................................................................................................................................226
NONPROFIT PUBLIC BENEFIT CORPORATION......................................................................................................227
UNBOUND STOCKTON COMMUNITY SCHOOL FOUNDING TEAM...................................................................228
BOARD OF DIRECTORS...................................................................................................................................................229
BOARD RECRUITMENT...................................................................................................................................................230
BOARD MEMBERSHIP CRITERIA................................................................................................................................230
BOARD COMMITTEES......................................................................................................................................................231
BOARD MEETINGS...........................................................................................................................................................235
BOARD TRAINING.............................................................................................................................................................236
GOVERNANCE ACCOUNTABILITY..............................................................................................................................236
GOVERNANCE AND MANAGEMENT...........................................................................................................................237
ROLE OF THE BOARD......................................................................................................................................................237
ROLE OF THE SCHOOL DIRECTOR..............................................................................................................................238
FAMILY,STUDENT,AND STAKEHOLDER INVOLVEMENT IN GOVERNANCE................................................239
ELEMENT 5:EMPLOYEE QUALIFICATIONS......................................................................243
LEGAL ASSURANCES......................................................................................................................................................243
ORGANIZATIONAL STRUCTURE..................................................................................................................................243
STAFF RECRUITMENT AND HIRING...........................................................................................................................255
ELEMENT 6: HEALTHAND SAFETY PROCEDURES.........................................................260
HEALTH,SAFETY, AND RISK MANAGEMENT POLICIES.....................................................................................260
SCHOOL SAFETY PLAN..................................................................................................................................................260
COMPREHENSIVE ANTI-DISCRIMINATION AND HARASSMENT POLICIES AND PROCEDURES............261

4. Page | 3
UNIFORM COMPLAINT AND POLICY AND PROCEDURE......................................................................................261
BACKGROUND CHECKS.................................................................................................................................................262
MANDATED REPORTING OF CHILD ABUSE............................................................................................................262
TUBERCULOSIS RISKASSESSMENT AND EXAMINATION..................................................................................263
IMMUNIZATIONS...............................................................................................................................................................263
CPR AND FIRST AID.......................................................................................................................................................263
MEDICATION IN SCHOOL...............................................................................................................................................263
DIABETES............................................................................................................................................................................263
VISION, HEARING,AND SCOLIOSIS............................................................................................................................264
FEMININE HYGIENE PRODUCTS..................................................................................................................................264
NUTRITIONALLY ADEQUATE FREE OR REDUCED-PRICE MEAL.....................................................................264
CALIFORNIA HEALTHY YOUTH ACT.........................................................................................................................264
BLOODBORNE PATHOGENS.........................................................................................................................................264
SUICIDE PREVENTION....................................................................................................................................................265
PREVENTION OF HUMAN TRAFFICKING..................................................................................................................265
BULLYING PREVENTION................................................................................................................................................265
DRUG-FREE, ALCOHOL-FREE, AND SMOKE-FREE ENVIRONMENT..............................................................265
FACILITY SAFETY.............................................................................................................................................................265
DISASTER DRILLS............................................................................................................................................................266
ELEMENT 7: STUDENT POPULATIONBALANCE ............................................................. 267
RECRUITMENT STRATEGY............................................................................................................................................267
RECRUITMENT CALENDAR...........................................................................................................................................272
STRATEGIC, INCLUSIVE RECRUITMENT - BY ROLE.............................................................................................274
ELEMENT 8:ADMISSIONPOLICYAND PROCEDURES ................................................... 276
ASSURANCES.....................................................................................................................................................................276
ADMISSION PROCESS.....................................................................................................................................................277
ADMISSION PREFERENCES..........................................................................................................................................277
PUBLIC RANDOM DRAWING AND WAITLIST PROCEDURES............................................................................278
TIMELINE.............................................................................................................................................................................280
ENROLLMENT ....................................................................................................................................................................280
ELEMENT 9:ANNUAL FINANCIALAUDITS........................................................................ 281
ANNUAL FINANCIAL AUDITS.......................................................................................................................................282
ELEMENT 10: SUSPENSION ANDEXPULSION..................................................................283

5. Page | 4
SCHOOL CULTURE...........................................................................................................................................................283
CULTURAL PROGRAMMATIC ELEMENTS................................................................................................................284
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS...............................................................................288
ASSURANCES.....................................................................................................................................................................292
ELEMENT 11: STAFF RETIREMENT SYSTEMS.................................................................. 312
RETIREMENT BENEFITS..................................................................................................................................................312
ELEMENT 12:PUBLIC SCHOOL ATTENDANCEALTERNATIVES................................... 313
ATTENDANCE ALTERNATIVES....................................................................................................................................313
ELEMENT 13: EMPLOYEERETURN RIGHTS...................................................................... 314
EMPLOYEE RETURN RIGHTS........................................................................................................................................314
ELEMENT 14: DISPUTERESOLUTIONPROCESS.............................................................. 315
INTENT..................................................................................................................................................................................315
INTERNAL DISPUTES.......................................................................................................................................................315
DISPUTES BETWEEN UNBOUND STOCKTON AND STOCKTON UNIFIED SCHOOL DISTRICT................315
ELEMENT 15: CLOSING PROCEDURES................................................................................317
SCHOOL CLOSURE............................................................................................................................................................317
DOCUMENTATION OF CLOSURE ACTION.................................................................................................................317
NOTIFICATION AND TIMELINE......................................................................................................................................317
MANAGEMENT OF STUDENT RECORDS...................................................................................................................318
FINANCIAL AUDITS AND REPORTS............................................................................................................................318
DISSOLUTION OF ASSETS.............................................................................................................................................319
MISCELLANEOUS CHARTERPROVISIONS.......................................................................320
BUDGET AND FINANCIAL REPORTING.....................................................................................................................320
ADMINISTRATIVE SERVICES........................................................................................................................................337
FACILITY LOCATIONS....................................................................................................................................................340
POTENTIAL CIVIL LIABILITY EFFECTS....................................................................................................................343
REVOCATION AND RENEWAL.....................................................................................................................................345
CHARTERTERM...............................................................................................................................................................345
Appendices
A. TEACHER PETITION SIGNATURES.......................................................................................................................346
B. COMMUNITY SIGNATURES OFSUPPORT ...........................................................................................................374

6. Page | 5
C.INTERESTED NON-DISTRICTPUBLIC SCHOOL FAMILIES……………………………………………………..447
D. LETTERS OF SUPPORT.............................................................................................................................................443
E. COMMUNITY SURVEY................................................................................................................................................522
F. CAMP IMPACT REPORTS.........................................................................................................................................533
G. COMMUNITY ENGAGEMENT..................................................................................................................................543
H. PROPOSED SCHOOL DIRECTOR RESUME........................................................................................................560
I. BOARD OF DIRECTOR’S RESUMES.........................................................................................................................562
J. ARTICLES OF INCORPORATION...............................................................................................................................592
K.CONFLICT OF INTEREST CODE..............................................................................................................................597
L. BOARD BYLAWS..........................................................................................................................................................602
M. NONPROFIT STATUS AND STATE CHARITY REGISTRATION.....................................................................614
N. BUDGET:MULTI-YEAR PROJECTIONS,CASHFLOW,PAYROLL, & LCFFCALC SUMMARY ............617
O. DRAFT FISCAL POLICIES AND PROCEDURES..................................................................................................645
P. FACLITIES INFORMATION ………...……….………………………………………………………………………….….670
Q.SELPAINFORMATION .…………………………………………………………………………………………………. 683
R. COMPENSATION ANALYSIS ……………………………………………………………………………………………. 692
S.UNIVERSAL DESIGN FORLEARNING GUIDELINES ……………………………………………………………….702
T. TNTPCORE TEACHING RUBRIC...........................................................................................................................697
U.SAMPLE ACADEMIC DASHBOARD........................................................................................................................703

7. Page | 6
Affirmations and Declaration
As the authorized lead petitioner, I, Phillip Hon, hereby certify that the information submitted in
this petition for a California public charter school to be named Unbound Stockton Community
School (“Unbound Stockton” or the “Charter School”), and to be located within the boundaries of
Stockton Unified School District (“SUSD” or the “District”) is true to the best of myknowledge and
belief; Ialso certify that this petition does not constitute the conversion of a private school to the
status of a public charter school; and further, I understand that if awarded a charter, the Charter
School will follow any and allfederal, state, and local laws andregulations that apply to the Charter
School, including, but not limited to the following. The Charter School:
1. Shall not charge tuition. [Ref. Ed. Code § 47605(e)(1)]
2. Shall admit all students who wish to attend the Charter School, unless the Charter School
receives a greater number of applications than there are spaces for students, in which
case it will hold a public random drawing to determine admission. Except as required by
Education Code Section 47605(e)(2) and Education Code Section 51747.3, admission
to the Charter School shall not be determined according to the place of residence of the
student or of that student’s parent or legal guardian within the State. Preference in the
public random drawing shall be given as required by Education Code Section
47605(e)(2)(B)(i)-(iv). In the event of a drawing, the chartering authority shall make
reasonable efforts to accommodate the growth of the Charter School in accordancewith
Education Code Section 47605(e)(2)(C). [Ref. Ed. Code § 47605(e)(2)(A)-(C)]
3. Shall adhere to each of the conditions in Education Code Section 47605(e)(4)(A)-(D),
including: (A) not discouraging a student from enrolling or seeking to enroll in the charter
school for any reason; (B) not requesting a student's records or require a parent,
guardian, or student to submit the student's records before enrollment; (C) not
encouraging a student currently attending the Charter School to disenroll or transfer to
another school for any reason; and (D) providing a copy of the California Department of
Education (“CDE”) notice regarding the requirements in Education Code Section
47605(e)(4)(A)-(D) to a parent/guardian or student if the student is 18 years of age or
older: (i) when a parent/guardian or student inquires about enrollment, (ii) before
conducting an enrollment lottery, or (iii) before disenrollment of a student. [Ref.
Education Code Section 47605(e)(4)(A)-(D)]
4. Shall be non-sectarian in its programs, admission policies, employment practices, and all
other operations. [Ref. Ed. Code § 47605(e)(1)]
5. Shall not discriminate on the basis of the characteristics listed in Education Code Section
220 (actual or perceived disability, gender, gender identity, gender expression,
nationality, race or ethnicity, religion, sexual orientation or any other characteristic that is
contained in the definition of hate crimes set forth in Section 422.55 of the Penal Code,
including immigration status, or association with an individual who has any of the
aforementioned characteristics). [Ref. Ed. Code § 47605(e)(1)]

8. Page | 7
6. Shall meet all statewide standards and conduct the pupil assessments required pursuant
to Ed. Code § 60605 and any other statewide standards authorized in statute, or pupil
assessments applicable to pupils in non-charter public schools. [Ref. Ed. Code §
47605(d)(1)]
7. Shall meet or exceed the legally required minimum number of school days. [Ref. Title 5
California Code of Regulations Section 11960]
8. Declares that it shall be deemed the exclusive public school employer of the employees
of Unbound Stockton Community School for purposes of the Educational Employment
Relations Act. [Ref. Ed. Code § 47605(c)(6)]
9. Shall comply with all applicable portions of the Elementary and Secondary Education Act
(“ESEA”), as reauthorized and amended by the Every Student Succeeds Act (“ESSA”).
10. Shall, on a regular basis, consult with its parents and teachers regarding the Charter
School’s educational programs. [Ed. Code § 47605(d)]
11. Shall adhere to all provisions of federal law relating to students with disabilities, including,
but not limited to, Section504 of the Rehabilitation Actof 1973 (“Section 504”);TitleII
of the Americans with Disabilities Act of 1990; and the Individuals with Disabilities
Education Improvement Act of 2004 (“IDEA”);.
12. Shall meet all requirements for employment set forth in applicable provisions of law,
including, but not limited to credentials, as necessary. [Ref. Title 5 California Code of
Regulations Section 11967.5.1(f)(5)(C)]
13. Shall ensure that teachers in the Charter Schools hold the Commission on Teacher
Credentialing (“CTC”) certificate, permit, or other document required for the teacher’s
certificated assignment. The Charter School mayuse local assignment options authorized
in statute and regulations for the purpose of legally assigning certificated teachers, in the
same manner as a governing board of a school district. Teachers employed by charter
schools during the 2019–20 school year shall have until July 1, 2025 to obtain the
certificate required for the teacher’s certificated assignment. [Ref. Ed. Code §§ 47605(l)
and 47605.4(a)]
14. If a pupil is expelled or leaves the Charter School without graduating or completing the
school year for any reason, the Charter School shall notify the superintendent of the
school district of the pupil's last known address within 30 days, and shall, upon request,
provide that school district with a copy of the cumulative record of the pupil, including
report cards or a transcript of grades, and health information. If the pupil is subsequently
expelled or leaves the school district without graduating or completing the school year for
any reason, the school district shall provide this information to the Charter School within
30 days if the Charter School demonstrates that the pupil hadbeen enrolled in the Charter
School. [Ref. Ed. Code § 47605(e)(3)]

9. Page | 8
15. May encourage parental involvement, but shall notify the parents and guardians of
applicant pupils and currently enrolled pupils that parental involvement is not a
requirement for acceptance to, or continued enrollment at, the Charter School. [Ref. Ed.
Code § 47605(n)]
16. Shall comply with the FamilyEducational Rights and PrivacyAct, 20 U.S.C. §1232g; 34
CFR Part 99 (“FERPA”).
17. Shall maintain accurate and contemporaneous written records that document all pupil
attendance and make these records available for audit and inspection. [Ed. Code §
47612.5(a)(2)]
18. Shall comply with all laws establishing the minimum and maximum age for public school
enrollment. [Ed. Code §§ 47612(b) and 47610]
19. Shall at all times maintain all necessary and appropriate insurance coverage.
20. Shall, for each fiscal year, offer at a minimum, the number of minutes of instruction per
grade level as required by Education Code Section 47612.5(a)(1)(A)-(D).
21. Shall comply with the provisions of the Ralph M. Brown Act, Government Code Section
54950, et seq. (“Brown Act”).
22. Shall comply with the California Public Records Act, Government Code Section
7920.000, et seq. (“CPRA”).
23. Shall comply with Government Code Section 1090, et seq., asset forth in Education Code
Section 47604.1 (“Section 1090”).
24. Shall comply with the Political Reform Act, Government Code Section 81000, et seq.
(“PRA”).
25. Shall comply with any applicable jurisdictional limitations to the locations of its facilities.
[Ed. Code §§ 47605 and 47605.1]
X
Phillip Hon
Lead Petitioner

10. Page | 9
Executive Summary
UnboundStocktonCommunitySchool respectfullysubmits thispetitionforthe openingand
operation of a new charter school to the Stockton Unified School District, for authorization
by the StocktonUnifiedSchool Board of Education.We requestthatthe initial charterterm
span five years, beginning on July 1, 2024 and ending on June 30, 2029. At scale, Unbound
Stockton will serve 300 students across grades 4-8. Below is an overview of key areas of
consideration in founding our unique school model.
Mission
At Unbound Stockton Community School, we work to understand ourselves and our role in
the community. We develop the knowledge, skills, and experiences that allow us to choose
how to unpackand undo the systems thathave dividedus and, by learningtogether,unlock
the potential of an unbound community.
Overview of Key Design Pillars
We have designed our school around three key design pillars that will work in concert to
enable us toachieve ourmission.All aspects of ourprogrammingalignwithourpillars,which,
in turn,supportthe realizationof ourmission.While ourpillars andsupportingprogramming
are articulated in detail in Element 1: The Educational Program, below is a high-level
overview of each:
Pillar #1: Intentionally Integrated Schools Provide Significant Learning Benefits
Fundamental to our mission is ensuring that our student body is intentionally diverse and
integrated. Decades of research have shown that socio-economic and racial integration is
one of the best design principles for a successful school.1
More specifically, students who
attendschoolswithdiversestudentbodieshave highertestscores andgraduationratesthan
their peers who attend schools that lack diversity and are concentrated with poverty.2
Furthermore,attendingdiverse andintegratedschools helps students enhance theircritical
thinkingandproblem-solvingskills,while alsoimprovingstudentsatisfactionandmotivation,
general knowledge,andintellectualself-confidence.3
Inshort,studentsexperiencecollective
benefit when enrolled in schools that serve diverse bodies of students and thereby
intentionallyintegrate thatdiversityintheirlearningenvironments.UnboundStocktonsees
diversitybothas race andsocioeconomicstatus,butalsoallotherformsof diversity including
language,culture,diversity,region,etc.UnboundStocktonworkstoharness the benefitsand
1
Potter, H. and Quick, K. (2018). Diverse-by-DesignCharter Schools. [online] TheCentury Foundation. Availableat:
https://tcf.org/content/report/diverse-design-charter-schools/?agreed=1 [Accessed 23 Sep. 2019]. R. Bigler, &L. S. Liben, “A
Developmental Intergroup Theory of Social Stereotypes and Prejudices,” Advances inChild Development and Behavior, 34
(2006), 39-89.
2
National Assessment for Educational Progress (NAEP), NAEP Data Explorer, 2011,
http://nces.ed.gov/nationsreportcard/naepdata/;and C. Lubienski, and S. T. Lubienski, “Charter, private, public schools and
academic achievement: New evidencefrom NAEP mathematics data,” National Center for theStudy of Privatizationin
Education, Teachers College, Columbia University, January 2006;G. Palardy, “Differentialschooleffects among low, middle, and
highsocial class compositionschools,” School Effectiveness and School Improvement 19, no. 1 (2008): 37.
3
AMY STUART WELLS, LAUREN FOX, AND DIANA CORDOVA-COBO. How Racially DiverseSchools and Classrooms Can
Benefit All Students. [online] TheCentury Foundation. Availableat: https://tcf.org/content/report/how-racially-diverse-schools-
and-classrooms-can-benefit-all-students/ [Accessed 10 June2020.]

11. Page | 10
best practices around inclusion and affirmation of all students’ identities, to ensure all our
students are successful.
Pillar #2: Focus on Deeper Learning and Enduring Success
To achieve our mission of learning across our lines of difference, we must ensure that our
students achieve academic proficiency and social-emotional competence, which is a
complex process. The emerging research consensus in developmental studies and the
science of learningis thathumandevelopmentis amulti-facetedprocess.Emotional,social,
cognitive, physical, and psychological skills are interrelated and grow in tandem with one
another.4
Astudent’scognitive developmentistiedtotheirsocialandemotionalgrowth,and
their academic outcomes reflect many aspects of their developmental journey. In order to
support deep learning, schools must focus on all aspects of a child’s development - not just
academicskills,but alsosocialskills,emotional growth,andotheraspects of achild’sidentity
that will help them mature into a confident and capable young adult. Our focus on deeper
learningworks inconcertwithourcommitmenttothe enduringsuccess of ourstudents.At
UnboundStockton,students will notonlyactivelycommittoandexcel intheiracademics but
will also learn how to build capacity and succeed to work in a diverse environment. Every
school day, students will practice both interpersonal and intrapersonal skills as tools for
success, through an abundance of groupwork, community-based projects and personal
reflection.Thefocusoncommunitylearningemphasizesstudentsneedforcollaborationand
contextualizationas we activelyviewcurriculumandprogrammingfromacommunity-based
lens. Students will also be supported with consistent social-emotional learning to cultivate
academic environments that support their cognitive, social, emotional, and psychological
development.These opportunities allowall ourlearners,regardless of languageacquisition,
ability or disability, or culture to fully engage and succeed in our environment.
Pillar #3: Students Actively Engage with and Participate in Their Community
Students learnbestwhentheyare actively engagedwiththeircommunity.Researchshows
thatcommunityschools,whichserveas hubs wherestudentsandtheirfamilies canconnect
withcommunityresources,are apromisingpathtowards educational equity.5
The California
Teachers Associationalsosupporttheadvocacyof CommunitySchools,whichtheydescribe
as schools that “unite diverse and engaged stakeholders to make the school community
strongerandsupporttheWholeChild.”6
Giventhe myriadof opportunitiesandresourcesthat
exist through non-profits, local agencies, and civic engagement opportunities, we will
leveragethe numberof richandrigorous learningopportunities ourstudents canaccess.By
sharing resources and investing our efforts beyond our school walls, Unbound Stockton
works together to uplift our community alongside our students. We are committed to our
students’ active participation in the community, knowing that they will be catalysts for the
collective success our community envisions. This aligns with statewide emphasis on
4
Linda Darling-Hammond, LisaFlook, Channa Cook-Harvey, Brigid Barron&David Osher (2020) Implications for educational
practiceof thescience of learning and development, Applied Developmental Science, 24:2, 97-140, DOI:
10.1080/10888691.2018.1537791
5
Oakes, J., Maier, A., &Daniel, J. (2017). Community Schools: An Evidence-Based Strategy for EquitableSchool Improvement.
Boulder, CO: National EducationPolicy Center. Retrieved [date] from http://nepc.colorado.edu/publication/equitable-
community-schools
6 California Teachers Association. 2023. https://www.cta.org/our-advocacy/issues/community-schools

12. Page | 11
communityschool models,as well as is authenticatedinthe weeklycommunityexperiences
where students apply their classroom learning.
Collectively,the three pillars have workedinconcertto make up everyaspectof ourschool
design and model that we share. Furthermore, the three pillars have been foundational in
extensive piloting and community engagement for over the past four years, and through
these communityengagementopportunities withdiverse groups of students we have seen
the possibility and impact our school model is already having with students and families
across our city.
Core Values
We have established a set of UNITE core values that align withour mission and key design
pillars. In short, we will achieve our mission and realize the tenets that drive our key design
pillars by living out our core values, which are described below:
● Understand Self: We act as our authentic selves, by knowing our authentic self.
● NeverStopGrowing:Weknowlearningneverends,sowe consistentlytrynew thingsand
challenge ourselves.
● Include Others: We create safe and inclusive spaces; we know that, to achieve this, we
must come together and show up for each other.
● Take onChallenges:Webelieveindoingthe self-worktoshowupandtobereadytolearn,
grow, and create change.
● Equity Requires Action: We work to create a more diverse, equitable, and inclusive
learning community.
Contributions to the Educational Ecosystem
As explainedabove andthroughoutthispetition, we live inanextremelydiverse community,
and itis paramountourschools notonly acknowledge but activate thatdiversitybycreating
inclusive school environments that both affirm individuals and understand how to bring
differentindividuals tolearnandworktogetheracross lines of difference. As such,Unbound
Stockton’s model is anchored in the need to ensure all students, regardless of race, class
disability,languageproficiency,etc.can achieve highlevels of collective success that,when
replicated year after year, will become a sustainable and powerful lever for addressing
divisionandinequalityacross the city.Toachieve this,we will implementcommunity-based
programmingas acore componentof ouracademiccurriculaandrequirements (describedin
detail in Element 1), which requires us to form robust community partnerships with
organizations across the city of Stockton. In these partnerships students will engage in
authentic community experiences and solve problems of practice pitched by our local
community and present the solutions back as community changemakers. This is
programming we have already implemented and demonstrated broad success for, both in
ourin person communityexperiences,as well as ourvirtual lessonplancurriculumdesigned
in concertwithlocal communityorganizations. Altogether,this allows us tobe a community
hub for learning and resource sharing for our students, families, and community members
alike.Ourfocus oncreatingaculture of communityandimplementingpractices thatleverage
diversity, ensure equity, and nurture inclusivity (“DEI") will also expose stakeholders to
mindsets andpractices thatundo inequityinourcommunity.Inessence,we intendtoserve
as a model for personal and professional development around DEI. We also know “a rising
tide raises all boats” and intend to share our practices, curriculum, and learnings with the

13. Page | 12
greater community, as we have already done by freely sharing our standards-based
community aligned virtual field trip lesson plans on our website.
Ourcommunityprogramming,whichwill occurregularly,tentativelyonFridays,will immerse
students intheircommunity.Duringthese communityexperiences,students willlearn about
the history of the community, various fields and industries, and the contribution of diverse
leaders in our Stocktoncommunity and beyond. These experiences will not onlybe aligned
with the academic content and statewide standards that students are learning, but also
involve real-worldopportunities forapplicationandconnection.Students will worktogether
to solve problems of practice which will allow students to authentically engage with the
community. In turn, these experiences will foster an investment in and love for their
community, making our students want to continue to contribute to and make their
communitybetter.Inshort,UnboundStocktonstudentswill developadeepappreciationfor
and commitment to the community because they will have contributed to it in meaningful
ways, whichwe positwill drive students tostayinStocktonand the greaterregionas adults
and future leaders. Unbound Stockton students will acquire the skills to productively
navigate and leveragedifferences,have the cultural competence torecognize inequity,and
possess the agency and skills to be changemakers within our community’s ecosystem.
Rationale for Serving Grades 4-8
We have strategicallydesignedourschooltoserve grades 4-8.We recognize thatthis grade
configuration is not traditional, as it does not conform to the typical grade bands served by
elementary and middle schools or the K-8 grade configuration implemented in most
Stockton schools. However, to achieve our mission, our school specifically plans to serve
grade 4-8 students. Students in grades 4-8 are entering and progressing through early
adolescence,whichis acritical time of growthin three primaryareas:identitydevelopment,
academics, and exploration and choice (described in further detail in Element 1). In short,
students in the early adolescent stage of development are primed to learn about their
personal identityandthe identities of others –whennurturedinahighlysupportive,diverse,
equitable environment, students of this age are able to acquire the cultural competence
needed to engage withthose differentfrom them. We intentionally designed grade 8 to be
the culminatinggrade thatwe serve toenable students toreturntotheirneighborhoodhigh
school orschool of theirchoice,because bythe endof theireighth-gradeyear,theywillhave
the skills and competence needed to productively and impactfully work in diverse
environments. As a community-based school, our mission is to always ensure we are
supporting the entire educational and local system and further promote and partner with
both districts and otherschools of choice to elevate the outcomes for all our students and
families in our community. Our mission emphasizes providing the time, support, and
opportunities for students to acquire the knowledge and skills needed to work across lines
of difference, withstudents ultimately contributing to the entire educational ecosystem (as
describedabove),whichrequires thatstudents integratebackintotheirhome schools intheir
own districttocontinue theirlearninganddevelopmentwithanewset of peers duringhigh
school andbeyond.We donotsee ourselvesas asingularsolution,butratherabridgeforour
diverse students when they needit most, a period of theirformative identity development,
allowing them to return to schools where they can be most successful.
We recognize that by designing our school to start at grade 4, parents must be willing to
switchschools aftertheirchildrenfinishgrade 3.Whilewe understandthatweare requesting

14. Page | 13
a unique transition,we knowparents andstudents wouldbe willingtomake this switchfora
number of reasons. Namely, as indicated above, most area schools implement a K-8
structure;accordingly,families whoenroll inourschool willonlyhave tomake one transition.
Suchatransitionissimilartoothermiddle school choice models,where familiesare willingto
make thatone additional transitiontoprovide thequalityeducational experiencetheydesire
fortheirchildren.Thecurrentpipeline of otherschools of choiceinourcommunityare at5th
and 6th grades, which ultimately do not create an overlap with our primarily 4th grade
recruitmentmodel.Familiesfor example,alsomake suchtransitionstobe inasmallerschool,
or offeraparticularprogram orelement,whichare twoelements ourschool offers.Our300
total student school size is relativelysmall with five total grade levels andfeatures aunique
community engagement aspect not yet embedded in other school models. Our model also
concludes aftergrade8as mostotherareaschools do,moststudents,nomatterwhatschool
theyattend,wouldhave tomake a transitionaftergrade 8.Thus,familieswhoelecttoenroll
at UnboundStocktonwill onlybe makingone additionaltransitionthanif theystayedintheir
home elementaryandmiddleschools. Itis alsoevidentthey alreadydothistojoinotherlocal
charter schools. Outlined in detail in Element 1, there are many schools within the four
districts and larger county from which we could draw students that are academically
underperforming; some are failing to provide students with the support needed to achieve
favorable outcomes. We believe that parents and students who are looking for a different
option based on the performance of, and support provided by their district home schools,
would be willing to make a transition between the critical grades 3 and 4. Specifically, our
draw is allowing them to attend a school that is intentionallydesigned around community
resources and designed to support all students’ academic and social-emotional needs.
Additionally, we believe that our innovative academic program, which is anchored in
interdisciplinary learning in complement to social-emotional skill developmentand project-
based learning set in the community, will attractfamilies and students who wishto prepare
their students for 21st
century careers by ensuring that they acquire 21st
century skills such
as the ability to leverage difference and work productively in diverse teams.
Further, we believe that our missionwill resonate with families and students; we think that
theywill be eagerto joina school thatemphasizes diversity,equity,andinclusionandseeks
to undo the deep divisions entrenched across our community. Explained throughout the
petition and in detail in Element 1: The Educational Program and Element 10: Suspension
and Expulsion (underSchoolCulture),we willimplementprogrammingandsupports,as well
as foster a culture of emotional safety withan emphasis on inclusivity. Families of students
whoare worriedaboutintoleranceandbullyingorhavechildrenwithdisabilities attheirhome
schools will be drawntoouremphasis tothe highlysupportive andinclusiveenvironmentour
school will offer. Finally, while Elkhorn School and Stockton’s former GATE Academy
(Hazelton)alsostartat grade 4, bothof these schools onlyserve/dstudents whohave been
identified as gifted. Accordingly, no other school in Stockton that is designed to serve
students across allabilitylevelsstarts atgrade4.Wefirmlybelieve thatfamiliesandstudents
will be more thanwillingtomake the one transitionbetweengrade 3 and4toattendsuchan
innovative school that is designed to support and include all learners. Several othercharter
programs inthe cityrecruitatnon locallytransitiongrade levels suchas grades 5and 6 and
maintainthe necessaryenrollmentneededto operate.Additionally,toensurethatourunique
grade configuration does not become a barrier to recruitment and enrollment, we must
proactively highlight the reasons parents and students should make the transition to our
school aftergrade 3.As such,we will presentourreasoninginprintandelectronicmarketing

15. Page | 14
materials, as well as during in-person recruitment and outreach efforts – all of which is
detailed in our robust recruitment plan in Element 1.
Assurances of Successful Operation
Unbound Stockton fully appreciates that designing, opening, and operating a single site
charterschool is a challengingundertaking.We understandthatamultitude of components
and processes must come together to ensure that ourschool successfully opens and stays
operational. As such, we have proactively identified challenges that we anticipate
encountering as we start our school:
Student Recruitment
As explained above, the success of our model depends on recruiting a diverse student
population whichis encompassed bybroadregional diversity,due tothe understandingthat
certain neighborhoods are not as diverse as others. To successfully meet our enrollment
targets, thereforewe needtoimplementacomprehensive recruitmentplanacross the City
of Stockton. As it currently stands, zip codes are too often leading indicators of student
academic success. However, at Unbound Stockton, we believe removing those boundaries
means drawingdiverse studentsfromeveryneighborhoodinourcity,and provingthatall our
diverse students can equally succeed. This approach therefore means we need to leverage
both traditional recruitmentmechanisms,suchas mailings andpostings onsocial mediaand
other technology platforms, but also design a recruitment plan that is responsive to and
individualized for the specific populations of students we will recruit. More specifically, we
have crafted plans that differentiate our recruitment messaging by demographic and
subgroup. For instance, we understand that, when looking for a school, parents of children
whoare acquiringEnglishas asecondlanguagemayhave differentprioritiesthanparents of
native English speakers. Since ourmodel is designed to serve all students, we will highlight
the aspects of our programming that will most resonate with the specific needs of the
populations we are recruiting through our differentiated messaging.
We believe in our model wholeheartedly to serve all students and will actively and widely
make ourpitchand recruitmentefforts tostudents and families inneighborhoods all across
the Stocktoncommunity.Givenfouryearsof extensive pilotingwe have alreadyworkedwith
students whoalsoattenddifferent school districts,variouscharterschools,private schools,
or who are currently home schooled. This broad recruitment effortalso has allowed us to
pinpoint various neighborhoods where we will concentrate our efforts and have identified
keycommunitypartnersandsites toleverageinthoseneighborhoods toaidrecruitment. We
alsoknowdiverse students,includingraciallyandsocioeconomicallydiverse students liveall
across our city and live in varying school districts and know this broad recruitmentwill fully
support our recruitment projections. Our comprehensive, strategic recruitmentplan that is
responsive to the residents of each neighborhood from which we intend to recruit, as well
articulates key messages according to subpopulation to ensure that we will successfully
meet enrollment our enrollmentprojections. Our recruitmentplan is presented in detail in
Element 1.
We also want to note that this citywide recruitment approach not only gives us capacity to
meet our recruitment goals but also dilutes any negative financial impact from drawing
students away from the schools they would otherwise attend, as recruitment will not be
concentrated in a single area or district. Specifically, withbroad recruitment strategies, we

16. Page | 15
createdprojectionsto drawaproportional amountof studentsfromeachlocal district based
onthe percentageof theirstudentswhoattend schoolsinStockton.Forexample,whileLodi
Unified has 27,512 students total, we determined that based on school district boundaries
about10,108attendschoolsinStockton –or are partof the neighborhoods we wouldactively
recruit from. The number of Lodi Unified students attending school in Stockton comprises
17.9% of the total Stockton traditional public school attending students; therefore, we
project 18% of Unbound Stockton students may potentially live in Lodi Unified boundaries.
We applied this concept similarly to Manteca Unified School District as only part of their
district boundaries include students and schools who live in Stockton. We detailed our
calculations in Figure 1.
Figure 1: Total Students by District and Percentage of Those In Stockton
Total
Students
Schools in
Stockton
(enrollment)
# of
Stockton
Students
Percent of the
total Stockton
Students
StocktonUnified
34,024
students
All 34,024 60.4%
Lincoln Unified 8,531students All 8,531 15.1%
Lodi Unified7 27,512
students
Manlio Silva (741)
Julia Morgan (451)
John Muir (570)
Oakwood (537)
Wagner Holt (477)
Podesta Ranch (380)
Sutherland (351)
Parklane (441)
Westwood (428)
Clairmont (353)
Christa McAuliffe (618)
Delta Sierra (579)
Bear Creek (2033)
McNair HS (1846)
Middle College (301)
10,108 17.9%
Manteca
Unified8
24,154
students
George Komure (772)
August Knodt (774)
Great Valley School
(883)
Weston Ranch (1238)
3,667 6.5%
56,330 99.9%
To breakdownthe negligible impactof ourrecruitmentacross Stockton,atscale,we expect
to draw approximately 60% of our students from Stockton Unified School District
boundaries, this translates to 180 students. If all students we recruited from in these
boundaries were StocktonUnified currentlyenrolledstudents,outof their34,000students,
our fiscal impact on the district de minimis - given that constitutes half of a single percent
(0.5%) of the District’s total enrollment. We expect to recruit approximately 45 students
from LincolnUnifiedSchool District boundaries,whichis alsoabouthalf of a percent (0.5%)
7 https://www.caschooldashboard.org/reports/39685850000000/2022
8 https://www.caschooldashboard.org/reports/39685930000000/2022

17. Page | 16
of thatdistrict’s total enrollmentof approximately8,500students,if all thosestudents were
actuallyenrolledinLincolnUnified. We anticipaterecruitingapproximately54 studentsfrom
Lodi UnifiedSchool District boundaries,whichisless than .1% of the district’s totalenrollment
of 27,512 students, if they were all enrolled in Lodi Unified. Finally, we intend to draw
approximately21 students from Manteca Unified School District boundaries, which is also
less than 0.008% of Manteca Unified School District’s total student population of
approximately 24,000, if they were enrolled in Manteca Unified. We also know given our
extensive piloting there is significant interest from home schooled families, private school
families, and students already attending other charter schools, thereby the fiscal impact of
these estimated numbers would be even lower. This also does not include the potential of
students from outside of these four districts enrolling in ourschool. We believe that is also
possible, given the families in our camp programming have attended from cities as far as
Sacramento and Denair.
Implementing Our Academic Plan with Fidelity
Our academic plan implements research-based best practices that have provensuccessful
for all students. As previously indicated, our planis anchored inthree key design pillars that
will work in concert to realize our mission of unlocking the potential of an unbound
community.We have strategicallydesignedourstaffingplantosupportthe implementation
of each pillar in support of the overall plan, which is thoroughly articulated in Element 1.
In Element 5 we fully outline ourYear 1 to Year 5 staffing plan, including in whichways our
staff will be able to manage and maintain our vision-oriented school Model. In year 1 the
School Directorwill oversee theimplementationof theentireacademicplanandalsoactively
managethe recruitment,enrollment,teaching,andlearningcomponentsof Pillars#1and#2,
ensuringthatenrollmenttargets are metandmonitoringthe effectiveness of instruction,as
well as supportingthe developmentof classroom-basedcurricula.ByYear5 of operation,a
Director of Teaching and Learning will assume ownership of the teaching and learning
componentsof Pillar#2,ensuringthatinstructionis effective andthatourcurriculameetthe
needs of ourstudents andprogram.Inyear1 we will alsohave a School CommunityManager
who will manage Pillar #3, ensuring that we nurture the robustcommunity partnerships so
integral to community-based learning alongside classroom instruction. This role will also
maintain the importance of our parent and family partnerships as well as support staff
training around school culture, to ensure our core values are highlighted and maintained
throughouttheschool.The School CommunityManagerwill latergrowateam andadevelop
intothe Directorof School CommunitybyYear2,who will lendsupportaroundsourcingand
securing partnerships in support of Pillar #3. The School Community Manager/Director will
manage the cultural aspects embedded in our academic plan and pillars, including the
implementation of programs and frameworks used to build community, advance diversity,
equity, and inclusion, teach social-emotional competence, and allow students to unpack
identify and difference. The School Community Manager/Director will also support the
implementation of classroom practices that support culture and behavior management,
includingrestorative practices andPositive Behavioral Interventions andSupports (“PBIS”),
as well as work to engage families in the culture and life of our school. We have also been
intentional inthe decision thatdespite onlyhaving120students inourfirstyear,thatwe will
hire a full-time Social Worker who can appropriately support the needs of all our students
which is paramount to executing Pillar #2 and supporting the whole child. This full wrap
around support is also seen throughout our model through the staffing of an associate

18. Page | 17
teacher at every single grade level to support with differentiation and lowering adult to
student teacher ratio at every single grade level.
Additionally, by Year 3 (when we have 240 students) we want to ensure that all of our
students receive any and all needed supports to achieve academic and social-emotional
success,the StudentSuccess Manager will absorbresponsibilities of the School Directorand
manage our robust Multi-Tiered Systems of Support (“MTSS”) process, including supports
and services forstudents whoare performingbelowgrade level,whoare performingabove
grade level, who are English Learners (“EL"), and who are receiving specialized services.
Additionally, all of our general education teachers will be credentialed and will hold English
Learner authorization. We will also maintain an approximate 16:1 student to special
education teacher ratioin our first yearand approximately 13:1 when fullyenrolled, capping
at 3 full-time credentialedspecial educators inYear5forouranticipatedprojectionof 12.7%
of students with disabilities. These educators will provide push-in support as students with
special needs will be educated in the least restrictive environment possible (per their
IndividualizedEducation Programs (“IEP”)) and will work alongside theirpeers in inclusive,
highlysupportive learningsettings.OurStudentSuccess Teamwill alsobe eventuallyledby
ourDirector/Manager StudentSuccess whostarts inYear3 andelevates inYear5, whowill
manageand implementbothsystems of supportas well compliance toensure we meetthe
needs of all ourdiverse students andfamilies.Further,UnboundStocktonwill implementan
associate teacher at each grade level to allow for more robust student support across
classrooms. Those teaching teams of a STEM, Humanities, and an Associate Teacher or
Residentteacher (inyear1)ensuresconsistency,collaboration,anddeeprelationshipbuildin
our 20:1 ratio of 60 students per adult grade level teams.
Further, as detailed in Element 1, we will provide our leaders and teachers with robust
professional developmentto ensure that theyare fully trainedto effectivelyimplement our
model.Ourplanincludes 5full days of summertrainingfor all staff and5 full additional days
for new staff; 5 full days of professional development (withoutstudents) duringthe school-
year, including data days to analyze student achievement data (on dates immediately
followingmidtermandfinal assessments);1final dayatthe conclusionof eachschoolyearto
close out, discuss and strategize summer growth and schoolwide goals for the upcoming
year; 50 minutes every Wednesday of every school week for targeted professional
development based upon individual, content and grade-specific needs; 180 minutes of
collaborative teacher meeting time per week, with 90 minutes in content teams and 90
minutes ingradelevel teams;and150minutes of individual planningtimeeachweek.Inshort,
our strategic approach to staffing, coupled with the robust support we will provide our
students andteachers,willsupporttheeffective implementationof eachpillarandouroverall
plan.
Establishing and maintaining sound operational and financial systems
UnboundStocktonis keenlyaware of the numerous operational andfinancial risks inherent
to opening and operating a new charter school. To ensure operational effectiveness,
especially during the start-up period, we will leverage the expertise of the proposed School
Director, who has the credentials and experience to successfully navigate the complex
process of founding a new charter school and building effective school systems and
structures. In addition, the proposed School Director participatedin several school launch
fellowships, during which time he received comprehensive coaching and support in

19. Page | 18
designing, opening, and sustaining a successful charterschool. This also includes spending
time workingwithandforover 5differentgrowingsingle school start-upschools.Fellowship
partners will continue to be a resource throughout the founding process and beyond. In
addition, we also have a rich relationship with the California Charter Schools Association
(“CCSA”) and Charter Schools Development Center (“CSDC”) which will also offer us
guidance,provide us withsupport,andconnectus withresources tohelpus effectivelyand
efficiently steward our school.
Additionally, the lead founder vetted Unbound Stockton’s mission and model, piloting
learningexperiences thatmirrorthosethatwilloccurwhentheCharterSchool is operational.
Student, parent, and community feedback from these pilots (detailed in Element 1) have
beenpositive andhave amassedimpressive communitysupport.More specifically,included
inthis petitionare 70+letters from communityorganizations andstakeholdersthatsupport
the founding of our school See Appendix D: Letters of Support. This community support
includes philanthropicassistance,whichwill be utilizedtomaintainahealthy,solventfinancial
position, especially during the pre-planning and first year of operation. To date over
$300,000 has been raised and an additional $500,000 has been committed in MOU to
ensure the successfulstartupandlaunchof this communityschool. Aside fromthe available
public funding through the Charter School Facility Grant Program (SB740) and the Public
Charter Schools Grant Program Start-Up Sub Grants and Reimbursements, we have also
eligible for renewal start-up funds from philanthropic support for over an additional
$500,000. To further ensure our financial health and viability, we will promulgate Board-
approved fiscal policies and procedures, provide robust oversight and training to those
entrusted with financial affairs and responsibilities, and adopt an industry-approved
computerized financial accounting system. Our longest tenured board members have also
received board training around BrownAct, Board Governance, Facilities Support, as well as
have already written draft policies of our fiscal policies. We will also contract with a back-
office provider with expertise in charter school finance. Further, the Board consists of
knowledgeable, committed individuals who collectively possess the expertise and
experiencetoleadinthe pre-openingperiodandeffectivelygovernonce UnboundStockton
is in operation. Each member’s experience is detailed below.
COVID-19 and General Health and Safety Procedures
UnboundStocktonhas grownits supportanddemandforthis unique school model overthe
past four years. During that time, Unbound Stockton has likewise adjusted its model to
ensure itis reflectingthe currentneedof students andfamilies,while alsoseeingagrowing
demandforourmodel as familiesare increasinglyemphasizingtheneedforsocial emotional
support,community-basedresources,andauthenticlearningopportunitiesforstudents.Our
program andcommunitypilotinghas alsopivotedtolearnalongside otherschools toadjust
our model to ensure the health, safety, and preparation for any school adjustments that
wouldbe neededdue to a rise in COVID-19or any additional healthandsafetyconcernthat
may arrive.
In inception, Unbound Stockton’s piloting has been about bringing our three school pillars
together to create communityexperiences for diverse students of Stocktonsince our first
pilots in2019.Due tothe immediate shelter-in-place policies,ourteam immediatelypivoted
to bothdeliveryas asource of food,PPE, and curriculumandcommunityactivityinstruction.
During the firstyears of the pandemic ourteam continued to demonstrate the demandfor

20. Page | 19
ourmodel andabilitytopivotbyservingover50studentsinour virtualFall andWinterBreak
Camps. We further expanded our reach by adding over 9 virtual field trips with over 50
different students participating, led in conjunction with credentialed teachers and local
organizations further demonstrating our ability to pivot and adjust our model as necessary.
While ourmodel isclearaboutbeingin-personandcommunitybased,we have budgetedand
ensure our model is 1:1 for computers or every student and staff member. If necessary to
pivotforanyshorttermorlongtermneedourteamis more thanreadyandcapable tohandle
a distance or hybrid learning model at the request of local authorities.
Our model at its core however,is an in-personmodel where students canengagewitheach
otheras diverse individuals,as well as withourcommunitypartners andorganizations.Inthis
vein,we are well versedinensuringwe establishhighqualityhealthandsafetyprotocols, by
screeningstudentswhomaybe sickcomingtocampus,providingPPEandhandsanitizer,as
well as establishing protocols for a safe and healthy school campus environment. These
protocols andmeasureshave beentakenforeveryin-personpilotingcampour team has run
and will be taken into account as we evaluate potential school facilities, as well as create
appropriate health and safety plans for our school and the partners that we work with.
Intent of the Charter Schools Act
The Charter Schools Act of 19929
states that:
It is the intent of the Legislature… to provide opportunities for teachers, parents,
pupils, and community members to establish and maintain schools that operate
independently from the existing school district structure, as a method to accomplish all of
the following:
a) Improve Pupil Learning.
b) Increase learning opportunity for all pupils with special emphasis on expanded
learningexperiencesforpupilswhoare identifiedas academicallylow-achieving.
c) Encourage the use of different and innovative teaching methods.
d) Create new professional opportunities for teachers, including the opportunity to
be responsible for the learning program at the school site.
e) Provide parents and pupils with expanded choices in the types of educational
opportunities that are available within the public school system.
f) Holdthe schools establishedunderthispartaccountable formeetingmeasurable
pupil outcomes andprovidethe schoolswithamethodtochangefromrule-based
to performant-based accountability systems.
g) Provide rigorous competition within the public school system to stimulate
continual improvements in all public schools.
UnboundStocktonbelieves thatitwill make importantcontributions tothe legislative intent
described above in the Charter Schools Act of 1992. Unbound Stockton will provide an
excellent inclusive and community-based education for students across our greater
communityby creating a unique and intentionally diverse student population, inclusive of
race and socioeconomic status. Research behind diverse by design schools covered in
Element 1 (underEducationalPhilosophy) demonstrates the improved academicsuccessof
all students in diverse and inclusive environments. Furthermore, our local and community-
9
https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=4.&title=2.&part=26.8.&chapter=1.&
article=

21. Page | 20
basedapproachtocurriculumandpedagogywill offernewandinnovative teachingmethods
that will impact not only our teachers, but other schools and future pipelines of educators
locally. Unbound Stockton believes our approach to diversityand inclusionwill, in the long-
term, engender school-level reform that highlights the vast diversity of the community and
change how all our schools think about the culture and environment for student success.
Founding Team Biographies
As of May 2023, the Founding Team includes the proposed School Director and 11 Board
members for the Unbound Stockton Community School Board of Directors. All board
members serve on one of three standing committees: governance, finance, and academic
committee and collectively represent broad diversity in background, experiences, field
expertise, and community connections that fully helps to realize the potential of our
community school
Phillip Hon, School Administrator and Proposed School Director: Phillip is a career
educator whose home and roots are in Stockton, California. He is a first-generation Asian-
American, whose parents stressed the importance of educationas a means of success and
giving back to family and community. Phillip movedto Stocktonin middle school, attending
Lincoln Unified School District schools, and was surrounded by a greater racial and
socioeconomic diversity of peers than his previous schools. While Phillip was active in the
community in high school with leadership, and local community opportunities like the
Stockton Youth Education Action Team, Teen Court, and other local projects, the school
program itself divided Phillip from his classmates through tracked academic program and
social activities. Phillip later attended Stanford University, graduating with a BA in Public
Policywitha concentrationinEducationPolicy,andaminorinChinese Language.Incollege,
Phillip relished opportunities to learn from and lead diverse groups of people. He led an
Alternative Spring Break program called Faith in Action, was the co-chair of Students
PromotingEthnicAndCultural Kinshipas well as the AIM Coordinatoratthe AsianAmerican
Activities Center,andservedasapresenteratthe NationalConference onRace andEthnicity
in Higher Education. These formative experiences inspired him to pursue a career in
education and teach students the knowledge and skills needed to be more collaborative,
successful citizens in the 21st
Century world.
Phillip earned his MA in Education in Curriculum and Instruction at the University of the
Pacific.There,he specializedinLeadershipandAdministrationcourses andtaughtstudents
in 10th
Grade World History and 7th
Grade Humanities. Afterwards, Phillipwent to Hawai’i,
where he became a 7th
Grade Math Teacher, then a Math Department Head, for a diverse
communityof students atAieaIntermediate School.His students’Mathproficiencybecame
the highestinthe school’s historyof the Hawaii StateAssessment.Philliptransitionedoutof
the classroom to coach over 45 first- and second-year teachers, specializing in Secondary
Teachers and STEM teachers. He led professional development sessions, coaching cycles,
and leadership development for these teachers, before transitioning into several roles at
‘Aiea High School: He taught high school Algebra and World History. He also led and
developed SOUL (Self-directed Opportunities for Uplifting Leaders), a brand-new Career
Transition Class for all 240 Juniors at the school. Students developed career plans by

22. Page | 21
creating vision boards, creating spoken word pieces, completing community service,
practicingmockinterviews,andenrollingintestprep.Like inteachingmiddleschool,Phillip’s
led the school’s entire junior class to improve on all test measure including ELA, Math, and
averageACT scores.Afterwards,Phillipwas placedonthe schoolleadershipteam,wherehe
led WASC accreditation groups and oversaw schoolwide communication, social media,
student broadcasts, and schoolwide video production.
Followinghis time atAieaHigh,Phillippursuedhis administrative credential andsecondMA
in Education and Administrative Leadership at Columbia University’s Teachers College in
their Summer Principals Academy. During this time, he transitioned to Alvah Scott
Elementary School and taught 5th
Grade, leadinghis students to the highest Mathand ELA
performance schoolwide. Philliplater became a Vice Principal at Iroquois Point Elementary
School,leadingschoolwideculture initiatives andmanagingteachersandstaff membersina
school of over700 students and90staff members.AftermovingbacktoCaliforniain2019,
Phillipbecamethe Deanof Culture atYu MingCharterSchool,aNational Blue-RibbonSchool
inOaklandCalifornia.Heoversawmiddleschoolculture operationsandschoolwide Diversity,
Equity, and Inclusion programming and training, while also coaching and managing the
enrichment teacher team. During this time, Phillip began building a team of community
leaders and educators to develop Unbound Stockton Community School. Through the
support and professional development of both the Diverse Charter Schools Coalition and
BES, Phillip has been participating in rigorous training to found and successfully lead a new
intentionallyintegratedcommunityschool,UnboundStocktonCommunitySchool.Overthe
course of the past four years, Phillip has raised over a milliondollars in additional potential
committedmonies,pilotedprogrammingforover500+local students andfamilies andbuilt
a team of leaders whohave worked withand listenedtothe communityinbuildingthis new
single-siteschoolmodel,UnboundStocktonCommunitySchool.Phillipcurrentlycontributes
locally by serving as a Board of Director on the Central Valley Asian AmericanChamber of
Commerce, the Board of Advisors of Stockton Service Corps, and the current Leadership
Stockton Class of 2023.
Joel Carignan, Board Chair & Governance CommitteeChair: While searching for a school
forhis oldestdaughter,Mr.Carignanrecognizedthe vastdifferencesinschools,approaches,
classrooms,teachers,studentexpectations andaslewof othervariables. Since then,he has
developedapassionforschool choiceandwhatmakes aschoolexcellent. Joel’s grandfather,
Joe,came toAmericaas aninfantandworkedtirelesslythroughouthiscareersas adairyman,
restaurateur,andtilesettertoensure his childrenandgrandchildrencouldachieve all of their
educational dreams. Working alongside his grandfather setting tile while growing up, Mr.
Carignan learned what it takes to work tirelessly towards his dreams. Now, as a board
member at Unbound Stockton, Mr. Carignan is sharing his tireless efforts so that other
grandparents,parents, and children from Stockton can achieve their educational dreams.
Mr. Carignan joined North Stockton Rotary in 2014 and served as Membership Chair from
2015 -2018. Since 2018, Joel has volunteeredinthe RotaryReadat Home program as a K/1
reader at Madison Elementary School, the Rotary Read-In and the annual dictionary
distributionfor 3rd graders. Mr. Carignanholds a B.S. in Managerial Economics and a Minor
in Sociology from U.C. Davis. In 2015, he earned his CERTIFIED FINANCIAL PLANNER™
certificate.

23. Page | 22
InésRuiz-Huston,Vice-Chair,GovernanceCommitteeMember: Inés is the Vice President
of Special Programs and Operations at El Concilio in Stockton, California. She joined El
Concilio in 2019, after working for over21 years in higher education. She started in1998 as
the director of the Institute of Hispanic-Latino Cultures at the University of Florida in
Gainesville, Florida. Inés directed the Florida Hispanic-Latino Collegiate Leadership
Conference and was a past board member for the United States Hispanic Leadership
Institute in Chicago. In 2001, she became the director of the Community Involvement
Program and Multicultural Affairs at University of the Pacific in Stockton, California. Inés
Ruiz-Hustonis the founderof the Pride Resource CenterandPacificALANACenter. InJuly
2007, Ines became the firstLatinoCommunityOutreachCoordinatoratthe Universityof the
Pacific. In partnership with Benerd School of Education, Inés was instrumental in
implementingnumerous programs with StocktonUnifiedSchool District MigrantEducation
such as University JUMPSTART, Pacific Academia de Matemáticas (PAM), Reach for the
Stars Academyandthe PacificTutor-MentorProgram. In2008,Inés receivedthe Dr.Martin
LutherKing,Jr.Peace andSocial JusticeAwardforherdedicationandcommitmenttoPacific
students. In 2019, Inés became director of Intercultural Student Success. Through her
leadershipshe createdthe BlackStudentLounge,El Centro,anda newpositiontofocus on
Asian Pacific Islander and Desi students on campus.
Forsevenyears,Inés was the Presidentof the Coalitionof MexicanAmericanOrganizations
forSanJoaquinCountyuntil2017.In2011,the SanJoaquinCountyCommissiononthe Status
of WomenselectedDr.Ruiz-Hustonforthe SusanB.AnthonyWomanof Achievement.Inés
has received various awards from the San Joaquin Hispanic Chamber of Commerce John
Aguilar SpiritAward (2014) and African American Chamber of Commerce Women of Color
Award (2015). In July of 2015, Inés became Vice President of the League of United Latin
American Citizens for Council 2060 (Stockton Chapter). The National Associationfor the
Advancement of Colored People (NAACP) Stockton Chapter awarded Ines the Freedom
FighterAwardin2017. She also receivedfrom the state capital the LatinaAdvocate Award
winner recognized by Hispanas Organized for Political Equality (HOPE) California 2017. In
2018, Inés was inducted into the Mexican American Hall of Fame.
In her currentrole,she has ledthe Census 2020forCityof Stockton,VoterRegistrationfor
Stanislaus and San Joaquin Counties, Latina Entrepreneur Academy, development of youth
leadership programs and focusing on issues that is affecting the community like health
disparities, food insecurities, and lack of access to education.
Zuleima Flores-Abid, Board Secretary, Academic Committee Member: Zuleima Flores-
Abid is a passionate leader for the movement for gender and social justice in Stockton,
California,andthe surroundingregion.Previously,Zuleimaworkedas thePrograms Manager
at the National Alliance on Mental Illness California office where she worked to engage and
mobilize diverse populations acrossCaliforniatobreakstigmasurroundingmentalhealthand
become advocates and teachers for their families and their local communities.
In additiontoherprofessional work,Zuleimais adedicatedcommunityservant.In2016, she
founded the Stockton YoungerWomen’s Task Force (“YWTF”) with the vision to empower
and uplift the diverse voices of young women, providing the tools and resources needed to
take action on issues that are the most relevant to them. As the Chapter Director of the
organization, she has worked to focus on shifting the paradigm for women’s rights, gender
equality in education, healthcare, local government, and voter participation. With the keen

24. Page | 23
vision to build solidarity and unity among community members, Zuleima, YWTF, OWL
Movementandotherlocal organizations collaboratedtobringthe firsteverWomen’s March
to Stockton on January 19, 2019. Zuleima also served as the Director of Impact and Public
Policy at the United Wayof San Joaquin Countybefore transitioning into herrole as the 211
Special Projects Manager for United Way of California.
Preethi Raghu, Treasurer and Finance Committee Member: Preethi Raghu is an
experiencedhealthcare executive,workingwithaStockton-based,mission-drivenfederally
qualified health center (FQHC), Community Medical Centers, focused on creating health
equities inthe Central Valley.As the Chief OperatingOfficer,she leads business operations
for 26+ primary care clinics, providing high quality and vital health care access to the most
vulnerable in the community. Her expertise includes strategic planning, building high-
performingteams,andproducingsystem-widetransformation.Afteradecade of workingin
business intelligence and consulting, Preethi reset her career to pursue her passion in
community health and non-profit management. Preethi has a keen interest in the use of
technology to innovate, connect the dots, create efficiencies, and improve team and
customer experience. She is currently a Board Member for the San Joaquin County Health
Information Exchange.
A strong proponent of lifelong learning, Preethi has an undergraduate degree in
Business/Accounting,MBAinMarketing,M.S.inHealthCare Administrationandis acertified
Project Management Professional. She recently completed the UCLA/J&J Heath Care
Executive Program.As amothertotwoyoungchildren,Preethi cares deeplyabouteducation
and fostering inclusive opportunities for children. She served as adjunct faculty/Lecturer at
CSU East Bay for the MS-HCA program between 2013 and 2016 and has volunteered in
various capacities supporting creative and quality learning experiences.
RichieAranda,FinanceCommittee: Richie Arandawas instilledatanearlyagewiththe idea
thateducationwas the keytowhateverhe decidedtodoinlife.Those values helphim earna
degree in Psychology from Stanford University, specializing in childhood developmental
psychology. Richie then went to law school, graduating cum laude from the University of
California,Hastings Collegeof theLawinSanFrancisco.As the firstpersoninhisfamilytogo
tocollege,Richie recognizedhowimportanthisrolemodels andmentors were inguidinghim
through “uncharted territory". After law school, Richie moved to Stockton to start his legal
careerandraise afamily.Richie isnowanattorneywiththe lawfirmof Neumiller& Beardslee
in Stockton, where his practice focuses on employment law, advising private and public
employers (including schools) on personnel matters and keeping compliant with ever-
changing workplace laws and regulations.
Richie is also a volunteer for the San Joaquin County Superior Court and County Office of
Education’s First Impressions Program, in which legal professionals travel to fifth grade
classrooms toteachstudents aboutthe legal systemandcoachthem in a mock trial.Richie
alsoprovides guidance tothecommunitythroughhisservice ontheExecutive Committeeof
the Judge Consuelo M. Callahan American Inn of Court and the Executive Board of the
AbandonedCatTeam/ACT Spay-NeuterClinicinStockton.Richieis agraduate of the 2014-
2015class of the GreaterStocktonChamberof Commerce’s LeadershipStocktonprogram.
Richie lives in Stockton with his wife and two boys who are in second and seventh grade.
AdrianneGo-Miller,AcademicCommitteeMember: Dr.Adrianne Go-Millerbelievesthatall
students deserve accesstolearningopportunities appropriate fortheirneeds.She grewup

25. Page | 24
inStockton,Californiaandworks withstudents inthe same schooldistrictinwhichshewas
raised. Go-Miller is passionate about challenging all students to reach their potential with
hands-on, being-there experiences. The majority of Go-Miller’s 25 years as a classroom
practitionerhave beenspentworkingwithidentifiedgiftedandtalentedstudentsatElkhorn
School,a two-time National Blue-RibbonSchool,as well as workingwithadults atTeachers
College of San Joaquin, many of whom are now classroom teachers and administrators
throughout the region.
Go-Miller has expertise in creating hands-on (and now digital) learning experiences that
integrate multiple subject areas, with science at the forefront. Her varied interests include
gifted and talented education, social emotional learning, social justice education,
environmental literacy, STEM, K-12 curriculum development, raising children, reading, and
word puzzles. Go-Miller earned a B.A. in Journalism from CSU, Fresno, a M.Ed. with a
concentration in curriculum and instruction from the University of the Pacific, a M.A. in
Educational Psychology with an emphasis in Gifted Education from the University of
Connecticut, a preliminary administrative services credential, and a Doctorate of Education
with an emphasis on Educational Administration and Leadership from the University of the
Pacific.
Bruce Roberson, Academic Committee Member: Mr. Roberson started a career in
educationin2005as amathteacheratLincolnHighStockton.Hetransitionedfromhightech
where he was an AccountManagerafterthe dotcom tech bustof early2000. In additionto
his duties as a teacher, Mr. Roberson was an advisor for the Black Student Union club. He
helped black students with leadership development and community service. Mr. Roberson
also founded the Lincoln African American Leadershipgroup to organize AfricanAmerican
parents to advocate for more services for students and theirfamilies. Mr. Robersonretired
from teaching in 2020 after 15 years.
Since retirement Mr. Roberson served as the Chair of the Education Committee for the
Stockton NAACP. He has also worked with local organizations such as Stockton Scholars,
StocktonService Corp,ReinventSouthStocktonCoalitionandthe Workforce Development
Backbone to bring more opportunities for all students. Mr. Roberson believes that all
students are capable andthattheydeserveanenvironmentinwhichtheycanthrive.Priorto
comingintoeducationMr.Robersonworkedinthetechindustryfor15years.Healsoworked
in the oil industry as a production engineer for 10 years after graduating as a Mechanical
Engineer.Mr.RobersonhaslivedinStocktonwithhiswifeof 46years since1993.Hehastwo
adult sons who are working as professionals after graduating college.
Curtis LaMont Smith IV, Governance CommitteeMember: Curtis LamontSmith was born
and raised in Stockton, CA until the age of 10. His father removed Curtis from Stockton to
provide him withthe experiences of diversityandhumanitarianworks.Aftergraduatinghigh
school in England, he returnedto Stockton to attend University of the Pacific. At UOP, he
served as Presidentof African American Student Union. After UOP, Curtis relocated to the
Bay Area working in the music industry. During his time in the BayArea, Curtis worked as a
Tax Compliance Officer for the Internal Revenue Service (“IRS”). Curtis left the IRS for full
time ministry in South Sacramento, CA, where he noticed the marginalized and
disenfranchisedfamiliescomparedtothe neighboringElkGrove.Curtis becameapassionate
community organizer to implement policies for youth education and development. Curtis
returnedtoStocktonin2006tostartDestinyChristianCenter.Heisdedicatedtothe training

26. Page | 25
of indigenous leaders in the urban city to become community and civic leaders. As the
Executive DirectorforFaithinthe Valley,Curtis believes inequityandjusticeforall.Working
on such issues as pathway to citizenship, public safetyand violence prevention, restoration
of votingrights forthe formerlyincarceratedandmostrecently,pandemicjustice disparities:
economic, educational, occupational, and healthcare access. Prior to becoming the
Executive Director for Faith in the Valley, Curtis served as board president of People and
Congregations Together (“P.A.C.T.”). He is the founding leader of the Lifelines to Healing,
which works together with local law enforcement and the City of Stockton.
JoshuaBrown, FinanceCommitteeMember: JoshuaBrownis a Stocktonnative withdeep
roots inhis community.Bornintoafamily of educators,hismotherwas anelementaryschool
teacherand his fathera StocktonPastor,it was destinedthathe and his five siblings follow
intheirfootsteps.Joshuaholds hisB.A.inCommunicationStudiesandM.A.inEducationwith
a PPS (Pupil PersonnelServicesCredential),andhis additionalcredentialsinclude;Associate
ProfessionalClinical Counselor,CertifiedAngerManagementCounselor,CertifiedDomestic
Violence Counselor, and a Certified Youth Mental Health Specialist.
Joshuabeganhis careerworking withinschool districts as well as variousAgenciesintheSan
Jose Area, where he saw a need for special educationservices, leading him to branch out
and open his own business, Faith in Action Community Education Services (F.A.C.E.S.),
providingmental andbehavioral healthservices tostudents.Since the openingof F.A.C.E.S.
in2018,Joshuahas expandedhis businesstoinclude SanJose,SantaClara,Sacramento,and
Long Beach California, and opened his doors to provide services to people of all ages in the
community. Joshua’s visionhas alwaysbeento“bridgethe gapbetweenthe communityand
the education system”while promoting cultural, economic, and social renewal for the most
vulnerable individuals in Stockton and the greater San Joaquin Valley and surrounding
communities.
Bryce Geigle, Academic Committee Chair: Born and raised in Stockton, California, Bryce
Geigle believes every student deserves access to high-quality teaching and learning. After
earning a Bachelor of Arts in English from San Jose State University, Bryce returned to the
Central Valley to teach for Aspire Public Schools while completing his teaching credential
and a Masterof Arts inEducation.His passiongrewforcurriculum andinstructionduringhis
years teaching high school and early college English, and while supporting felloweducators
as an Instructional Coach. Bryce continued to serve the Stockton community as Chief
AcademicOfficeratABLECharterSchools,wherehe implementedaninstructionalprogram
that functioned to close opportunity gaps and elevate student achievement.
Bryce earnedhis Doctorateof EducationinEducationalAdministrationandLeadershipatthe
Universityof the Pacific.Recently,he has mentoredfuture teachers as anadjunctprofessor
at Humphreys University and Alder Graduate School for Education. As a life-long learner,
Bryce is currentlycontinuinggraduate studies atLouisianaState Universityas he pursues a
Master of Business Administration. Dr. Geigle has had the honor of previously serving as
Principal atAspire LangstonHughes Academy,andnowDavis SeniorHighSchool where he
seeks to design and support an equitable education for every scholar daily.
KatiePoole,FinanceCommitteeMember: AnArmybratof twoveterans,Katie was bornin
Germanyandspentherformative yearsmovingfromcontinenttocontinent.Throughsome
of hertravels she endedupinLodi andGalt fora fewyears as well.This movementexposed

27. Page | 26
hertomanydifferentculturesandispartof whatshe attributes toheropen-mindedness.The
other part she attributes to her parents who instilled in her the belief that she could
accomplish anything she put her mind to.
Katie struggledwithformal educationforyears,feelingit didnotallowhertobe innovativein
her learning or implementwhat she had learned into her community. Aftergraduating high
school inAlaska,she decidedto“see the world”andendedupinStockton,CAtospendtime
with family in the area. She has been here eversince. She went on to earn her Associate of
Arts from San Joaquin Delta College. Following that, she continued hereducational journey
earnedadegree inPsychology,graduatingmagnacum laude fromGrandCanyonUniversity.
Katie went to earn her Master of Science in Leadership and Master of Business
Administration from her alma mater.
Katie is currentlyin the 2022-2023 graduating class of the Greater Stockton Chamber of
Commerce’s LeadershipStocktonprogram andlives inStocktonwithherhusbandandtheir
three children.
External Partners
UnboundStocktonCommunitySchool willdrawonthe expertise andexperienceof external
partners to ensure that our mission is fulfilled. We have outlined the nature of our
partnerships with each external partner below.
BES
BES is a national nonprofit that identifies and prepares leaders to lead unique and
transformational school models in their communities. Unbound Stockton Community
School’s Lead Founder, Phillip Hon, is a BES alumnus and underwent intensive leadership
coaching and development, and completed two leadership residencies at high-performing
public charter schools. A Letter of Support from BES is attached in Appendix D: Letters of
Support. Following authorization, BES will provide follow-on Support during Unbound
Stockton’s planningyearandatleastthe firsttwoyears of operationinthe formof leadership
and governance coaching.
California Charter Schools Association
The CaliforniaCharterSchools Associationadvancesthe charterschool movementthrough
state and local advocacy, leadership on accountability, and resources for member schools.
CCSAis a trustedsource of dataandinformationonCalifornia’s charterschoolsforparents,
authorizers,legislators,the press,and otherinterestedgroups.CCSAwill provide resources
and expertise to Unbound Stockton Community School particularly with regards to data
compliance, renewal, and special education.
Charter Schools Development Center
The Charter School Development Center provides experienced and expert technical
assistance and resources to charter school developers, operators, charter-granting
agencies,andpolicymakers.Theysupportschoolswithknowledgeandexpertise inthe areas
of charter school leadership, finance, operations, governance, accountability, advocacy and

28. Page | 27
development. CSDC has also been instrumental in providing the proposed School Director
with Charter School Business OfficerTraining to be able to learn and support the business
operations and success of the school.
EdTec
EdTecis an establishedback-office supportproviderformore than325charterschools and
charterdevelopers,supportingover90,000students across 60districts inover40counties
and sevenstates.Itis widelyusedthroughoutCaliforniaandhas beenrecommendedtoour
FoundingTeam bymultiple charterschool operators innearbyschool districts.EdTeclends
its expertise in a variety of ways, including supporting the development of this charter
petition, school launch and operations, board governance, strategic planning, student and
school performance, and charter renewal.
Young, Minney & Corr, LLP
Young,Minney& Corr,LLP is California’s mostexperienced,knowledgeable,andrespected
firm working in the unique area of charter school law, since the passage of California’s
CharterSchools Actof 1992.The firm representsmorethanhalfof the charterschools inthe
state, offeringexpertise in all aspects of charterschool creation, expansion, and operation.
Young,Minney& Corr,LLPprovides legal counseltoUnboundStocktonCommunitySchool.
Element 1: The Educational Program
Governing Law: The educational program of the charter school, designed, among other things, to identify those
whom the charter school is attemptingto educate, what it means to be an “educated person” in the 21st
century,
and how learningbest occurs. The goals identified in that program shall include the objective of enablingpupils to
become self-motivated, competent, and lifelong learners. Education Code Section 47605(c)(5)(A)(i).
The annual goals for the charterschool for all pupils and for each subgroup of pupils identified pursuantto Section
52052, to be achieved in the state priorities, as described in subdivision (d) of Section 52060, that apply for the
grade levels served and specific annual actions to achieve those goals. A charter petition mayidentifyadditional
school priorities, the goals for the school priorities, and the specific annual actions to achieve those goals.
Education Code Section 47605(c)(5)(A)(ii).
Mission
At Unbound Stockton Community School, we work to understand ourselves and our role in
the community. We develop the knowledge, skills, and experience that allow us to choose
how to unpackand undo the systems thathave dividedus and, by learningtogether,unlock
the potential of an unbound community.
Vision
Our Vision:Be unbound;adiverse communityactivelylearningandengagingacross linesof
difference.
Our students will believe their lives and learning opportunities cannot be bound by the
external parameters or barriers set before them. Students will be confident in their own

29. Page | 28
identities andempoweredtobe theirauthenticselves.Theywill stepintospacesreadytoact
and create change, because they have had the experiences of doing so. They will not only
knowhowtoworkindiverse teams,butalsoactivelyvalue andengageinthem,becausethey
understand collaboration leads to better solutions. Our students will love their community
because they have engaged in it. No longer will our students plan to leave their community,
because theircommunitywill havebecome alargepartofwhotheyare.Theyalsowillrespect
eachother,because theyhave engagedwitheachother,andtheywillbe willingtoworkwith
not only each other, but other diverse peers in theirfuture. This is the unbound community
our students will create and lead, one that reflects the diversity of our community and the
skills needed of our diverse students to thrive in the 21st
Century.
Overview of Educational Philosophy and Design Pillars
At UnboundStocktonCommunitySchool,we believe that learningis fundamentallyasocial
process that helps to draw out an individual’s identity and personal purpose. In Southern
African philosophy, the concept “Ubuntu” is often translated as, “I am because we are” –
namely, a person is a person, because of otherpeople. This universal tie and connectionwe
all have should carry over into the classroom, with schools anchoring their educational
programs in academics, social-emotional development, and communityinvolvement, which
provide more opportunity for students to achieve their best selves. Schools should also
provide time for deep personal reflection, as humans are in a constant process of
deconstructing and reconstructing not only themselves but the world around them.
Particularlyforearlyadolescence,developingthis skill atadevelopmentallyappropriate age
gives students the mostopportunitytomake sense andmeaningof the worldaroundthem.
Adolescence is aperiodof life inwhicha student’s self-conceptchanges profoundly.Neural
researchandstudiessuggestthatchanges occurinregions of thebrainassociatedwithself-
processing, which contributes to characteristics such as self-consciousness and
susceptibility to peer influence.10
Accordingly,we mustfosteranenvironmentwhere ourstudents canbe theirbestselves so
theycan buildtheircapacityto bringtheirunique value tothe world.As a collective society,
this would mean all our students need to think criticallyand disrupt cooperatively. It is easy
to work withpeople whoare similar tous,but itis necessaryandimportantforourstudents
to learn and work with people different from them. This is how we spread ideas and
knowledge, and again, deepen our understanding of ourselves. We all hold certain
perspectives and values thatare reevaluated when others cause us to think differently. We
more actively strive to make sense of the world around us, when we have a better
understanding of the social, political, or cultural differences between us. Research by
organizational scientists, psychologists, sociologists, economists, and demographers show
that socially diverse groups are more innovative than homogenous groups, which has been
consistently demonstrated by the results of decision-making exercises, higher quality
research, and more dialogue in jury decision making.11
Therefore, learning necessitates our
students both learn from and work across lines of difference, which is a necessary skill
10
Sebastian, C. Burnett, S., Blakemore, S. Development of theSelf-Concept during Adolescence. Trends inCognitiveScience.
26, Sept. 2008.
11
Phillips, KatherineW. How Diversity Makes Us Smarter. Scientific American. 1, October. 2014.