Work Expectations

Da Vinci Homework Expectations (Homework Policy )

Our expectations regarding work at Da Vinci are based on the following tenets:

  1. All assignments are designed to advance the course content and are worth doing.  The value of the assignment is highest when it is done in a timely way as a result of thoughtful sequencing during a project.  It is less valuable as a learning tool when done after the class work was assigned.
  2. Adolescent development is a process teachers can best support when consequences for the students’ choices are logical, and when successive approximations to desired behaviors are rewarded.
  3. The online course calendars, briefcases, and grade book support organization, planning, and grade tracking so that the locus of control for achievement lies with the students, and facilitates parental monitoring.

Therefore, the goals of all school work at Da Vinci are academic mastery of course material, accountability for personal choices where the student controls his/her academic success, and acquisition of social and workplace skills where students earn the best grade possible by meeting deadlines and organizing their time.

DVCA Late Work Policy

Late work will be accepted up to one week before the end of the quarter for passing credit and zero work ethic points. That date will be entered on the course calendar for each class so that it is known from the first day of the quarter and students are aware of the deadline.

In cases of extreme circumstances, our staff will work to support the family and student in the time of crisis. A personalized plan will be devised for assignments that must be delayed or completed late. Please contact the office staff if such a situation arises.

Questions about Attendance Requirements or Excusing Absences?
Click here for full Attendance Expectations for Da Vinci Charter Academy. Contact Debbie Martin for questions (dmartin@djusd.k12.ca.us)

Da Vinci Charter Academy Group Process Expectations

At Da Vinci Charter Academy students experience unique challenges that students and parents may initially struggle with both academically and emotionally. As a result we, as a staff, developed the Da Vinci Charter Academy Community Pledge built around our core tenets of respect, professionalism, high expectations, collaboration, community, integrity, resolution, inquiry, and student-centerdness.

Our staff has also compiled a list of expectations for group processes, which all DVCA students’ experience (Group Process Expectations handout)

  1. The group process is a learning experience. With any learning experience there are varying levels competency and familiarity and we understand that some students may struggle with these new skills. Our curricular model and school culture are meant to support and encourage students to learn valuable collaborative skills.
  2. Students can expect to be in a team with every student in class by the end of the year. Team members are changed at the end of each project and we value the skills that are gained by working with many different students.
  3. Students are taught to manage the group process and are expected to help keep each other accountable through many means:
    • Contracts are written at the start of projects and include responsibilities during the projects.
    • - Most contracts include provisions for member dismissal, which requires the dismissed member to complete the project on his/her own.
  4. Each project contains team and individual scores depending on the structure of the project. Points are typically assigned using standardized school-wide rubrics.

Typically group scores include:

  • Curricular Literacy points, which measure student’s grasp of the subject area curricula
  • Collaboration Points, which measure how well students work together during the project. Collaboration points include peer evaluations and teacher observations.
  • Most projects include a Leadership and Work Ethic bonus, which is voted on by group members to the person who leads the group and puts forth extra effort.

Typically individual scores include:

  • Unit tests
  • At home and in-class essays
  • Traditional classroom assignments, both in class and at home

One of the major concerns that students and parents have about team assignments is that one student’s grade will be dramatically affected by other group members. We value the skills attained through the group process and diversified assessments preclude a student’s grade from being dramatically effected by team member(s).