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About Topeka Charter SAS

Mission Statement:

The mission of Topeka Charter School for Advanced Studies is to provide a comprehensive and rigorous instructional program that is highly engaging, culturally, and linguistically responsive, as well as designed to ensure access, equity, and enrichment to all students. At Topeka, instructional days include academic excellence, character education, technology integration, arts appreciation, along with opportunities for student leadership and innovation. It is our aim to equip our students to be critical thinkers who will be prepared for both the highly competitive 21st century college and career worlds.

Vision Statement:

The vision of Topeka Charter School for Advanced Studies is to provide all students with the tools to become responsible leaders, productive and respectful citizens who transform their communities and create a culture of care. Through collaboration, instructional excellence, innovation and creative partnerships, the Topeka staff and community will provide a positive high-quality learning environment for all students.

Affiliated Charter

An affiliated charter school remains on their LAUSD campus, keep their LAUSD union teachers, but write a charter that can allow them curricular and decision-making freedoms not available to traditional public schools. Historically, schools that went affiliated also received a charter school block grant, which often meant they received more money than they would have as traditional public schools. Deep budget cuts no longer guarantee schools receive more money; finances vary from school to school. But going to an affiliated charter means a school has the latitude to decide for themselves how they spend their money. Instead of receiving money earmarked for specific programs, a school receives a lump sum. This gives a principal, and a campus, the freedom to design a curriculum and a budget. 

Schools that have gone affiliated charter report not just greater fiscal and academic freedoms, but also surprising and positive side- effects. Teachers must work more cohesively as a team. A new governance model must be put in place. Parents and community members are forced to take on a larger role at the school. All of this changes the culture of the school and encourages more accountability and investment by community members.

As directed by the Charter, the Topeka Charter SAS Governing Board – a representative body of staff, teachers, administration and parents – reviews school procedures and sets standards and policies for the school. This allows the local school community to pursue an educational direction that responds to the specific needs of our students.

School for Advanced Studies

The Advanced Studies Program is designed to expand student assessment and identification and offers a differentiated instructional program. The programs create high end learning opportunities which allow students to flourish in stimulating academic and social environments in designing challenging educational opportunities.

Learn more about SAS

Special Education Services

Does Your Child Need Special Education Services? The Los Angeles Unified School District is committed to serving the educational needs of each of its students. Each District school has a process that brings together the parent or guardian, the student, if appropriate, and school personnel to address any problem that interferes with a student's success in school. This team is the Student Support and Progress Team (SSPT). The team is responsible for identifying the student's needs, providing referrals to appropriate interventions, and developing a plan to enable the student to be successful. A student with a disability may qualify for accommodation or classroom modifications under Section 504 of the Rehabilitation Act of 1973. You or your child's teacher may submit a written request to the school administrator for a Section 504 evaluation of your child to determine whether accommodations or modifications might be appropriate. You will be notified when the evaluation meeting is to take place, and you are encouraged to participate in this meeting. Your child may then be provided with accommodations, modifications, and intervention strategies in the general education classroom. For further information on Section 504, see the District’s Section 504 and Students with Disabilities brochure. Sometimes, however, students may require special education and related services. Eligibility for special education is determined by an Individualized Education Program (IEP) team after a student has had a formal assessment. Students receive special education services only after all the resources of the general education program have been considered.  

What are Special Education Services? Special education services are specially designed instruction to meet the unique educational needs of children with disabilities who meet the eligibility criteria under the law. Special education services can begin at age three (3) and may continue until your child graduates or reaches the age of twenty-two (22).

For Special Education Information see the parent handbooks below or contact Tricia Gillikin at [email protected]