Conflict of Interest Forms - Scintilla Charter Academy

Transcription

SCINTILLA CHARTER ACADEMY Submitted: 01 May 2014 LOWNDES COUNTY BOARD OF EDUCATION & VALDOSTA CITY SCHOOLS BOARD OF EDUCATION 1
START-UP CHARTER APPLICATION
COVER PAGES
Check one:
_X__New Petition
___Renewal Petition (If renewal, when was the original charter
term start date? __________)
Name of the Georgia nonprofit corporation that will hold the charter if granted:
______Scintilla Charter Academy_________________________________________________________
Name of Proposed Charter School: __________Scintilla Charter Academy_______________________
Local school system in which charter school will be physically located:
____________Valdosta City Schools or Lowndes County Schools________________________________
School address:
Contact person:
Lars Leader
Founding Board Chair
Name
Contact address:
Title
4910 Break-Thru Road, Valdosta, GA 31606
Telephone number of contact:
Fax number of contact:
229.300.6178
229.259.5094
E-mail address of contact:
[email protected]
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Charter School Name _______Scintilla Charter School______________________________ Type __Locally-‐approved Start-‐up________(Locally-‐approved Start-‐up, State Chartered Special School, Career Academy, Jointly Authorized, Virtual) Approved by the _____________________________ Board of Education on _____________ Grade Levels Served ____K-‐5_________________ Ages Served ________________________________ Proposed Opening/Renewal Date _____August 2015_________ Proposed Charter Term _____5 years________________ (If this is a renewal petition with a term other than 5 years requested, please give the rationale for the requested term length) Mission Statement ___ The mission of Scintilla Charter Academy is to increase student
achievement and develop social responsibility through educational innovations in a safe
community of involved families and educators. For each year of the proposed charter term, please indicate the number of pupils the charter school plans to serve. K 1 2 3 4 5 6 7 8 9 10 11 12 Total Yr 1 80 80 80 80 Yr 2 80 80 80 80 80 Yr 3 80 80 80 80 80 80 Yr 4 80 80 80 80 80 80 Yr 5 80 80 80 80 80 80 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10 Pursuant to O.C.G.A. § 50-36-1(e)(2), please complete the following Affidavit. A list of
secure and verifiable documents can be found on our website. This form should be
completed by the CEO or President of the Non-profit Corporation.
O.C.G.A. § 50-36-1(e)(2) Affidavit
By executing this affidavit under oath, as an applicant for a charter school contract, as referenced in
O.C.G.A. § 50-36-1, from the State Board of Education, the undersigned applicant verifies one of the following
with respect to my application for a public benefit:
1) _________
I am a United States citizen.
2) _________
I am a legal permanent resident of the United States.
3) _________
I am a qualified alien or non-immigrant under the Federal Immigration and Nationality Act
with an alien number issued by the Department of Homeland Security or other federal
immigration agency.
My alien number issued by the Department of Homeland Security or other federal
immigration agency is:____________________.
The undersigned applicant also hereby verifies that he or she is 18 years of age or older and has provided at
least
one
secure
and
verifiable
document,
as
required
by
O.C.G.A.
§ 50-36-1(e)(1), with this affidavit.
The secure and verifiable document provided with this affidavit can best be classified as:
_______________________________________________________________________.
In making the above representation under oath, I understand that any person who knowingly and willfully
makes a false, fictitious, or fraudulent statement or representation in an affidavit shall be guilty of a violation
of O.C.G.A. § 16-10-20, and face criminal penalties as allowed by such criminal statute.
Executed in ___________________ (city), __________________(state).
____________________________________
Signature of Applicant
____________________________________
Printed Name of Applicant
SUBSCRIBED AND SWORN
BEFORE ME ON THIS THE
___ DAY OF ___________, 20____
_________________________
NOTARY PUBLIC
My Commission Expires:
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Scintilla Charter Academy: Topical Table of Contents
Narrative
Pages - 6-11
Area One: Charter Rationale for Scintilla Charter Academy
Pages - 12-15
Area Two: Academic Objectives, Plans, and Waivers
Pages - 15-19
Area Three: Assessment Plan, Student Improvement, and Measurement Over Time to
Meet Academic Goals
Pages - 19-42
Area Four: Educational Program and Strategies to Ensure Student Performance
Objectives
Pages - 43-45
Area Five: Education of Special Populations
Pages 46-48
Area Six: Utilization of Waivers
Pages - 49-54
Areas Seven through Nine: Organizational Goals, Measures, and Operational Action
Plan
Pages - 55-60
Area Ten: Governance and School-Level Decision Making
Pages - 60-65
Area Eleven: Relationship with Educational Service Providers
Pages - 65-68
Areas Twelve through Fourteen: Financial Goals, Measures and Action Plan
Pages - 69-70
Area Fifteen: Student Admissions
Pages - 70-75
Areas Sixteen through Nineteen: Facility and Facility Plan
Pages N/A
Assurance Form and Signature Sheets
Exhibits
Pg - 78-79
Pg - 80-88
Pg - 89-90
Pg - 91-94
Pg - 95-99
Pg -100-101
Pg -102-108
Pg - 109-116
Pg -117-119
Exhibit A:
Exhibit B:
Exhibit C:
Exhibit D:
Exhibit E:
Exhibit F:
Exhibit G:
Exhibit H:
Exhibit I:
Board Documents
Founding Board Member Resumes
Insurance Requirements
Budget Items
Engagement Letters
Letter of Intent Submitted to Lowndes County and Valdosta City Schools
Academic Goals Worksheet
Conflict of Interest Forms
Daily Schedule and Annual Calendar
Scintilla Charter Academy – Charter Petition 2014 Area One: Charter Rationale for Scintilla Charter Academy
A. Founding Board Motivation
“Education is not filling a bucket, but lighting a fire." - WB Yeats
The vision and innovations laid out in this petition are the combined efforts of educators, parents,
and community leaders who found themselves drawn together over concern for the students in the
Valdosta/Lowndes community. It soon became evident that there were others who had the same concerns
and desires, and the need to open Scintilla Charter Academy became more obvious. We believe that we
have a moral and ethical imperative to create a learning environment where teachers can teach and
learners can learn. It is the desire of this founding group that a spark will grow into a fire in our
community to better the education for our students.
The founders of Scintilla Charter Academy believe every child should be encouraged, motivated,
and challenged daily. Our unique mixture of innovations will provide challenge while also providing
intensive support to all students. As students experience success, a passion for learning will develop.
School wide character development goals and cultural practices will prepare our scholars to be successful
both at Scintilla and in future school settings. We know that given the right environment, students in the
Valdosta/Lowndes area can achieve at high levels but we also know the development and implementation
of an innovative and blended curriculum will enable these results must be focused and strategic. Our
curriculum will facilitate students in their learning because it is developmentally appropriate at all levels
and seeks to meet the naturally inquisitive nature that all children possess. In the end, our motivation for
creating Scintilla Charter Academy is simple: Valdosta and Lowndes County students matter.
The vision of Scintilla Charter Academy is to guide locally underserved and underperforming
students in reaching their educational potential and becoming contributing citizens and to expose them to
aspects of the community that expand their life experience.
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Scintilla Charter Academy – Charter Petition 2014 The mission of Scintilla Charter Academy is to increase student achievement and develop social
responsibility through educational innovations in a safe community of involved families and educators.
Scintilla will provide research-based programs and will align these programs to the Common
Core Georgia Performance Standards (CCGPS). A strong focus on Project-Based Learning (PBL) and
Service Learning (SL) will be woven into this mix as well. The blending of PBL and SL will require
innovative practices to persuade and prepare students to engage in thoughtful problem solving. The
broad-based assessments used in PBL and SL encourage high performance. Since all students do not
master content at the same time, standards-based report cards will closely track student progress and
teacher narratives will give explicit feedback to students and parents.
The innovative educational program at Scintilla Charter Academy will be accessible to students
of all ability levels, including special education, gifted, and English language learners. Our desire is to
target the lower socioeconomic and disadvantaged children who unfortunately often slip through the
cracks. The Lowndes/Valdosta schools districts have demonstrated a commitment to intervention and
support services through best practices to these populations of students. We wish to aid in this effort. An
innovative small school design focused on personalizing at-risk students’ academic and character
education will support the districts’ goals for improving performance by at-risk students. SCA will serve
an area of need in the districts, where research has shown that overcrowded schools and ineffective
teaching heavily impact student success.
Need for Charter Flexibility
There are major gaps between the socio-economic groups in the Valdosta area. This is largely
evident in the differences between Lowndes County Schools (LCS) and Valdosta City Schools (VCS).
The demographics between LCS and VCS are vastly different. However, the economically disadvantaged
in both systems fall further behind, particularly in science and social studies, as each year progresses. On
the VCS CRCT results in the spring of 2011, 29% of the economically disadvantaged subgroup in third
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Scintilla Charter Academy – Charter Petition 2014 grade did not meet state standards regarding Social Studies and 32% did not meet state standards
regarding Science. In that same year, 42% of the same subgroup for 8th grade did not meet the Social
Studies standards, and 54% did not meet the Science standards. The LCS system showed slightly less of
a drop in the pass rate between 3rd grade and 8th grade in the same two subjects. The data for the spring
of 2011 in the subgroup of economically disadvantaged students shows that a gap in Social Studies grew,
with 17% of this subgroup’s 3rd grade students not meeting standards, 31% of the subgroup’s 5th grade
students not meeting standards, and 40% of the subgroup’s 8th grade students not meeting standards.
We lose much of this population in both school systems along the way. Many of these students
struggle to overcome obstacles such as a lack of support at home, drug and gang related activity, and a
multitude of other challenges. There is a drastic change in the data from 2010 to 2011 in both the county
and the city between fifth and eleventh grade. Students are leaving our elementary schools ill equipped
with the independent skills needed to prosper in secondary learning environments. VCS enrollment in
fifth grade in 2010-2011 was 599 in the spring. There were only 462 students enrolled in 7th grade the
same year. During the same year, LCS sustained their middle school population, but lost almost 200
students during the upper grades of high school. The students who drop out are at a high cost to our
community and are more likely to become involved in the criminal justice system.
Charter schools are public schools of choice, meaning that families are able to choose them for
their children. They are publicly-funded, but operate independently under a performance contract with the
local school district or the Georgia Charter Schools Commission and the Georgia Department of
Education. Charter schools provide opportunities for parents and individuals from across the community
to actively participate in decisions about the school, allowing for greater innovation and programs specific
to the school versus a “one-size-fits-all” approach. They operate with freedom from some of the
regulations that are imposed upon district schools. Charter schools are accountable for academic results
and for upholding the promises made in their charters. They must demonstrate performance in the areas of
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Scintilla Charter Academy – Charter Petition 2014 academic achievement, financial management, and organizational stability. If a charter school does not
meet performance goals, it may be closed.
Without a charter school option, parents and students in our area would not have the opportunity
to choose the kind of education that best fits their child, simply because the traditional public school
utilizes a curriculum that incorporates a shotgun approach to education that often changes to meet the
needs of the political interests of the day. At Scintilla Charter Academy (SCA), we will use a researchbased model, where students will have the opportunity to participate in a project-based/service-learning
curriculum. SCA will focus on instructional techniques and best practices that enhance learning
opportunities for all of its students, instilling in them the desire to learn. These students will grow to
become active, contributing citizens of tomorrow. Through involvement with the students’ families, local
community and business organizations, area institutions of higher education, and local public school
personnel, Scintilla will light a spark in our students to create life-long learners and will serve as an
incubator for educational innovation and excellence.
B. Needs, Analysis, Demand, and Development of the Charter Application
School leadership and stakeholders have created a strong network of contacts through formal and
informal conversations, meetings, and forums with local parents, residents, business members and
organizations at the time of petition development. The development of this petition has unfolded with, but
not limited to, the following events:
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October 8, 2011 - RCA 5K Fundraiser
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October 23, 2011 - RCA VIP Fundraiser Night
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November 27, 2012 - Founding group of teachers was created and planning began
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April 13, 2013 - Attended GCSA “Charter Schools 101”
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April 16, 2013 - Met with Lars Leader and other interested parties
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May 7, 2013 - First GCSA Community Meeting in Valdosta
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Scintilla Charter Academy – Charter Petition 2014 
May 31, 2013 -Founding group tour of Ron Clark Academy
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June 25, 2013 - Lunchtime private meeting before Community Meeting
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June 25, 2013 - Second GCSA Community Meeting in Valdosta
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October 4, 2013 - Founding members visited Pataula Charter School
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October 7, 2013 - Founding members visited Baconton Community Charter School
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October 23, 2013 - Attended GCSA Charter School Bus Tour of Latin Academy Charter
School, Kindezi Charter School, ATL Neighborhood Charter School, and Fulton
Leadership Academy for Boys
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October 28, 2013 - Founding group met with GCSA representative Elisa Falco
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November 7, 2013 - Attended GCSA Charter School Finance A’la Carte training
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January 27, 2014 - Attended GSCA Start-Up Charter Bootcamp
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January 27, 2014 - Received Incorporation Status
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January 29, 2014 - Launched SCA Facebook page and Twitter account
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February 1, 2014 - SCA Letter of Intent received by local districts
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February 9, 2014 - Founding group met with Prestige consultants
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February 11, 2014 - Founding group met with VSU College of Education Dean, Dr.
Brian Gerber and Associate Dean, Dr. Don Leech
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February 23, 2014 - Founding group discussed established and potential board members
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February 24, 2014 - First Facilities Committee Meeting
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March 4, 2014 - First official Founding Group/Founding Board meeting, with Prestige
consultants in attendance
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March 7, 2014 - Founding Board Meeting
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March 13, 2014 - Belk Shoe Event (Board Members Jeremy Baker and Enid Santana)
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March 19, 2014 - Radio Interview of Lars Leader and Mimi McGahee, The Chris
Beckham Show, 106.9 fm

March 19, 2014 - Facilities Committee walkthrough of potential location/building

March 19, 2014 - Curriculum Committee conference call with Prestige
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March 20, 2014 - Radio interview of Lars Leader and Enid Santana, 92.1fm
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March 22, 2014 - 9 am Community Meeting at Mildred Hunter Center
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March 26, 2014 - Curriculum Committee conference call with Prestige
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March 27, 2014 - Belk Ladies Night Out (Board Members Jeremy Baker and Enid
Santana)
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March 29, 2014 - “Kid Fest” (Board Members Jeremy Baker, Lars Leader, and Enid
Santana)
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March 31, 2014 - Facilities Committee meeting with site development company
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April 3, 2014 - Founding Board Meeting
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April 10, 2014 - Meeting with VSU Foreign Language Education professors
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April 14, 2014 - Attended VCS Board Meeting to announce submission of petition
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April 22, 2014 - Facilities Committee Meeting
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April 26, 2014 -- Founding Group/Board Meeting to review charter petition 11
Scintilla Charter Academy – Charter Petition 2014 Area Two: Academic Objectives, Plans, and Waivers
The following goals and objectives will outline expectations of Scintilla Charter Academy
success in meeting the CCRPI requirements in year one. An annual evaluation of data will be used to
adjust benchmarks for future goals to ensure continuous improvement and increased student achievement.
SCA’s performance-based goals and objectives based on established local and state data, coupled with
individual student goal-setting and parent support of academic growth with specific strategies, ensure
improved student achievement and compliance with the Single Statewide Accountability System (SSAS)
in accordance with O.C.G.A. § 20-2-2063.
Students’ scores from the previous year’s administration of the Criterion-Referenced Competency
Tests, where available, will serve as a baseline for student performance. The results of the end-of-year
Criterion-Referenced Competency Tests will serve as a post-test to measure how well students have
performed.
A. Academic Goals
The Lowndes County and Valdosta City Boards of Education and the Georgia State Board of
Education shall hold Scintilla Charter Academy accountable for the full performance of each of the
academic goals listed in the attached Academic Goals Form (Exhibit G) as well as those below. The
requirements of each goal are independent of and do not supersede the requirements of any other goal.
Goal 1:
SCA will perform above the
level that would place it on the
Priority Schools list, the Focus
Schools list, or the Alert Schools
list. SCA will also meet all
targets (currently CCRPI and
State Performance Targets), as
defined by Georgia state
requirements and the state's
waiver of No Child Left Behind,
subject to any amendment,
waiver or reauthorization
thereof. Students will
Measure 1: During each year of the charter
term, SCA will meet or exceed all State
Performance Targets and all other statewideaccountability requirements as established by
the GADOE each year for all content areas of
the Criterion-Referenced Competency Test
(CRCT).
Measure 2: From a baseline established during
the 2015-2016 school year, SCA will increase
the percentage of charter school students who
meet or exceed state standards on each content
area of the CRCT by 5% each year until in Year
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Scintilla Charter Academy – Charter Petition 2014 demonstrate proficiency and
improvement over prior years’
performance.
5 of the charter term, the scores will be greater
than or equal to the State or district average,
whichever is higher.
Measure 3: During each year of the charter
term, the percentage of charter school students
scoring in the Exceeds category in all subject
areas on the CRCT will exceed the baseline
average by 2%.
Goal 2:
SCA fifth graders will
demonstrate middle school
readiness.
Measure 1: Beginning in year 3 of the charter
term, 80% of students will score Meets or
Exceeds on the Grade Five Writing
Assessment.
Goal 3: SCA will develop and implement
policies, programs, and
procedures leading to full
implementation and utilization
of Project Based Learning and
Service Learning. Measure 1: One hundred percent (100%) of
teachers will have on-going specific
professional learning, with evidence of its
implementation in classroom instruction. Goal 4:
SCA will receive a 90% or above
approval rating from
parents/guardians and
stakeholders at the end of the
2nd and 4th terms each year. Measure 1: Parent surveys will reflect a 90%
approval rating.
Measure 2: SCA will have a 90% retention rate
of students and faculty.
Goal 5:
SCA will attract and retain
highly qualified staff.
Measure 1: All teachers will hold a current
Georgia teaching certificate. Measure 2: All teachers will participate in
annual training in their respective curriculum
content areas. Measure 3: All teachers will participate in
Professional Learning Communities in order to
maintain highly qualified status, as well as,
attain 5 Professional Learning Units per school
year.
B. Student Assessment
A comprehensive assessment is critical to demonstrate student level of mastery of the required
content and crucial skills of the Common Core GPS as well to provide all stakeholders with relevant and
specific information to make informed instructional, programmatic, and developmental-appropriate
decisions in the best interest of students.
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Scintilla Charter Academy – Charter Petition 2014 Assessment of student performance will be achieved using formative and summative assessments,
as well as various instructional strategies employed by SCA teachers. Teachers will collect baseline data
from the NWEA MAP test and MAP for Primary Grades. Teachers will also use specific instructional
strategies to activate students’ background knowledge, and to help students focus their learning. Students
will participate in the appropriate state assessments as mandated by state law. SCA will use the CRCT
state assessment in the areas of mathematics, science, social studies, reading, and language arts in grades
3, 4 and 5. Kindergarten will be assessed through G-Kids. In Grades K- 5, SCA will use NWEA as a
nationally normed assessment since it aligns with Common Core and is an adaptive computer-based
benchmark for non-CRCT. SCA will also use a performance-based mastery system that will be
developed by the faculty that will track every standard that the Common Core Standards address in grades
Kindergarten through 5th grade. These will be tracked by online portfolios and will be available to
parents. SCA will develop a common rubric to assess the skills needed for project-based learning
(Inquire, Design, Create, Share) to evaluate content and creativity. Great care will be taken to ensure that
student assessment goes beyond “content compliance” and multiple choice tests.
Teachers will also use formative assessments that include publisher and teacher-created
assessments, as well as assessments from supplemental material to obtain performance data for each
student. Examples of teacher-created formative assessments include but are not limited to:
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Teacher-created content tests
Multi-year capstone
Science and engineering fair projects
Student portfolios
Journals
Teacher observations
Probing questions
Writing samples that focus on the development of expository, narrative, persuasive,
and analytical writing skills
Anecdotal records of the student’s performance
Attitude inventories
Teachers will also have access to Weekly Standards Assessments, common formative
assessments aligned to their textbooks and the Common Core GPS that include objective questions for
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Scintilla Charter Academy – Charter Petition 2014 quick check of content material, as well as essay-type questions that require critical thinking and writing
skills. Teachers will be required to monitor and assess students throughout the year in order to target
learning gaps and improve achievement for students. All curriculum decisions will be made by analyzing
student data in the context of sociocultural factors in a truly holistic manner.
Participation in State-Mandated Assessments
SCA will participate in state-mandated assessments in addition to routine student assessments.
SCA will ascribe to defined performance measures for each state assessment (Criterion-Referenced
Competency Tests, writing assessment, and norm-referenced tests as applicable) for each year and for the
life of the charter. SCA will participate in all state-mandated assessments as outlined above and will
follow all state rules, policies, and procedures for Georgia public schools as provided in the annual
Georgia Student Assessment Handbook. Additionally, SCA will designate a school test coordinator to
represent the school. The school test coordinator and school principal, in cooperation with the state test
coordinator, are responsible for test storage and security once the test is distributed to schools.
Area Three: Assessment Plan, Student Improvement, and Measurement over Time to Meet
Academic Goals
Scintilla Charter Academy is committed to collecting and analyzing student performance data to
activate prior knowledge, determine baseline levels of student achievement, and to drive instructional
planning. The formal testing methods below provide administrators, teachers, parents, and students with
specific feedback on student progress at key intervals throughout the academic year.
A. Benchmark Tests
SCA will use a “growth model” of measuring student achievement using Northwestern
Evaluation Association’s MAP (Measure of Academic Progress) tests, which are adaptive based on
student need. Each answer is evaluated independently to determine the next test question. At the
completion of the test, the student receives a RIT (Rausch unIT) score. Teachers use these scores, or RIT
bands, to determine how to individualize instruction based on student need. Because the test is adaptive,
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Scintilla Charter Academy – Charter Petition 2014 we can determine the growth of each individual student based on his or her independent learning and
measure growth. According to a review by Celik (2005), MAP tests "can be used with confidence … to
gauge student learning, relative standing, and growth with respect to educational objectives" (Summary
paragraph).
A significant component unique to NWEA is DesCartes, a learning continuum resource aligned to
state standards. DesCartes allows teachers to translate the raw data into personalized instruction, select
appropriate topics, and identify specific skills that a student might need remediation or acceleration in.
This variety assists in providing immediate student growth scores to teachers four times a year so they
can analyze and compare the growth and achievement of each individual student. Northwest Evaluation
Association (NWEA) assessments use a measurement scale that has proven to be exceptionally stable and
valid over time.
Key characteristics of this test include:
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It has no time limits, so students may work at their own pace to achieve at their best.
MAP is adaptive. The computer adjusts the difficulty of the next question by how the test
taker performs on the previous questions. Simply, the questions become more difficult or less
difficult with each question—thus producing a very realistic performance range for each
student.
MAP scores are shown at its completion providing students with immediate feedback.
MAP scores are part of an equal interval scale. Each interval on the scale is equal in size
Year to year MAP scores portray true growth in performance of each student.
Scores range between 140 and 300. This range is called a RIT scale, Rash unIT, which is a
unit of measure that uses individual item difficulty values to estimate student achievement.
Grade-independent: Because the tests are adaptive and the test items displayed are based
on student performance, not age or grade, a score means the same thing. For example, a third
grader who received a score of 210 and a fourth grader who received a score of 210 are
learning at the same level. This allows growth to be measured.
Equal-interval: The RIT scale is infinite, but most student scores fall between the values of
140 and 300. Like meters or pounds, the scale is equal-interval, meaning that the distance
between 170 and 182 is the same as the distance between 240 and 252. This allows educators
to apply simple mathematical equations to the scores to determine information such as the
mean and median scores in a class or grade.
Stability: More than twenty years after it was first implemented, scores along the RIT scale
mean the same thing. As a result, educators can confidently measure growth over many
years.
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Scintilla Charter Academy – Charter Petition 2014 B. Criterion Reference Competency Test
The Criterion Referenced Competency Tests program includes assessments in reading, Englishlanguage arts, mathematics, social studies and science in grades 3 through 5. Student achievement data is
used to report educational status and annual progress for individual students, schools, districts, and the
state. The Criterion Referenced Competency Tests measures student performance on selected benchmarks
in reading/language arts, social studies, science, and mathematics as defined by Georgia’s Performance
Standards. The Standards articulate challenging content that Georgia students are expected to know and
skill areas they are expected to perform. The administration of the Criterion Referenced Competency
Tests is “summative” in nature. The results are distributed to the school and the parents and are the basis
for Georgia’s Single Statewide Accountability System.
These are mandatory tests created by the state of Georgia. They are based on the Common Core
Georgia Performance Standards (CCGPS) in reading, English-language arts, and mathematics and the
Georgia Performance Standards (GPS) in science and social studies.
They are used in three types of accountability:
1) Federal Funding/Title 1
2) School Performance Standards
3) Promotion and retention
The CRCT reports student achievement in terms of performance levels:
1) Exceeds the Standard
2) Meets the Standard
3) Does Not Meet the Standard
C. Georgia Kindergarten Inventory of Developing Skills
Georgia Kindergarten Inventory of Developing Skills has replaced the Georgia Kindergarten
Assessment Program – Revised (GKAP-R). Georgia Kindergarten Inventory of Developing Skills
(GKIDS) is fully aligned to the Common Core GPS and represents the most accurate and appropriate
assessment of first-grade readiness. The Georgia Kindergarten Inventory of Developing Skills provides
baseline and ongoing information to stakeholders to assess how well kindergarten students are acquiring
the knowledge and skills described in the Common Core GPS. This gives educators the opportunity to
provide early remediation to ensure 1st grade readiness.
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Scintilla Charter Academy – Charter Petition 2014 D. Georgia’s Writing Assessment Program
Writing is a key component of the Common Core GPS. Georgia’s Writing Assessment Program
evaluates a student’s writing performance in grades 3 and 5 in four domains: Ideas, Organization, Style,
and Conventions. The Georgia Grade Three Writing Assessment consists of teacher evaluation of student
writing and covers four types of writing: narrative, informational, persuasive and response to literature.
Following the rubrics and guidelines for scoring outlined in the Grade 3 Assessment and Instructional
Guide, teachers score collected student writing samples produced throughout the year. Students in grades
5 and 8 (take out) are tested in March and January (take out) respectively and scored by two independent
raters using an analytic and holistic standardized scoring system.
E. Teacher Keys Effectiveness System
The Georgia Department of Education has recently embarked on a process to measure valueadded dimensions of student learning, the effect that teachers are having on student growth in a core area.
An assessment system called the Teacher Keys Effectiveness System (TKES) looks at the growth of
students compared to their peers with similar testing experiences as measured by the CRCT, EOCT (take
out), or other state-wide standardized tests. We do not currently know how these measures of growth will
affect other growth measures that we will use at SCA. However, we will not duplicate methods that the
GA DOE may use to measure student achievement and growth, thereby minimizing the amount of time
that students spend on test-taking; we will incorporate this system as needed and appropriate to maximize
instructional time.
F. Georgia’s College and Career Ready Performance Index (CCRPI)
The CCRPI will replace Georgia’s previous school measure accountability system, Adequate
Yearly Progress. The CCRPI is in the pilot phase but will be used next school year. As the GA DOE
updates and tweaks this measurement system, our student assessment system and school goals will mirror
these updates.
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Scintilla Charter Academy – Charter Petition 2014 G. Student Data Tracking
The school will continue to use the Statewide Longitudinal Data System (SLDS) Infinite Campus
as our data tracking software.
Area Four: Educational Program and Strategies to Ensure Student Performance Objectives
A. Focus of the Curriculum The vision of Scintilla Charter Academy is to guide locally underserved and underperforming
students in reaching their educational potential and becoming contributing citizens and to expose them to
aspects of the community that expand their life experience.
The mission of Scintilla Charter Academy is to increase student achievement and develop social
responsibility through educational innovations in a safe community of involved families and educators.
Scintilla will provide research-based programs and will align these programs to the Common
Core Georgia Performance Standards (CCGPS). A strong focus on Project-Based Learning (PBL) and
Service Learning (SL) will be woven into this mix as well. The blending of PBL and SL will require
innovative practices to persuade and prepare students to engage in thoughtful problem solving. The
broad-based assessments used in PBL and SL encourage high performance. Since all students do not
master content at the same time, standards-based report cards will closely track student progress and
teacher narratives will give explicit feedback to students and parents. The innovative educational program at Scintilla Charter Academy will be accessible to students
of all ability levels, including special education, gifted, and English language learners. Our desire is to
target the lower socioeconomic and disadvantaged children who unfortunately often slip through the
cracks. The Lowndes/Valdosta schools districts have demonstrated a commitment to intervention and
support services through best practices to these populations of students. We wish to aid in this effort. An
innovative small school design focused on personalizing at-risk students’ academic and character
education will support the districts’ goals for improving performance by at-risk students. SCA will serve
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Scintilla Charter Academy – Charter Petition 2014 an area of need in the districts, where research has shown that overcrowded schools and ineffective
teaching heavily impact student success. Configuration: Scintilla will serve kindergarten through 3rd grade in the first year of operation, adding
fourth grade in year two and fifth grade in year three. To foster teacher-student connections and
encourage a unique school culture, SCA will maintain a small school environment with class sizes of no
more than 20 students per class. The charter school understands that maintaining lower student-teacher
ratios is a fiscal challenge and may not always be possible. However, the effort to maintain smaller class
sizes will allow more support for students as they transition towards a more independent and demanding
educational experience. Evidence shows that African American students benefit more than others from
reduced class size in first, second, and third grade academic achievement (Shin, 2012). This strongly
aligns with the vision of Scintilla. Another study shows that reducing class size improves reading,
mathematics, listening, and word recognition test scores from kindergarten to third grade (Shin, Y. &
Raudenbush, S. W., 2011). B. Instructional Program and Educational Innovation/Distinctions Curriculum: Our state is currently using the Common Core Georgia Performance Standards (CCGPS) in
both Math and English Language Arts. Common Core is a nationally accepted (with the exception of 6
states) set of standards that students are expected to master. State-level educators were represented from
48 states during the writing of the Common Core standards. Georgia made small adaptions for our state’s
specific needs with input from stakeholders; CCGPS was adopted by our state in 2010. Georgia still uses
the Georgia Performance Standards (GPS) to guide Social Studies and Science content, due to ongoing
reform at the national level for these two content areas. Scintilla is aware that these standards may be
subject to change in upcoming years and is prepared to adapt to changes. Scintilla's students will follow
the same set of standards and take the same nationally normed tests as the local school districts. 20
Scintilla Charter Academy – Charter Petition 2014 Scintilla's teachers will use the state standards as well as student interests and inquiries to drive
the projects used to teach the content. To supplement its project/service learning, Scintilla will implement
the Journeys Reading Program. A randomized control trial two-year study of Journeys in grades K-2
showed significant gains in word recognition, reading comprehension, spelling, and vocabulary during its
first year of implementation (Resendez, 2012). Reading teachers at Scintilla Charter Academy will use Journeys as a guide to ensure that all
students receive the grammar, vocabulary, and reading skills needed to become fluent readers. Journeys
Common Core is a K–6 reading program with rigorous Common Core instructional design written by
Houghton Mifflin Harcourt. The program features vocabulary instruction that builds better readers and
writers while also providing remedial intervention. Digital pieces, organization of reading standards, proven
instruction through data, and differentiation pieces are tools that teachers can use to heighten the rigor of
reading and complement the Project Based environment. Although teachers will use this as a guide, it is
important to note that teachers will also have the creative freedom to branch away from specific lessons
based on the individual needs of SCA students. SCA math teachers will use Saxon Math as a guide to provide the fluency piece of mathematics.
Although we will be teaching math with many hands-on tasks and projects, the founders of SCA believe
that fluency in mathematics is of equal value as fluency of reading. Saxon Math will provide a resource
guide for teachers that will help aid in the practice of fluency through its spiraling approach. (Spiraling is
basically a constant review while building upon previously mastered skills). Saxon Math is written by
Houghton Mifflin Harcourt, and has been used for over 30 years. A study of Saxon Math showed that an
average-performing student's percentile rank in math would be 9 to 12 points higher if the school used
Saxon Math (Agodini & Harris, 2012). Math instruction should be a mixture of fluency, problem-based
critical thinking, and persistence in finding a solution. Saxon will provide the paper and pencil math
practice.
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Scintilla Charter Academy – Charter Petition 2014 Instructional Methods: Project-Based Learning
Project-based learning (PBL) is a hands-on instructional method that integrates core content to
solve real-life problems. Teachers work in teams to integrate the standards and life skills that students
need to master. Teachers work backwards to plan the curriculum, striving to create appealing,
interdisciplinary projects that center on a big idea and a real-world connection. PBL is rigorous and
relevant to students' lives. Students work in teams to create a final product that demonstrates mastery of
content standards and a demonstration of key skills such as critical thinking, collaboration, and
communication. One of the critical aspects of project-based learning is a public presentation of the work.
The assessment is based on the student's ability to articulate and exhibit the content and the skills learned.
Student progress will be measured and assessed through traditional summative and formative
assessments, narratives, public exhibitions, digital creations, and cumulative portfolios.
Through project-based learning, students have the opportunity to learn the curriculum while
working with their peers collaboratively on authentic tasks, making their learning relevant and fun. The
Partnership for 21st Century Skills (http://www.p21.org/our-work/p21-framework) outlines the need for
critical thinking skills, creativity, and the knowledge of technology. Today’s students need to work
collaboratively if they are to be prepared to compete in a global economy. Project-based learning provides
a platform for all of this to come together while assuring students learn the standards.
Students gain a deeper understanding of the concepts and standards at the heart of a project.
Projects also build vital workplace skills and lifelong habits of learning. Projects can allow students to
address community issues, explore careers, interact with adult mentors, use technology, and present their
work to audiences beyond the classroom. PBL motivates students who might find school boring or
meaningless, which will set Scintilla apart from other public schools in the Valdosta/Lowndes area.
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Scintilla Charter Academy – Charter Petition 2014 According to Thom Markham (Project-based learning and Common Core Standards, 2012) high quality
project-based learning is composed of six parts:
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
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Moving from instruction to inquiry
Balancing knowledge and skills
Going deep
Teaching teamwork
Establishing a culture of inquiry
Blending coaching with teaching Learning in the Field: When students travel, they are given a new perspective on the world around
them. So much happens on field trips: the learning is social, emotional, and academic. Many students
have never ventured beyond their city limits. Nudging our scholars out of their comfort zones will teach
them about others as well as themselves. This will enable them to see the expansiveness of our world and
perhaps inspire them to think about what might be available to them. Projects become more exciting to
young scholars when experiences are provided beyond the classroom. SCA may not be able to take
scholars across the world, but life-changing field trips can be done within our own cities and states. The
bonding and connection that happens on a field trip is invaluable and is not something easily replicated in
the classroom. Examples of SCA field trips might include, but not be limited to things like: Georgia
ecosystems, government facilities, historical landmarks, and scientific and agricultural exhibitions. These
field trips and experiences will guide in driving many PBL projects and incorporate the mastery of the
standards. Service Learning
Service Learning is project-based learning that focuses on a specific community need, chosen
collaboratively by teachers and students. Schools have incorporated service learning for decades. Service
learning combines service with community connections and academic applications, enhancing students’
academic growth as well as encouraging community awareness and social action skill development
(Moore & Sandholtz, 1999). Using this model at SCA will increase a positive relationship between the
community and its children. For example, grade two students may complete a service project of cleaning
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Scintilla Charter Academy – Charter Petition 2014 up trash from the creek on the local university's (Valdosta State University) property. They would then
graph the data of items collected, research ways to prevent further pollution, and present their findings to
the university. This type of project addresses many standards within one project and provides for
differentiated assessments.
Scintilla will create opportunities for students to become involved with the school community and
the Valdosta community. Students will be encouraged to find one community project to complete each
school year by looking for areas of need within the community. When the students choose their own
service projects, they take ownership and begin to feel a part of their community. More importantly, it
was found that longer exposure to service learning projects and related programs had a positive effect on
low-income students’ commitment to learning (Scales, Roehlkepartain, Neal, Kielsmeier, & Benson,
2006). In fact, Scales et al. discovered that the achievement gap between the affluent and less affluent
students decreased as the time they spent in service-learning activities increased.”
Geleta and
Gilliam (2003) state “a well-planned service-learning project allows students to learn and develop through
active participation in a carefully planned service that is specifically developed to meet and address real
community needs” (p.10). This innovation sets Scintilla students apart from others who will not have the
opportunities to make these connections.
Other Academic Innovations: Looping
Scintilla teachers will loop with their scholars every two years. Humans need meaningful
relationships, particularly when they are in major developmental periods. Looping allows educators to
develop deeper relationships with students and their families. Creating trusting and consistent classroom
environments will help students overcome academic and developmental obstacles. Minimizing anxiety
and eliminating the transition period for both teachers and students will maximize their time for teaching
and learning. You cannot make a student learn, but if you understand how they learn, how they retain
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Scintilla Charter Academy – Charter Petition 2014 information, and what motivates them, you have a better chance of successfully teaching them. A
teacher’s relationship and understanding of a student usually develops midway through the school year.
By utilizing looping, teachers and students will have the advantage of building upon prior student
successes. Long-term relationships facilitate the development of effective instructional approaches that
meet students’ specific needs (George & Shewey, 1997; McLaughlin & Doda, 1997). Looping teachers
leads to long term, invested relationships between students, faculty, and their families. The Valdosta City
Schools are already using looping as an innovation at the Valdosta Early College Academy (VECA,
http://veca.gocats.org/), and we believe that this method can strongly impact the success in younger
students as well.
At Scintilla, K-1 teachers will loop, 2-3 teachers will loop, and 4-5 teachers will loop. Scintilla
will provide the extra year for the teacher-student, as well as teacher-parent relationships to be
strengthened. We believe the key to student motivation is largely based on trusting one's teacher; trust that
the teacher truly wants you to succeed and that this person has your best interest at heart. Looping also
greatly benefits the teacher and saves much instructional time. In traditional schools, the first three
months of school are lost in getting to know the strengths and weaknesses of each child, with the next six
months used to serve those needs, and then the following year the cycle begins again. At Scintilla,
looping would allow the teachers to reunite with scholars at the beginning of year two and continue the
educational process that was developed in the prior year.
As noted by Jackson and Davis (2000), every young adolescent needs the opportunity to
experience success in school. Looping is a structure that provides this opportunity. Although most of the
reported benefits of looping do not directly address academic achievement, the context for improved
academic success is created.
Likewise, students in mathematics classrooms need to be encouraged to take risks. Increasing
cognitive demands in mathematics are dependent on students conjecturing about their work and making
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Scintilla Charter Academy – Charter Petition 2014 connections to concepts previously learned. Being in a classroom that supports and even encourages risktaking is imperative for mathematical growth (NCTM, 2000). Teachers who have long-term relationships
with students develop insights into the ways their students think and talk, helping interpret classroom
discourse. These effects increase as students receive quality instruction in consecutive years. After three
effective teachers in a row, low-achieving math students become high achieving (Babu & Mendro, 2003;
Carey. 2004).
Standards-Based Grading
SCA founders believe that the use of number grades each nine weeks is outdated and discourages
intrinsic motivation in its students. Scintilla's report cards will contain each standard and students will
receive an N (needs improvement), M (meets the standard), or E (exceeds the standard), respectively, as
each standard is assessed. A narrative for each content area will accompany the report card and provide
specific information on the student's performance and direction to help the child with unmet standards. A
similar standards-based report card that includes narrative teacher comments has recently been introduced
state-wide in Kentucky (Guskey, Swan, & Jung, 2011). This method is the epitome of differentiation.
Students will work at their own pace, which may include working on, above, or below their grade level.
SCA students will work through the standards collaboratively or individually, according to their
individual needs, and have multiple opportunities for mastery. Standards-based report cards will represent
an ongoing reporting tool that will be used to drive instruction and provide support. Student portfolios will be a major tool in assessing the standards. Each portfolio will consist of
different domains, i.e., reading, writing, math, science, and social studies. Students will show mastery and
set additional goals toward the mastery of each standard. They will examine the progress of their own
work over a period of time, which will help them make decisions on future goal setting. Using portfolios
to show student growth, will allow students to be actively involved in their learning and
educational goals. Research shows that portfolio assessment provides (1) a means of communicating more
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Scintilla Charter Academy – Charter Petition 2014 effectively with families, (2) a tool to motivate, encourage, and instruct students in the skills of selfassessment, and (3) a mechanism in which a teacher can monitor and improve his or her own instruction
in the classroom (Benson & Smith, 1998). Portfolios will also require a summative public presentation
aligning with the requirements of Project-Based Learning. Subject Specific Teaching As measured by standards-based evaluations, teacher expertise is positively associated with
higher student achievement. Scintilla teachers will no longer be generalists who teach math, science,
language arts, social studies and writing, but will become single subject specialists (with the exception of
kindergarten). This will enable the teachers the ability to attain deep content knowledge in their area of
expertise. This innovation will ensure that teachers are well versed in the content they are teaching and
can focus their efforts, strengths, creativity, and planning in one academic area. The teacher will know
and teach their content area better. From extensive classroom experience and study, they will know how
to anticipate, diagnose, and address student misconceptions. Teachers will engage students with relevant
and important content (Nelson, 2001), create an environment conducive to learning, ensure that all
students have access to the content, use context and content specific questioning strategies to monitor and
promote understanding, and help students understand the content (Weiss, Pasley. Smith, Banilower, &
Heck, 2003). This method fits effectively with Scintilla's two-year looping cycle. Subject Specific
teaching and looping combined will allow teachers to more efficiently monitor student needs as well as
gains. In turn, students will reap the benefits of having teacher specialists in each content field. Elective Co-Teaching
Scintilla will incorporate art, music, foreign language, keyboarding, and physical education
into the core academic curriculum, which will be another innovation that will enhance student
achievement. By bringing Science, Social Studies, English/Language Arts, and Math into these elective
classes, Scintilla will provide daily opportunities for scholars to broaden their minds by making cross
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Scintilla Charter Academy – Charter Petition 2014 content connections. Often, students as well as teachers believe that Math belongs in the “Math block”
and Science in the “Science block” etc., but we want our scholars to see how different concepts within
different subject matter can be connected. This cross-curriculum connection will allow our scholars to
come to a deeper understanding of the information being taught. The scholars at Scintilla will see how the
information they are learning in one subject blends into other subjects. The learning will be seamless,
instead of isolated. A larger percentage of students achieve proficient levels of performance when multimodes of learning are used (Miller, 2013). The different perspectives and ways of learning offered by
teachers of different subjects will lead to a deeper level of comprehensive learning, as opposed to rote
memorization that is soon forgotten.
Content area teachers will enter an elective classroom one day a week to coteach an integrated
lesson in their content area. For example, a writing teacher may reinforce procedural writing while the art
teacher teaches the steps of a paper-mâché project. The following week that same writing teacher may
reinforce punctuation in a four corners game in P.E. This process will occur on a systematic rotating
schedule. Below are examples of just one instance of how an elective subject can satisfy the standards of
both Art and earth science within each grade level. Examples of projects that integrate Earth Science and the Arts for each grade level
Kindergarten: Integrated Standards: SKE2… Students will describe the physical attributes of rocks and soils. (a) Use
senses to observe and group rocks by physical attributes such as large/small, heavy/light, smooth/rough, dark/light, etc.
VAKAR.1… Discusses his or her own artwork and the artwork of others. (m) Identifies texture as the way something
feels.(n) Names a variety of textures (e.g., smooth, rough, hard, soft). Prep: Gather a wide variety of rocks as visual aids for characteristics on which we will focus.
Opening: Go on a class walk to gather even more rocks of varying sizes and textures to add to the collection. (Also gather
leaves and blades of grass for later use.) Work Session: Discuss all of the different rocks we found and organize them into categories of large and small, and then into the
sub categories of smooth and rough. As they are being organized, we will discuss the weight and color. Then on pre-rolled out
slabs of clay, we will use the leaves and grass blades to press into the bottom half of the slab to create the “ground” (explain and
create horizon). We then will press the different sized/textured rocks onto the clay along the horizon line. The student can chose
to make the imprints appear to be in piles of rocks or spread them out haphazardly, as long as they have imprints. Closing: Have the students walk around the room and look at all of the rubbings and drawings and discuss… Fire the clay slabs
and then allow the students to paint them according to the colors of the actual rocks with a variety of light to dark colors, (color
choices will be determined from the previous discussion.) 28
Scintilla Charter Academy – Charter Petition 2014 Grade 1: Integrated Standards: S1E2… Students will observe and record changes in water as it relates to weather.(a)
Recognize changes in water when it freezes (ice) and when it melts (water) VA1MC.1… Engages in the creative process to
generate and visualize ideas. (b) Generates multiple visual images. Prep: Gather multiple images of the different types of precipitation from all different climates and weather zones. Also have ice
in a cup as well as a heat lamp (maybe popsicles with paper-towel skirts for them to hold in their hands by stick) Opening: Show images and have them discuss the weather seen according to (1) what time of year you would see each type of
weather, (2) what parts of the country/world you would see that type of weather, (3) Effects on people for which type of weather
predominantly surrounds their area. Work Session: (take 5mintues to eat their melted Popsicle) Draw five pictures of their popsicle, each showing a more
progressive image of that popsicle while it melts. The first image will be the Popsicle fresh from the freezer, with the final image
being melted down as little to nothing on the stick. Closing: Have the students relate their melted Popsicle to the weather. Also have them all compare the levels of “melting”
between all the pictures in the class and see the similarity and difference of each child’s interpretation. Grade 2: Integrated Standards: S2E1…Students will investigate the position of the sun and moon to show patterns
throughout the year. (b) Determine how shadows change through the day by making a shadow stick or using a sundial.
VA2MC.2 …Formulates personal responses. (a) Produces multiple interpretations for an object or image. VAC2.1
…Applies information from other disciplines to enhance the understanding and production of artworks. (a) Explores and
creates art inspired by ideas from science, literature, music and/or math… Prep: Gather images of early sundials and information explaining how they originated.
Opening: Explain to students that this was the only way time was identified in the past. Ancient civilizations would have large
sundials that used the shadow to point to the hour) Mechanical clocks weren’t around until 1656. Work Session: Students will work together to make a large sundial on the playground, and then make small 3-dimentional
individual ones on their own out of clay or paper Mache’. Closing: Each student will paint their sundial and label it with numbers in the appropriate places. We will also test our sundials
outside. Grade 3: Integrated Standards: S3E2. Students will investigate fossils as evidence of organisms that lived long ago. (a)
Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as
evidence of organisms that lived long ago. (b) Describe how a fossil is formed. VA3C.1 ...Applies information from other
disciplines to enhance the understanding and production of artworks. (a) Makes interdisciplinary connections, applying
art skills and knowledge to improve understanding in other disciplines. Prep: Gather samples of the different local rocks, as well as a large variety of fossil pictures. (This would be a fun time to briefly
discuss dinosaurs and explain the fossils are the reason we know these creatures used to exist.) Opening: Explain to the students that a fossil is the preserved remains of something that used to be a living organism. (A shoe
couldn't be a fossil since it has never been alive) ...Discuss molds and casts. (A mold is formed by living organism being covered
by sediment, and then is used to create a cast.) Work Session: The students will then draw any nature scene containing a dinosaur of their choosing. Once drawn, the students
will use their drawing as a reference for creating a 3-dimentional version of their dinosaur to create a mold. Once clay figures are
fired, the students will then use an “air dry” clay to press their mold into and form a cast! Closing: Each student will present all three stages they created as a display of not only their own creative process, but also gain
an understanding of the living organism that was turned into a mold that then created a cast. Grade 4: Integrated Standards: S4E2… Students will model the position and motion of the earth in the solar system and
will explain the role of relative position and motion in determining sequence in the phases of the moon. (d) Demonstrate
the relative size and order from the sun of the planets in the solar system. VA4PR.1… Creates artworks based on
personal experience and selected themes. (e) Creates representational art works from direct observation (e.g., landscape,
still life, portrait.) 29
Scintilla Charter Academy – Charter Petition 2014 Prep: Gather multiple images of solar system. Opening: Discuss the sizes of all of the planets in relation to each other. Show smaller scale examples of their size
comparison...(for example, if Uranus is the size of a grapefruit, in comparison, Earth would be a strawberry, ect.) Work Session: Look up, as a class interactive activity, and make a reference key of all the sizes of all of the planets to keep in
sight as they begin the 3-dimentional process. Balloons will be used for the larger planets and blown up to the appropriately
estimated sizes and found objects, and crumpled up little balls of newspaper will be used for the smaller planets. They will then
paper mache’ and paint them according to the color accuracy of the planets. Their final display will be done by hanging all
planets at their appropriate distances from the sun with fishing line inside a large cardboard box, (the sun representation will be
painted within the box.) Closing: Display the final solar systems. Be able to justify the reasons for the size variation as well as the color choice/other
details within the planets. Grade 5: Integrated Standards: S5E1. Students will identify surface features of the Earth caused by constructive and
destructive processes. (a) Identify surface features caused by constructive processes. • Deposition (Deltas, sand dunes,
etc.) • Earthquakes • Volcanoes • Faults VA5PR.3 … Understands and applies media, techniques, and processes of threedimensional works of art (e.g., ceramics, sculpture, crafts, mixed-media) using tools and materials in a safe and
appropriate manner to develop skills. (c) Creates sculpture using a variety of methods (e.g., papier-mâché, cutting,
folding, found objects). Prep: Gather images of the different landforms with a variety of weathering effects, as well as constructive effects of nature
(earthquakes, fault lines, volcanoes)….gather recyclable materials as well as shoe boxes, large cardboard boxes, environment
specific found objects (rocks, moss, sand, dirt, sticks, leaves, ect.) Opening: Ask students to discuss in small groups which type of landform/location they want to recreate, and make a list of
features to include. Discuss and brainstorm each small group members’ individual idea and give that student additional
suggestions to emphasize peer collaboration and improve individual students’ vision. Work Session: Students will individually draw out a 2-dimentional plan (with proper scale) of their landform model before the
3-dimentional process begins. Students will spend several days building their design after teacher conference and approval. Closing: Have students present their projects to the class as well as younger students about what they have learned about their
landform as well as include how their team members helped their creative process. (Building public speaking skills as well as
listening skills) Teacher Collaboration: Scintilla's teachers will participate as members of professional learning
communities committed to whole school improvement and will work closely together to ensure
knowledge of all K-5 standards to provide appropriate instruction to serve all students. Because of
looping, teachers will already be familiar with other grade level standards, which will allow for
remediation and acceleration respectively. SCA's Friday schedule flexibility will allow for afternoon
faculty meetings. These meetings will be held each week to discuss how the standards will be taught
across the curriculum as well as through electives. Classic studies conducted by the University of
Tennessee Value-Added Research Center found that "the single most important factor affecting student
academic gain is teacher effect" (Sanders & Rivers, 1996, p. 6). To maximize teacher effect, meetings
will address the following agenda items: vertical planning in content groups, vertical planning on student
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Scintilla Charter Academy – Charter Petition 2014 goals/portfolios, grade level planning, student successes and concerns, teacher recognitions, event
planning, and other school needs. Vertical teams will discuss individual students' strengths and
weaknesses to plan for and make adjustments in academic goals. SCA administrators, faculty, and staff
will devote time and effort to make Scintilla Charter Academy an extraordinary environment for its
students. These duties may include serving as leaders on committees, governance, parent involvement
activities, and extracurricular student-based activities.
Foreign Language: Learning a second language not only has cognitive and academic benefits, it also
supports a greater sense of openness to -- and appreciation for -- other cultures. -Tochon, 2009
Learning a foreign language will be an important part of SCA's curriculum. Scintilla scholars
will participate weekly in Spanish. Research has shown that the study of a second language in an
elementary school may positively affect the young child's general school achievement, mental maturity,
language awareness, and linguistic progress. According to a meta-analysis of 63 studies, bilingualism
produces a range of benefits, including increased ability to control attention and keep information in
memory, better awareness of language structure and vocabulary, and improved skills in creative thinking
and problem solving (Adesope, Lavin, Thompson, & Ungerleider, 2010). Students will explore language
similarities between English and Spanish through activities in the core content areas. In addition, SCA
will support foreign language in music class through a variety of songs from cultures around the world
and integrate multicultural dances with physical education. Artists like Frida Kahlo, Salvador Dali, and
Diego Rivera, to name a few, will also be included in integrated art activities. This Spanish program also
provides an opportunity for collaboration with the Foreign Language Education program at VSU. Both
SCA and VSU will benefit from having student teachers of Spanish in the classroom with SCA scholars.
Placement of these student teachers in local elementary schools has been very difficult, since few
elementary schools teach a foreign language. 31
Scintilla Charter Academy – Charter Petition 2014 Keyboarding: Keyboarding is handwriting’s complement for 21st century environments. In the near
future, many high-stakes tests will become computer based. In 2011, the National Assessment of
Educational Progress (NAEP) announced a pilot test of computer-based writing assessment for grade 4
students in 2012. As Gullen (2014) explains, computerized and online assessments will require kids to
have certain digital skills: using a mouse, highlighting text, dropping and dragging text, drawing lines and
creating graphs on a screen, operating an online calculator, using scroll bars, and keyboarding, to name a
few. If we want an online assessment to capture a student’s level of learning, rather than that student’s
ability to navigate technology, teachers must integrate these skills into their instruction, giving students
practice before administering high-stakes exams on a computer. Also, keyboard fluency affects writing
quality. Studies show that if children are not systematically taught keyboarding skills, their writing
quality is poorer when compositions are typed versus handwritten (Surh et al., 2010). One of our elective classes at SCA will be Keyboarding. It will be part of the weekly rotation of
elective classes. Instruction in keyboarding will be developmentally appropriate for each grade. We will
follow the recommendations of a national summit, Written-Language Production Standards for
Handwriting & Keyboarding (2012), www.hw21summit.com, for elementary-grade keyboarding. Technology Integration: “When the students of tomorrow sit in the classrooms of yesterday, it is our
teachers who are failing. There’s nothing magical about any tech tool. Real magic rests in the hearts and
minds of teachers using digital tools to introduce students to new individuals, ideas and opportunities."
Bill Ferriter (teacher/author)
The generation of today no longer seeks answers in bound encyclopedias, textbooks, and
dictionaries. Classrooms look, or should look, very different than they did in the past. Students need
technological skills to compete in the 21st century. Our world is technology driven, and if we do not
include this in the classroom, it is a disservice to the students’ holistic education. In today's world, a
student not literate in technology usage is as disadvantaged as being illiterate. We need to prepare today's
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Scintilla Charter Academy – Charter Petition 2014 students for things that have not yet been developed, and the savvy use of technology will give them
practice with critical thinking and problem solving skills. Students spend hours using technology such as
computers, gaming systems, and smart devices when they get home from school. What better way to
engage them than through their favorite media? Today’s teacher uses technology as a tool to present
information in an interesting way. However, the effective use of technology includes not only the
presence of technology in the classroom, but also the use of technology by students in daily learning.
At Scintilla, students will utilize technology in the classroom to solve the critical questions posed
in project-based learning. Teachers will use interactive boards for content delivery and student
involvement in lessons. New genres of literacy have developed with the profusion of digital and
technological resources. Reading tablets will provide a wealth of material with which students can
explore their own interests. Computers will be readily available in each classroom for processing and
presentation development. Use of web-based programs such as Wikis, Renaissance Place, Edmodo,
Moodle, Skype, BrainPop, Flocabulary, and Scootpad will be integrated into the curriculum. Technology
will not be an add-on, but the tools students use in their everyday learning. This will produce increased
opportunities for active engagement, collaboration, frequent interaction and feedback, creativity,
connections to real-world experts, and a love of learning.
SCA will also utilize technology to monitor and evaluate student growth and areas of
deficiencies. The use of Northwestern Evaluation Association's MAP and DesCartes will assess reading
and math proficiency and will be used to help teachers identify deficiencies. The assessments accomplish
this through a variety of reports, all of which are available immediately after student test completion. The
integrated, web-based student information system Infinite Campus will be used to improve access to
student data. Both teachers and parents will have immediate access to data related to a specific student.
SCA will also utilize the State Longitudinal Data System (SLDS). SLDS is a free application that
provides schools and teachers with access to historical data on students, including state assessments,
attendance, and grades. Through the use of these web-based data programs the delivery of student
33
Scintilla Charter Academy – Charter Petition 2014 information will be improved, increasing data driven decision capabilities, advancing student
achievement, and facilitating communication and family engagement.
Scintilla will adopt a Bring Your Own Technologies (BYOT) initiative. This encourages students
to bring electronic devices that will enhance their learning. The number of handheld devices from
smartphones to tablets to electronic readers to laptops is growing. As these devices are becoming less
expensive, they are secretly finding their way into the book bags and pockets of our students. Why not
take the opportunity to teach the students how to use their own devices effectively for learning? These
types of technology will be incorporated into lessons in various ways. They will serve as research tools,
provide access to educational games, and allow students to create multimedia presentations. Students
who lack these devices will have the opportunity to use school-owned electronics. The illiterate of the
future will not only be those who cannot read and write, it will also include those who cannot use
technology. This will not be the case for Scintilla students.
School Culture: The founders of Scintilla Charter Academy believe that school culture and climate have
a profound impact on student achievement and behavior, and reflect the school community's culture. The
culture of the school should be filled with passion, and we will ensure that it is felt by everyone upon
entering our school. We want students, guardians, family members, staff, and community members to see
and feel the special spark in student learning through the bustling classrooms where children are
immersed in activities that provide new learning and discovery. A school's culture is largely determined
by the values, shared beliefs, and behavior of all the various stakeholders within the school community
and reflects the school's social norms. At Scintilla Charter Academy our scholar will see and experience
that there is not greater joy than learning. It is up to the faculty and staff of Scintilla to create the climate
and culture where every child will enjoy learning, have a curious passion for knowledge, and build
strength of character. Often times, the thought of a stereotypically “respectful student” is quiet, sits still,
and never disagrees with an adult or the other students. Scintilla wants to produce truly respectful scholars
34
Scintilla Charter Academy – Charter Petition 2014 who know how to politely speak their mind at the appropriate time and understand that disagreeing does
not mean being rude or argumentative. "In Order to Reach Your Full Potential Scintilla's 20 are Essential" A set of Scintilla Essentials will
be adopted school-wide, creating a cultural environment of intrinsic motivation, helpfulness, problem
solving and connection. The Scintilla Essentials will be explained, modeled, and practiced in detail on a
daily basis and in a Sparks 101 orientation before school starts each year. Scintilla's 20 are as follows: 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Respect others' opinions and ideas with your words and gestures. Make eye contact and speak clearly. Congratulate someone if he/she does something well. Be a good sport! Say "thank you" anytime someone gives you something or does something for you. Put forth your best effort every day. Surprise others by performing random acts of kindness. Make good grades because it is expected. Do not ask for rewards. Make every effort to be organized. Transition swiftly, quietly, and orderly. Do what is asked without moaning or complaining. Follow your classroom rules and procedures. Greet everyone in a friendly manner. Keep yourself, your desk, and bathrooms clean and germ free. Look away when a scholar is being reprimanded. Throw away your trash in the cafeteria or elsewhere. Use your manners and be polite. Do not bully or tease. Learn from your mistakes and move forward. Be honest. Be positive and be the best scholar you can be! SCA will intentionally integrate 6 elements (Earth, Wind, Fire, Water, Heart, Sky) as Houses.
Every scholar at Scintilla will be placed in one of six Houses that are compiled of all grade levels,
ethnicities, and academic standings. These “family-style” Houses will lead to a wide range of connections
that may be difficult to form in larger school settings. Scholars will build camaraderie as they encourage
each other to be successful so that in turn their House will be representative of collaboration, team work,
understanding, and tolerance. Socially, the older students will benefit from taking a leadership role which
will build self-esteem, leadership qualities, and inspire positive behavior. Academically, students will
benefit from helping, working, and learning from each other. 35
Scintilla Charter Academy – Charter Petition 2014 House leaders (teachers and administration) will meet weekly with their houses to continue the
“family” atmosphere of respect and cooperation expected from each Scintilla student. The strength of the
houses would rely on the students to have an understanding and connection to the characteristics and
qualities of each House, as well as the Scintilla Essentials. Meeting weekly will ensure that time is
devoted and pride is built for students' Houses. Houses and their characteristics are listed below: House of Fire: Pure, passion, carpe diem, refreshing, energy, enthusiasm, and expression House of Earth: Strength, stability, endurance House of Wind: Curiosity, inquisition, vision, optimism, and innovative House of Water: Fortitude, perseverance, tenacity, determination, and individuality House of Heart: Compassion, intuition, benevolence, humanity, and love House of Sky: Pure energy, spirit, thought, creative energy, power, creativity, and spontaneity SCA scholars will know and experience that while they are in the classrooms with their teachers
instructional time will be valued and protected. The classroom time between teachers and students is
magical. SCA students will feel and understand there is nothing more important in the world than their
quest for knowledge. Our students will recognize that every moment is valuable and that we do not have
time to waste. SCA teachers will help foster a sense of urgency in education and the idea that every
moment is valuable. Academic time at the Academy will be respected and honored by assuring little to
zero interruptions during the school day. Every moment at SCA is to be valued and protected so that we
do not send the message to our students that interruptions are more important that the lesson at hand. Parents, guardians and stake holders will also be instrumental in ensuring that Scintilla’s culture
is maintained and protected. Scintilla believes in providing families many opportunities to become
involved in their child's learning. Scintilla's goal is to keep the parents connected and supporting the
teachers in meeting the educational goals of their children. Creating community is a very important goal
and is inextricably connected to student achievement. Extended Time: Scintilla Charter Academy's extended school day of 7:30 a.m. - 4:30 p.m. will allow for
the instruction and support necessary to meet the rigorous and structured goals laid out in this petition.
The Georgia Department of Education requires 4.5 hours of instructional time per day in kindergarten
36
Scintilla Charter Academy – Charter Petition 2014 through grade 3, while grades four and five require 5 hours. At Scintilla, we will provide our students
with 7 hours of instructional time per day between Monday and Thursday. With Friday's early release
schedule, that time will be shortened to 4 hours. The minimum state requirement of instructional time is 900 hours per school year for grades four
and five, and 810 hours for kindergarten through grade three. SCA will raise the bar with 1,174
instructional hours per year for all scholars. That is 274 more hours than mandated by the state for grades
four and five, and an even higher 364 more hours than required for kindergarten through grade three each
year. Danny, do we need research here? Dress Code: The founders of SCA understand that there is a positive correlation between appropriate
attire, pride in work, and good character. To ensure that our students dress for success, a dress code will
be required for all students. SCA will have a “stylized” dress code rather than a “specific” dress code in
order to reduce barriers associated with socio-economic status and ability to purchase specific uniforms.
The dress code will be part of our student handbook that will be updated yearly. Research has shown many reasons why school uniforms are beneficial (Cohn, p. 22): School
uniforms promote a sense of unity and instill a sense of discipline and community feeling. This can
reduce incidents of violence and teachers can spend more time concentrating on teaching and less time
serving as guards. School uniforms help eliminate social arrogance and peer pressure, thus reducing
bullying. Uniforms help students focus more on their learning and less on worrying about what to wear
and trying to be accepted. The threat of gang messaging through clothing styles is also eliminated.
Uniforms create a sense of school unity. A Day in the Life of a Scintilla Scholar: A day in the life of a SCA scholar will begin when they arrive
for breakfast between 7:30 and 7:55. Our tardy bell will ring at 7:55 to ensure all scholars are on time to
the start-up meeting. After the scholars finish their breakfasts in their assigned House areas, we will hold
a school-wide start-up meeting, “Spark-Up”, that will begin at 8:00. This meeting will be a time for
37
Scintilla Charter Academy – Charter Petition 2014 announcements, House achievement recognition, encouragement, and even special performances! “SparkUp” will be a positive and uplifting way for our scholars to start their days.
As 8:30 approaches, the scholars are then dispersed directly to their homerooms (Block 1 for
grades 1-5). Instruction will begin immediately after attendance has been taken. Each homeroom class
will travel together throughout the day to each different Block. Blocks 1-5 will consist of Reading,
Writing, Math, Science/Social Studies, and an Elective. The Elective’s schedule will rotate a pattern of
PE, Art, Music, Computer Lab, and Spanish. Kindergarten will also have a daily elective block, yet will
be the only exception to the Blocks 1-5 rotation. They will remain self-contained with their homeroom
teacher as well as a paraprofessional. Between Blocks 3 and 4, there will be an hour accounting for lunch and recess time. This will be
staggered and done within their assigned Houses. After Block 5, students will return to their homerooms
before DEAR begins at 4:10. DEAR stands for “Drop Everything And Read”. In doing this, we allow our
students 20 minutes of reading to end the day in a calm and productive way before dismissal at 4:30. Having an extended day of 8.5 hours is something that sets Scintilla apart from most traditional
schools, (7 hour days). We strongly believe that 80 minute blocks for each subject will allow our teachers
the ability to take further advantage of class time through additional remediation opportunities, as well as
ample time for deeper on-topic discussions that sometimes gets squelched due to a “pacer”. An extended day also allows for yet another non-traditional scheduling of every Friday having an
early release. The class schedule for Friday is still fulfilled, but the blocks are trimmed down to 45
minutes to include everything. In doing this, all SCA faculty can collaboratively plan from 1:15 until
4:00. Any scholars who are not able to leave at 1:15 on those days will attend the “Ketchup/Mustard”
afternoon program. The paraprofessionals as well as an organized group of parent volunteers, community
member volunteers, and VSU practicum students/interns, will be monitoring and working with the
scholars at this time.
38
Scintilla Charter Academy – Charter Petition 2014 Scintilla's Weekly Schedule
7:308:00
Kindergarten
First Grade
Second Grade
Third Grade
Breakfast
Breakfast
Breakfast
Breakfast
School-Wide
Morning Meeting 8:008:30
School-Wide
Morning Meeting
School-Wide
Morning Meeting
School-Wide
Morning Meeting
8:309:50
Reading
Writing
Math
Elective
9:5011:10
Writing
Math
Science/SS
Reading
11:1012:30
Math
Science/SS
Elective
Writing
12:301:30
Recess/Lunch
Recess/Lunch
Lunch/Recess
Lunch/Recess
1:302:50
Science/SS
Elective
Reading
Math
2:504:10
Elective
Reading
Writing
Science/SS
4:104:30
DEAR
DEAR
DEAR
DEAR
39
Scintilla Charter Academy – Charter Petition 2014 Dismissal
Dismissal
Dismissal
Dismissal 4:30
Figure 2. All purple represents the time that our students spend within their “houses” as opposed to their
homerooms. DEAR stands for “drop everything and read’...
2015-2016 Academic Calendar Scintilla’s non-traditional scheduling is provided below for the 2015-2016 Academic School Year
Calendar. We will exceed the 180 school days, but to accomplish this, the traditional school holidays
were adjusted.  August 18…Kindergarten Orientation  August 19…First grade Orientation  August 20…Second grade Orientation  August 21…Third grade Orientation  August 26-27…Faculty and Staff Pre-Planning  August 28…First Day of School!  September 7…No School, Labor Day  October 12…No School, Fall Holiday  November 23-27…No School, Thanksgiving Holiday  December 21- January 5…No School, Christmas Holiday  January 4-5…Faculty/Staff Pre-Planning  January 6…Scholars Return to School  January 18…No School, MLK Day  February 15…No School, Winter Holiday  March 14…No School, Winter Holiday  April 4-8…No School, Spring Break  May 9…No School, Spring Holiday  May 30…No School, Memorial Day  June 10…Last Day of School!  June 13-14…Faculty/Staff Post-Planning C. Student-Teacher Ratio
The anticipated teacher-to-student ratio will vary by grade level. In Kindergarten the ratio is
anticipated at 1:20 with a paraprofessional. Grades one through five will also maintain the ratio of 1:20.
Based on the enrollment of students with disabilities, SCA will hire and train the appropriate number of
teachers/paraprofessionals to ensure adherence to the federal and state guidelines for class size and
caseload, to ensure all necessary IEP services are being implemented. Scintilla Charter Academy is
40
Scintilla Charter Academy – Charter Petition 2014 knowledgeable of the placement and service delivery of students with disabilities. Appropriately certified
teachers will serve students meeting the eligibility criteria for special education in our educational
program, as specified in students’ individualized education program (IEP). Each child will have an array
of teachers (subject-specific, specials, etc) who are personally invested in their educational plan, as well
as a House Leader who will serve as an advisor and accountability source. D. Student and Teacher Retention Scintilla Charter Academy will make every effort to recruit students of various racial and ethnic
groups in order to achieve a balance reflective of the general population residing within our attendance
zone. The academy will conduct orientation meetings prior to the opening of each school year, develop
promotional and informational material (i.e., brochures, flyers, local media announcements, Facebook
page, Twitter, and a website). Promotional and informational materials will be distributed throughout the
year to a broad range of local civic groups, agencies, neighborhood youth organizations, churches, day
cares, and public libraries in order to ensure all students have an opportunity to apply to the school.
Materials in languages other than English, such as Spanish, will be distributed in order to reach the
limited English proficient populations that exist in the area. Through the use of open house, school tours,
and the ongoing invitation of local media to cover activities at the school, SCA will make every effort to
be a viable choice for the Valdosta/Lowndes area. A diverse faculty will also be recruited and composed of a highly qualified staff who have a
skillset and desire to work collaboratively with other teachers, parents, and the community. Scintilla’s
administration will have the autonomy to hire teachers who compliment the school’s mission-aligned
environment and will enable teachers to actively participate in decision making. E. Gifted and Talented Students SCA will identify the students as gifted and talented in accordance with the eligibility criteria
stated in the SBOE Rule 16 0-4-2-.38. After eligibility has been established according to SBOE 16 0-4-2.38, SCA will exercise the right to waive the requirement of adhering to the specific delivery models
41
Scintilla Charter Academy – Charter Petition 2014 defined in SBOE 160-4-2-.38 in order to choose or develop the instructional delivery models that best
align within the instructional philosophy of Scintilla Charter Academy. Any innovative model developed
by SCA will be fully documented, describing the rationale for the special model, the goals and objectives
for the program, the advanced nature of the curriculum which will be provided to gifted learners, how the
model's effectiveness will be evaluated, how gifted Full Time Equivalent (FTE) funding will be generated
and documented, and the anticipated fiscal impact of the model (i.e., how many FTE will be generated.)
Any instructional model used will ensure that identified students receive at least five segments per week
(or the yearly equivalent) of gifted education services, delivered by a teacher having the gifted
endorsement attached to the Georgia Teaching Certificate. SCA will maintain documentation of a
rigorous curriculum that enriches, extends, and accelerates learning in the gifted students' areas of
strength for the number of segments claimed for FTE being provided. F. Extracurricular, Auxiliary, and Other Programs and Supports It is the intention of Scintilla Charter Academy to offer the following opportunities for our scholars on
and off campus. Funding will be pursued through grants and community organizations enlisted. Parents
with skills and expertise in these auxiliary activities will be strongly cultivated to volunteer at Scintilla
Charter Academy. Those opportunities include but are not limited to: 
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Clubs - e.g. Jr. Beta Club, Student Council, Spanish Club, Go Green Club (recycling), Garden
Club Music and Art Appreciation - partnering with individuals and organizations in the community
(e.g. Valdosta Symphony, VSU Department of Arts, Annette Howell Turner Center for the Arts,
Valdosta Choral Guild) to provide art instruction and choral and music lessons that supplement
the art and music curriculum. Mentoring - referring scholars to organizations such as Big Brothers/Big Sisters, Buddies in
School, 100 Black Men of Valdosta, VSU Sororities/Fraternities, and VSU Athletics will aid the
Academy in increasing student achievement and attendance. Fitness Activities and Sports Programs - Participation in city-wide sports, partnering with local
nonprofits such as Hype, Upward Bound, and Pop Warner Little Scholars. 42
Scintilla Charter Academy – Charter Petition 2014 Area Five: Education of Special Populations
A. Students with Disabilities Scintilla Charter Academy (SCA) is designed to support and enhance the social and emotional
development of ALL its students, as well as their academic growth. We acknowledge that we are
responsible for serving all Special Education students according to requirements of other LEAs, and in
accordance with Section 504, IDEA, and other laws related to educating special needs students. As part of
this responsibility, we will ensure that appropriate staff and instructional resources are provided to
identify, instruct, monitor, evaluate, and report. In order to ensure that the needs of our students are met, SCA will form a Special Education
Committee to ensure compliance with state and national regulations and mandates. The committee will
also handle disputes involving parents (following the school’s grievance policy), form relationships with
special education vendors, and research and recommend technical assistance and training. The committee will implement a Student Support Team (SST) in accordance with SBOE Rule 160-4-2.32. Student Support Teams (SST) will be responsible for: 
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Identification of learning and/or behavior problems. Assessment, if necessary. Educational plan. Implementation. Follow-up and support. Continuous monitoring and evaluation. In meeting the needs of these students, SCA will design and implement a comprehensive strategy that
incorporates the following: 
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A focus on early intervention and identification of needs A process that is efficient and closely monitored, benefitting the student by ensuring delays in
addressing needs are avoided A strict adherence to the Response to Intervention process Professional development for “regular” education teachers that supports accommodating various
student needs through instructional modifications Opportunities for each student to remain in the regular classroom as the least restrictive
environment when it is developmentally, socially, and academically appropriate 43

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Allocation of appropriate resources and support for Special Education teachers and staff to do
their jobs well Extensive training for teachers in research-supported teaching strategies to provide students with
clear, consistent delivery of information in all content areas A belief that traditional classroom teachers are vital in the education process of students with
special needs, and they will serve as active participants in all aspects of meeting the instructional
needs of these students. SCA will focus on early identification and intervention of children with learning, physical, and
emotional difficulties. SCA staff will be fully trained on implementing the Response to Intervention
process. Students that have been through the RTI process and qualify for further screening and testing
will be tested in a timely manner to assure proper placement. SCA will hire or contract a qualified
psychometrist or psychologist to administer, score and interpret tests. SCA will ensure that all students
qualified for Special Education services will be placed in his/her Least Restrictive Environment according
to SBOE Rule 160-4-7-.07. SCA will use the same models used in other LEAs to serve special education
student such as full and modified inclusion, resource services, pull-out models, push-in models, and selfcontained models, and will ensure the placement meets the needs of the individual student. SCA will hire
or contract with qualified and properly certified staff (i.e., speech language pathologist, physical and
occupational therapist, etc.) needed to meet the needs of our Special Education population. In accordance with federal regulations, SCA will comply with all applicable requirements of Part
B of the Individuals with Disabilities Act (IDEA). Children with disabilities who attend SCA and their
parents will retain all rights under Part B of the IDEA. For example, all students with disabilities
attending the charter school will receive services in accordance with a properly developed Individualized
Education Program (IEP) as specified in SBOE Rule 160-4-7-.06, and all procedural safeguards will be
met in terms of provisions such as parental consent and written notice of meetings and confidentiality of
records. Educational goals, accommodations, and discipline procedures will be clearly stated in the IEP
and reviewed and revised bi-yearly. Qualified and appropriately certified personnel will provide all
special education services and develop, review, and revise IEPs for special needs students. All identified
44
Scintilla Charter Academy – Charter Petition 2014 Special Education students will have a current eligibility report developed according to state and federal
regulations. To the extent appropriate for a student’s Least Restrictive Environment, inclusion will be the
model preferred. Students with special needs will uniquely benefit from the project based approach with
an emphasis on students’ individual gifts and from being taught by teachers trained to differentiate
instruction for a complete range of diverse students. Students will benefit from greater interaction with
regular classroom teachers and peers in a supportive, differentiated environment valuing all students’
unique gifts. Students with special needs will find that the emphasis on training for positive, respectful
classroom management will result in classroom environments that are peaceful, nourishing and
welcoming places that allow the students to flourish in all areas of their development. B. English Language Learners (ESOL): Scintilla Charter Academy is committed to meeting each child’s
individual educational needs; therefore, the school will implement an English Speakers of Other
Languages (ESOL) program in accordance with Georgia Department of Education guidelines to meet the
needs of qualifying students. SCA will adhere to SBOE Rule 160-4-5-.02. Every family at SCA will
complete a Home Language Survey upon enrollment at SCA. Students that submit a Home Language
Survey indicating that English is not the first language will be evaluated using the state-adopted English
proficiency measure. All qualified students will receive language assistance using one of the delivery
models suggested in SBOE Rule 160-4-5-.02. Students in the program will be evaluated annually to
determine continued eligibility. SCA will provide professional development opportunities for teachers,
seek teachers with ESOL endorsements, or contract ESOL services if needed.
C. Supplemental Education Services Language: SCA will provide supplemental education services in
required cases pursuant to State Board of Education Rule 160-4-5-.03 and No Child Left Behind, subject
to any amendment, waiver or reauthorization thereof.
D. Remediation: SCA will provide remediation in required cases pursuant to State Board of Education
Rule 160-4-5-.01 and No Child Left Behind, subject to any amendment, waiver or reauthorization thereof.
45
Scintilla Charter Academy – Charter Petition 2014 Area Six: Utilization of Waivers
Scintilla Charter Academy will utilize the broad flexibility from law, rule, and regulation permitted
by O.C.G.A § 20-2-2065(a). Scintilla Charter Academy requests to exercise all waivers save for such
waivers that would restrict the school from receiving funding or otherwise render the school unable to
receive state or local funding. Scintilla Charter Academy will comply with all the requirements of the
Single Statewide Accountability System. Scintilla Charter Academy will not waive any provisions that
State law does not allow such as:
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the Charter Schools Act (O.C.G.A. § 20-2-2061 through §20-2-2071);
the accountability assessment program (O.C.G.A. § 20-14-30 through §20-14-41);
the Open Meetings Act (O.C.G.A. § 50-14-1 through §50-14-6) and the Open Records Act
(O.C.G.A. § 50-18-70 through § 50-18-79);
federal, state, and local statutes, rules, regulations, and court orders relating to civil rights; special
education; insurance; the protection of the physical health and safety of students, employees, and
visitors; conflicting interest transactions; and the prevention of unlawful conduct;
laws relating to unlawful conduct in or near a public school;
laws prohibiting the charging of tuition or fees to attend a public school, except as may be
authorized by O.C.G.A. § 20-2-133;
the reporting requirements of O.C.G.A. § 20-2-320; and
the brief period of quiet reflection provision of O.C.G.A. § 20-2-1050.
The broad waiver permitted by O.C.G.A § 20-2-2065(a) is essential in allowing Scintilla Charter
Academy the ability to implement its Educational Model. Implementing the Educational Model and all its
components outlined within the charter petition will result in exceptional student achievement as defined
in the performance goals and objectives. Scintilla Charter Academy agrees to comply with all
requirements of the Single Statewide Accountability System and shall meet or exceed the performance
based goals included in the charter and approved by the Board of Education, including but not limited to
raising student achievement.
Examples of SCA Utilization of the Broad Flexibility Waiver
Formation and Duties of Local
School Councils
SCA wants to create its own governance board (SCA Governing Board) to
guide the progress of the school. The SCA Governing Board will be
compromised of local community leaders and parents who support and are
invested in the success of this school. Granting this waiver permits SCA to
be more efficient and timely in achieving its goals to provide a unique
educational experience and venue for increased academic achievement.
46
Scintilla Charter Academy – Charter Petition 2014 Class Size - O.C.G.A. Section
20-2-182(i) and SBE Rule 160-51-.08: student achievement.
At times class size may need to be altered to facilitate increased student
achievement. The goal is to maintain a class size of 18-20 students, but
situations might arise where this is impractical given specific instructional
formats, such as theatre or music. In such cases, student collaboration and
learning would be improved through granting of this waiver. The
appropriate class sizes will be measured by the achievement toward the
mission of SCA as found in the Accountability and Evaluation section of
this petition.
Textbooks - O.C.G.A. Section
20-2-1010 and Electronic
Format of Textbooks: O.C.G.A.
Education to implement a textbook which may not yet be adopted b the
State of Georgia, but would be in the best interest of continuous
improvement in student achievement for our students. However, it is our
goal to adopt textbooks approved by the State of Georgia. The importance
of flexibility in textbook selection will be measured by the achievement
toward the mission of Scintilla Charter Academy as found in the
application.
Section 20-2-1015 and SBE
Rule 160-4-4-.10(k):
Duty Free Lunch Period O.C.G.A. Section 20-2-218:
Scheduling for Instruction –
SBOE Rule 160-4-2-.16
Expenditure of Funds O.C.G.A. Section 20-1-167:
Professional Learning – SBOE
Rule 160-3-3-.04 and 160-3-3.10; Appropriate
Organizations to provide InService or Continuing
Scintilla Charter Academy requests the flexibility to construct a daily
schedule that best meets the needs of both teachers and students. Situations
may arise when it is appropriate to assign teachers to assist students during
the lunch period. Having this option via the waiver enables SCA to manage
financial resources and promote increased student-teacher time together to
forge strong relationships in a venue outside the normal classroom toward
increasing student performance and enhancing the closeness of the school
community. The importance of flexibility in developing staff schedules will
be measured by the achievement toward the mission of Scintilla Charter
Academy as found in the charter application.
In a continuing effort to provide the optimal environment for student
learning SCA requests this waiver in order to have the flexibility to
construct a daily schedule that best meets the needs of both teachers and
students. The importance of flexibility in developing staff schedules will be
measured by the achievement toward the mission of Scintilla Charter
Academy as found in the charter application.
Scintilla Charter Academy is engaged in building and expanding a unique
educational program over the duration of the charter term. SCA requests to
waive expenditure requirements of Quality Basic Education (QBE) funds.
SCA plans to rollover residual funds to be used the following year to extend
and improve SCA's instructional resources and programs versus returning
these funds to the state. This flexibility will greatly increase SCA’s ability
to directly improve student academic performance and achievement across
our innovative curriculum.
Scintilla Charter Academy proposes to offer its staff with professional
learning through providers that may not be approved through the Georgia
Department of Education. Effectiveness will be measured through the
identified outcomes in the charter application.
Education O.C.G.A. 20-2201(c):
Substitute Teachers – SBOE
Rule 160-5-1-.05:
The school would like the flexibility in choosing qualified substitute
teachers in the school including the use of qualified mentors, community
volunteers, and others screened according to established school policy.
47
Scintilla Charter Academy – Charter Petition 2014 Effectiveness will be measured through student achievement and staff
satisfaction outcomes outlined in this charter application.
School Day – SBOE Rule 1605-1-.02:
In order to maximize instructional time and to ensure that students are
served by the most efficient schedule, SCA proposes to waive this state rule
to develop a school day that meets the needs of the students. Effectiveness
will be measured through the identified student achievement and
stakeholder satisfaction outcomes in the charter application.
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Scintilla Charter Academy – Charter Petition 2014 Areas Seven through Nine: Organizational Goals, Measures, and Operational Action Plan
SCA proposes a comprehensive set of measures to evaluate school performance, operational
management and satisfaction of stakeholders. These measures include customer satisfaction of staff,
parents and financial health. SCA will capitalize on existing tools and techniques to gather critical data
from key stakeholders that will feed directly into the annual school improvement plan.
A. Organizational Goals
The fulfillment of the following organizational goals will be reported annually by SCA in addition
to their Annual Report.
Goal 1:
The Charter School will be
economically sustainable.
Measure 1: Each year, SCA will operate in a fiscally sound
manner as measured by an external audit that is submitted on time
to the Authorizer.
Measure 2: Actual and proposed budgets for each school year
will demonstrate effective allocation of resources.
Measure 3: Yearly balance sheets will demonstrate that SCA
maintains adequate cash reserves.
Measure 4: SCA will meet all Generally Accepted Accounting
Practices (GAAP) as demonstrated by external, annual audit
reports.
Measure 5: SCA will meet all financial reporting deadlines.
Goal 2:
Goal 3:
SCA shall ensure all
Governing Board Members
receive effective training.
Measure 1: All Governing Board members shall participate in
training at least once annually.
SCA shall promote a
positive school experience
that engages students,
parents and teachers.
Measure 1: According to data reported by the Governor’s Office
of Student Achievement Report Card, in each year of the charter,
the percentage of students absent 15 days or more shall not
exceed 10% and shall improve by 2 percentage points each year
until the percentage of students absent 15 days or more is below
5%.
Measure 2: The Governing Board shall meet at least monthly
while school is in session.
Measure 2: Each year, 90% of parents will indicate that they are
at least “satisfied” with the overall quality of their child’s
education as measured via an annual survey conducted at the
conclusion of the school year, in which the options are very
unsatisfied, unsatisfied, somewhat satisfied, satisfied, and very
satisfied. The survey response rate will exceed the baseline rate
set in Year 1 by 2% each year.
Measure 3: Each year, 90% of teachers will indicate that they
are at least “satisfied” with the overall quality of their job as
49
Scintilla Charter Academy – Charter Petition 2014 measured via an annual survey conducted at the conclusion of the
school year, in which the options are very unsatisfied, unsatisfied,
somewhat satisfied, satisfied, and very satisfied. The survey
response rate will be at least 85% of teachers surveyed.
B. Action Plan to Achieve Organizational Performance Objectives and Flexibility Needed
Employment Procedures and Policies: All SCA faculty and staff will be employees of the school.
As outlined, the Support and Resource Team will support SCA in the areas of Finance and
Personnel/Human Resources. Our Support and Resource Team specifically has experience in all aspects
of human resources management and coaching to train school leaders. The Support and Resource Team will work collaboratively with SCA Leadership and its
Governing Board to develop, implement, and manage key areas of Employment Procedure/Policy and
Human Resources including SCA Charter School Personnel Manual (which will include a plan on how to
address employee-related issues, employee grievances and termination procedures.). Upon completion,
the Manual can be provided to the authorizer. Specific areas of support: 
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Coaching - Leadership Training for Principals and Administrators Efficiency Audits Employee Discipline Employee Investigations Evaluation/Documentation Training Exit Interviews Facilitate at Executive Level HR/Personnel Analysis Salary Compensation Social Media Issues Teaching Staff/Recruitment Testing Investigations Personnel of SCA in addition to any other requirements shall be subject to all of the requirements
contained in SCA Personnel Manual. SCA will evaluate employees using the Georgia Teacher Keys
Effectiveness System (TKES). This system is used to support the continuous growth and development of
each teacher. School leaders will provide formative assessment opportunities for teachers, including
teacher input throughout the year and will provide a summative assessment annually. 50
Scintilla Charter Academy – Charter Petition 2014 Principal Evaluation: The SCA Governing Board ultimately holds the principal accountable
through the performance expectations defined by the board. A rigorous performance evaluation process
has been developed that aligns expectations to the SCA vision/mission. In addition, the principal attends
all Board meetings and provides status updates on a routine basis. An appraisal of the principal’s
performance takes place annually. The principal’s evaluation includes the following components:
Curriculum, Assessment, Standards-Based Instruction, Data Analysis, Organizational Culture,
Professional Learning and Development, Performance Management and Process Improvement, Managing
Operations, Leading Change, and Relationship Development. The principal is accountable to the Governing Board of the school as the authority in charge of
(1) implementing the mission and vision of the school, (2) maintaining the academic integrity of the
school, (3) managing the school and the faculty, and (4) supervising the students. In addition the principal
should set budget priorities and have general knowledge of the school’s fiscal status. As the leader of the
school, the principal must exhibit moral and ethical character. The principal is the executive decisionmaker for the operation of the school and is ultimately responsible for the success of the education of the
students in accordance with the goals and guidelines established in the charter document and the vision of
the Governing Board. The Governing Board will evaluate the principal annually. Performance Management – Principal Evaluation Tool: A formal evaluation is conducted at the
end of the year. The following are the categories included in the Principal Evaluation Tool. For each
factor specific criteria has been identified in terms of what performance is expected. The state developed
Leader Keys is researched-based and will be implemented next year through the Georgia Department of
Education statewide. The Georgia DOE (2012) describes the instrument in the following manner: Current research has emphasized that quality leadership at the school and district levels
significantly impacts student achievement. Therefore, improving performance on the vast array of skills
needed by educational leaders is crucial for the academic success of students and also the economic future
51
Scintilla Charter Academy – Charter Petition 2014 of Georgia. To lead the nation in improving student achievement, Georgia’s educational leaders must be
equipped with skills to direct the important work of teaching and learning. The Leader Keys Evaluation
System is based on Georgia’s Leadership Performance Standards that have been adopted by the Board of
Regents and the Professional Standards Commission. In the same manner that the School Keys standards
define the work of high performing schools and the CLASS Keys™ elements guide the practice of
highly-effective teachers, the Leader Keys standards will provide a new focus for leaders as they work to
implement practices to improve student learning and drive the professional growth of school and district
staff. Leader Keys is organized into ten broad strands: Curriculum, Assessment, Standards-Based
Instruction, Data Analysis, Organizational Culture, Professional Learning and Development, Performance
Management and Process Improvement, Managing Operations, Leading Change, and Relationship
Development. These ten strands are further defined with performance standards and rubrics with
accompanying evidence and artifacts. Sixty-six of the 72 Leadership Performance Standards are included
in the ten strands, and the remaining six have been added to the new Georgia Leader Duties and
Responsibilities component, which details important professional behaviors required of all leaders. The
Leader Keys Evaluation System serves as both a formative and summative instrument to identify a
leader’s level of skill on performance standards. The intent of Leader Keys is twofold: 1. To increase both the quantity and quality of the feedback that leaders receive from their
supervisors. 2. To allow districts and schools flexibility to target job-specific skills and individual performance
issues that will have the greatest impact on student learning and continuous improvement. The Georgia Department of Education encourages the use of Leader Keys for the annual evaluation of
district and school leaders and provides training to districts upon request. 52
Scintilla Charter Academy – Charter Petition 2014 Setting Performance Expectations (Principals) Performance expectations are communicated in August of each year in two ways: 1. Criteria on Leader Keys: All criteria that the Principal is evaluated on are communicated in
August. Given the range of responsibilities for which principals are accountable, the August
communication ensures that specific expectations are set. 2. Principal Goals: Developed from the SCA Strategic Plan as well as a School Improvement Plan. Certification, Training, and Subject Area Competency: Teachers who apply for employment at
SCA will be given priority if they hold a GPSC certificate including endorsements in other areas beyond
their area of expertise. SCA will also consider individuals who may not hold a Georgia certificate but who
have evidenced mastery in their field through a variety of means including a degree in the area of their
expertise and/or a work history of exemplary nature in their field of expertise. Teachers who have the
following will be reviewed more favorably by the hiring committee: 
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Advanced degrees in the area of a teacher’s expertise Advanced Placement Endorsement Gifted Endorsement Reading Endorsement ESOL Endorsement Successful prior experience (expand on these expectations as far as arts areas) Salary Schedule: A detailed Staffing Matrix and Qualifications will be approved by SCA’s
Governing Board no later than January 2015 for inclusion in its Personnel Manual as well as to ensure an
adequate recruitment window. This will be provided to the Authorizer upon approval. Additionally, our
Provider, as outlined in this petition, will support financial payroll functions as outlined. Teachers will be compensated on a schedule closely aligned to the state salary schedule while
taking into consideration the budget conditions and opportunities of the school. The final schedule,
developed collaboratively between governing board and support team, will be provided as outlined above. C. Background Checks and Safety Staff fingerprinting and criminal history background check are required for all positions, as per
O.C.G.A 20-2-211. These will be conducted in accordance with applicable state law and sound business
practices and at subsequent intervals as required by state law. Any applicant for a position will be
53
Scintilla Charter Academy – Charter Petition 2014 requested to complete the required criminal history request and consent forms prior to the start date of
employment. In addition, the applicant will be advised that confirmation will be sought from the
appropriate authorities. Any cost of fingerprinting and criminal background checks will be covered by
prospective employees. D. Insurance Coverage Please find a schedule of insurances in the exhibits section which clearly describes the insurance
coverage that will be utilized by SCA. The schedule of insurance also includes terms, conditions, and
coverage amounts. E. Transportation Transportation will not be provided for students. Like many charter schools, it is anticipated that
the families who enroll at Scintilla will make arrangements for their own transportation. Should school
leadership and staff determine the absence of transportation services is a barrier preventing interested
families from attending Scintilla, we will work with the PTO, parents, churches and other community
organizations to develop a carpool and/or shuttle options for our scholars. F. Food Services SCA will provide food service to all students, faculty and other personnel, including participation
in federal school meals programs. The school will explore contracting with Lowndes County School
District and/or Valdosta City Schools to provide this service. In this arrangement the district(s) will be
responsible for providing food service, and the charter school has thirty (30) days following the approval
of the petition and charter within which to negotiate and complete an agreement with the District(s). SCA
will initially contract services for one year and then re-evaluate at the end of that year to determine if the
service is beneficial for the students at SCA. If an agreement cannot be made with district(s), then SCA
will pursue another qualified vendor.
54
Scintilla Charter Academy – Charter Petition 2014 Area Ten: Governance and School-Level Decision Making
Except as otherwise provided by law, all meetings of the Scintilla Charter Academy Board of
Directors (“SCA Board”) shall be open to the public in accordance with OCGS §50-14-1 et seq. All
resolutions, rules, regulations or other official actions adopted, or taken shall be made at meetings which
are open to the public as required by law. In addition, the public will at all times be afforded access to
SCA Board meetings that are required to be open to the public per state law. Visual, sound, and visual and
sound recording during open meetings of the SCA Board shall be permitted.
The SCA Board will post the time, place, and dates of regular meetings. Such information shall
be available to the general public and a notice containing such information shall be posted and maintained
in a conspicuous place available to the public. Meetings shall be held in accordance with a regular
schedule unless circumstances necessitate canceling or postponing any regularly scheduled meeting.
Whenever any meeting required to be open to the public is to be held at a time or place other than at the
time and place prescribed for regular meetings, the SCA Board shall give due notice by posting a written
notice for at least 24 hours at the place of regular meetings and other written notice required by law.
Prior to any meeting, the SCA Board will make available an agenda of all matters expected to
come before the board at the meeting. The agenda shall be available upon request and shall be posted as
far in advance of the meeting as reasonably possible. The minutes of any SCA Board meeting shall be
promptly recorded and such records shall be open to public inspection once approved as official by the
SCA Board. Said minutes shall, as a minimum, include the names of the members present at the meeting,
a description of each motion or other proposal made, and a record of all votes. In the case of a roll-call
vote the name of each person voting for or against a proposal shall be recorded and in all other cases it
shall be presumed that the action taken was approved by each person in attendance unless the minutes
reflect the name of the persons voting against the proposal or abstaining.
All records of the school, except those which by order of a court by state law are prohibited or
specifically exempted from being open to inspection by the general public, shall be open for a personal
55
Scintilla Charter Academy – Charter Petition 2014 inspection by any citizen of Georgia at a reasonable time and place and those in charge of such records
shall not refuse this privilege to any citizen.
Governing Board’s Functions and Duties
The primary function of the Board of Directors of Scintilla Charter Academy will be to decide
matters related to the operation of the school, including budgeting, curriculum and operating procedures.
The Board of Directors has been established in conventional fashion with non-compensated officers and
directors and shall operate in accordance with ratified bylaws. Pursuant to the Charter Schools Act of
1998, the board will retain ultimate and final authority and responsibility for decision-making with regard
to policy, procedure, finance, curriculum, personnel, resource allocation, monitoring of achievement and
other operating, instructional and non-instructional matters. That said, the Board of Directors will
observe the boundary between governance and management, delegating management tasks and charges to
the lead administrator.
SCA’s Governing Board will uphold the mission and vision of Scintilla Charter Academy
through visible leadership and stewardship. Leading by example in personal and professional endeavors,
the SCA Board will provide strategic oversight impacting education of SCA students and will connect the
school to the broader local and state communities. The Board will provide expertise to the school, assist
with fundraising, and drive key governance functions and legal responsibilities including management
oversight, strategic planning and policy-making, and fiduciary requirements.
The SCA Governing Board will work to ensure there are adequate resources and local
partnerships; serve as a support mechanism on personnel, community, and grievance matters; and support
the school and its staff in accomplishing performance goals set forth in the charter application. Upon
successful completion of training prior to Academic Year 2015-2016, the Board will fulfill the following
responsibilities:

Approve School Improvement Plan and updates.
56
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Approve Annual Budget and related allocations.
Select the school leader/principal.
Serve as or appoint the Title I Committee (as permitted under federal regulations).
Support the vision and mission of the Charter.
Solicit input from faculty and staff, families and community.
Make decisions upon recommendations from Leadership.
Establish short and long term goals and objectives.
Oversee the preparation and publishing of the annual report.
Periodically evaluate policies, procedures, operations, and propose amendments.
Ensure all decisions and actions are consistent with the charter.
Governing Board Members
The SCA Board is composed of talented and experienced members of the local community, each
of whom brings a distinct skill set that will be applied in their service to the school and its mission.
Complete details of each member’s skills and experiences necessary to function as a charter school
governing board can be found in Exhibit B. The members of the SCA governing board are:
Dr. Lars Leader – Dr. Leader is a professor of instructional technology at the James L. and Dorothy H.
Dewar College of Education and Human Services at Valdosta State University.
Jeremy Baker – Jeremy Baker an Assistant District Attorney for Lowndes County.
Zachary Cowart – Zachary Cowart is an attorney and a founding partner of Cowart and Perry, LLP.
LeRoy Henderson – LeRoy Henderson is a local pastor at Second Oak Grove Baptist Church and hosts a
weekly radio show.
Jerry Jennett – Jerry Jennett is the president and Chief Executive Officer at Georgia Gulf Sulfur
Corporation.
Enid Santana – Enid Santana is the Marketing/Specialty Leasing Manager of Valdosta Mall.
Eric Tillman – Eric Tillman is a Certified Public Accountant with Tillman and Tillman. LLP.
The Governing Board of Scintilla Charter Academy will initially include no fewer than five (5)
voting members and no more than thirteen (13) voting members. Membership will include one (1)
faculty/staff representative (voted from the faculty/staff) and no fewer than one (1) parent representative.
At no time may a simple majority of the board membership be parents of children attending SCA. At no
time may a parent representative be employed by the school.
57
Scintilla Charter Academy – Charter Petition 2014 The Principal shall attend board meetings and report to the SCA Board, but the Principal/CEO
shall at no time be considered a voting or non-voting member of the board.
Additionally, the Board will adhere to the following guidelines:
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Board members will serve in a volunteer capacity and will not be compensated for services
rendered to the Board.
Board members may be reimbursed for actual expenses (such as travel, supplies, etc.) that are
directly associated with carrying out their duties as board members.
Each member of the Board will be fingerprinted and have a criminal record check processed prior
final board appointment.
The Board will have officers consisting of a Chairperson, Vice Chairperson, Treasurer, and
Secretary.
Board Member Recruitment – The Board will implement a nomination/application process for
prospective board members. The ideal candidate to assume the position of board member on the Scintilla
Charter Academy Board of Directors should be able to demonstrate:
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A sincere interest in serving on the Board of Directors
A connection with and commitment to the mission of Scintilla Charter Academ
A willingness to undergo necessary training and continuing development related to their service
on the board
An understanding that a board member must be a servant-first, not a leader-first
A history of having served faithfully and constructively on other community boards
The ability to contribute unique talents to the governance process
A respect for the boundary that exists between management and governance
An acknowledgment that service on the Board of Directors is service to the whole, rather than to
any individual or advocacy group
A personal history of responsibility, respect for the rule of law and good stewardship
An amiable, collaborative and diplomatic nature
As a means of recruiting the appropriate board member candidate a process will be implemented in order
to ensure selection of the ideal candidate. The proposed process shall be as follows:

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Need Basis: Positions on the Board shall be filled on an annual, “as-needed” basis. The Board, at
its discretion, may fill more than one position, one position or no positions.
Season: Because certain times of the year are not ideal for a thorough screening and
consideration of candidates, the Board of Directors shall conduct its review of candidates
beginning in April of each year. Candidate applications shall be taken in April and final
interviews conducted during July. Appointments to the Board shall be made in August of each
year.
58
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Public Announcement: In early April, the Board shall run a public advertisement announcing
availability of openings on the Board of Directors. The public announcement should include the
qualifications for Board membership, including those stated above. In addition, it shall be noted
that qualified applicants must be free from convictions on any crime of moral turpitude.
Application: Each candidate shall submit for review a one-page application and a resume.
Applications and resumes shall be reviewed by the committee and qualified applicants called
upon to submit to an interview.
Board Training: The Board of Directors shall conduct a training retreat in the spring of each
year. Applicants shall be asked to participate in the first-half of the training retreat which shall
consist of fundamental governance training including roles and responsibilities of a board
member, parliamentary procedure and charter school law and operations. Participation in the
board training shall be a condition of consideration for membership.
Interview: Those selected for an interview from the applicant pool will undergo a personal
interview with members of the personnel committee and heads of administration.
Presentation to the Board: Following the conclusion of all candidate interviews, the Board shall
meet in closed session to receive a report from the personnel committee detailing the results of
the application and interview process.
Motion: The Chairperson of the personnel committee shall make, in open session, a motion to
appoint qualified applicant to the Board of Directors.
Terms of the Board Members: All members shall serve a two-year term. Initial board members may
serve fewer than two years due to initial staggering, which will be determined by drawing. Terms will be
staggered to ensure continuity.
Removal of Board Members: Any voting member may be removed by an affirmative vote of a twothirds majority of the board for any reason deemed appropriate and necessary.
Business Arrangements
Scintilla Charter Academy will reach out to a number of local non-profits such as Boys and Girls
Club of Valdosta, the Valdosta/Lake Park YMCA and other groups in an effort to coordinate
programming and possibly space, however, no official arrangements or proposals for the same have been
discussed or extended as of the date of this petition.
Scintilla Charter Academy is currently working with the Prestige Preparatory Schools Network, a
consulting firm that assists schools with developing an operational, HR and back-office framework that is
consistent with best-practices and geared toward fostering high performing schools. Prestige Preparatory
59
Scintilla Charter Academy – Charter Petition 2014 Schools Network is not an education management organization and has no oversight or management
authority. They do not employ our teachers or staff and they do not lease real or personal property to the
school. Prestige is strictly a service-based consultancy firm. Scintilla has a three year, non-revenue
based, fixed-fee engagement with Prestige beginning in August of 2015.
Conflicts of Interest
There are no known conflicts of interest that exist with any proposed business arrangements or
partnership nor with any board members. In order to ensure that the governing board members, both
current and future, avoid conflicts of interest, Scintilla Charter Academy will adopt a Conflict of Interest
Policy that will also be provided to the Authorizer (see Exhibit H for state COI Forms).
Area Eleven: Relationship with Educational Service Providers
SCA will not contract with a traditional Education Service Provider (ESP); however, SCA intends
to contract with the entities outlined below in The SCA Support and Resource Team to provide
services and supports as outlined. The agreement(s) will be in the best educational and financial interests
of SCA and will be designed to support the governing board’s mission and to assist the board in meeting
all compliance requirements in the charter. All agreements will be provided in a timeline agreed upon by
the local board of education and Georgia’s State Board of Education/Department of Education Charter
Schools Division. SCA’s governing board will evaluate the effectiveness of the providers and provide
status reports as required by the board, the authorizer, and other stakeholders.
Each of the organizations/providers have been recruited and integrated into the plan with respect
to the capacity, experience, and success of each individually in the charter sector as well as the collective
experiences as a Support and Resource Team.
Founding members have been referred to each organization as well as working collaboratively on
various aspects of the charter school design and development as outlined in below. Founding members
have dialogued with colleagues, clients, and stakeholders of the providers as well as visited schools,
organizations, and other boards of whom the providers support in their respective areas. Additionally, the
60
Scintilla Charter Academy – Charter Petition 2014 founding members and providers have all invested significant in-kind time and resources to ensure the
collaborative vision of bringing a quality school choice option to Valdosta is accomplished.
SCA Support and Resource Team: The Scintilla Charter Academy, in addition to a strong local
governing board, has developed relationships to ensure a seasoned and effective management team
covering all areas of charter planning, development, implementation, and operations. The SCA Support
and Resource Team is comprised of professionals positioned to ensure a full suite of planning,
development, and management services with extensive experience and expertise in public education. The
initial SCA Support and Resource Team is comprised of the following lead organizations:
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Prestige Preparatory Schools - School Management-Consulting Support with emphasis on
Personnel and Finance
Ed Innovation Partners – Development, Support, and School/Board Compliance
Team Overviews and Background
Prestige
Preparatory
Schools
Prestige Preparatory Schools Network, a consulting firm that assists schools with
developing an operational, HR and back-office framework that is consistent with bestpractices and geared toward fostering high performing schools. Prestige Preparatory
Schools Network is not an education management organization and has no oversight or
management authority. They do not employ teachers or staff and they do not lease real
or personal property to the school. Prestige is strictly a service-based consultancy firm.
Ed Innovation
Partners
Ed Innovation Partners is engineered around team members with decades of combined
experience and leadership among higher education, business, K-12 education,
local/state government, and non-profit institutions as well as a sustained commitment to
educational transformation, workforce development, and community development
initiatives. Our team is results-oriented while driving education and business initiatives
as well as public-private partnerships characterized by effective leadership, intense
collaboration, and measurable outcomes.
Ed Innovation Partners serves as a hub of collaborative resources, services, and
solutions to a diverse client base while specializing in public-private partnerships and
corresponding wrap-around programs and services essential to successful educational
institutions and connectivity to business, industry, and community. Services and
resources range from strategic planning, resource development, and other professional
services to comprehensive needs such as full organizational management, business
development/support, and organizational policy development, guidance, and leadership
Ed Innovation Partners brings proven experience and results through complex
projects and successful initiatives at the local, regional, and state level. The
principals of EIP have played a role in the advisory, planning, development, review, or
authorization in dozens of charter applications in the past five years as well as leading
successful youth development, charter school, and educational transformation initiatives
across the state. The collective efforts of EIP’s principals have produced approval(s)
and successful implementation of charter schools creating positive community and
student outcomes across Georgia. Approved schools continue to meet/exceed the
performance and organizational goals outlined in their respective charter contracts.
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Scintilla Charter Academy – Charter Petition 2014 Development, Support, and Resource Roles
PRESTIGE PREPARATORY SCHOOLS
Alongside members of the SCA Support and Resources Team, Prestige Preparatory Schools will provide
services and supports to SCA and/or its key stakeholders/partners in the following areas:
Human Resource Consulting Services
 Staffing budget analysis and ongoing recommendations for efficiencies
 Developing effective advertising and recruiting strategies for high quality faculty and staff
 Initial screening of applicant qualifications and background for faculty and staff positions. We
will bear the costs of performing background checks for each applicant/employee
 Drafting of employee handbooks and employment policies
 E-Verify * reporting to the US Department of Homeland Security
 Completion of all federal and state payroll and employment related forms and paperwork
 Timely completion of COBRA qualifying event paperwork
 Facilitation of performance reviews for faculty, staff and board members
 Assist in selecting and implementing retirement, health and other employee benefit plans
 EEOC Compliance
 Providing no fewer than 10 total hours/year of professional development programs for faculty
 Employee termination assistance
 Annual policy training for all employees covering topics including but not limited to FERPA,
Sexual Harassment, Risk Management, CPR, First Aid, AED, Bloodborne Pathogen and
Workplace Violence.
Operations, Reporting, Accounting, Student Information and Administration Services
 Annual budget planning workshops and ongoing budget analysis and recommendations
 Coordination of the annual audit and assistance with the selection of the independent auditor
 Federal grant writing and reporting
 Submission of DE46
 Establishing a paperless administrative environment plan
 Daily accounting and financial reporting including accounts payable, accounts receivable, cash
management, disbursements, nutrition accounting and grant accounting (Continued on Next Page)
 Payroll and payroll tax management
 Training administrative employees in clerical support functions related to financial accounting,
payroll and reporting
 Vendor screening and bid management
 Assisting in developing student recruiting strategies
 Student Information Reporting including Pre-ID, Student Class Rosters, FTE Data Surveys,
Course Profiles and student schedules
 Insurance needs analysis and bid management
 Annual board training
 Website development
 Contract review and negotiation
 Lottery administration
 Assistance in procuring working capital
 Completion of the Application for Recognition of Exemption Under Section 501(c)(3) of the
Internal Revenue Code
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Scintilla Charter Academy – Charter Petition 2014 Facilities, Health and Safety
 Development, in collaboration with the board, of a long-range facilities plan (Per Georgia Law
20-2-60)
 Assistance in developing a transportation plan
 Assistance in identifying an appropriate location and facilities
 Assistance in negotiating and procuring financing (including leasing, direct financing or bond
issuance) for facilities
 Drafting a school security plan and training faculty and staff in the implementation of said plan
 Drafting safety protocol for school violence emergencies
 IT support contractor screening, pricing negotiation and bid management
 Food service vendor screening, pricing negotiation and bid management
Testing and Accountability
 Coordinate and facilitate beginning/Career teacher evaluations
 Student Scheduling
 CRCT, CRCT-M and EOCT testing coordination including pre-administration
 Assistance with assessments via Georgia Kindergarten Inventory of Developing Skills (GKIDS)
 Drafting of a School Technology Plan
 IDEA/EC Compliance training
 EC contractor screening and bid management
 SIT Team training and plan development
 lEP Team training and plan development
 IDEA fiscal monitoring plan and DESK audit
 Organizing the contracted service audit
ED INNOVATION PARTNERS
Alongside members of the SCA Support and Resources Team, Ed Innovation Partners will provide
services and supports to SCA and/or its key stakeholders/partners in the following areas:
Facilitate Strategic Planning and Development activities on behalf of SCA:
o Funding Procurement
o School and/or Program Planning and
o Program and Best Practices
Development
Alignment
o Strategic Partner-Building and
o Needs Assessment and Evaluations
Stakeholder Engagement
o Key Document Development
o Management/School Opening
Transition
Outcomes/Deliverables
o Board Development/Recruitment Plan
o Board Handbook and Policy Manual
o Board Makeup and Effectiveness
Assessment Tool
o Referral Form/Process
o Recruitment Protocol
o Prospect Rating Guide
o Compliance and Monitoring Report
o
o
o
o
o
o
Board Resource Needs Assessment
SCA Long Term Strategic Plan and
Visioning Document
New Member Orientation
Stakeholder Survey
Stakeholder Focus Groups/Report
Stakeholder Survey Implementation,
Collection, and Analysis
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Scintilla Charter Academy – Charter Petition 2014 Develop, implement, and manage Resource Development, Strategic Partnerships, and CapacityBuilding activities on behalf of SCA:
o Resource Development and
o Financial Capacity-Building and
Fundraising
o Grant-Writing and External Funding
o Innovation Development
Management
o Strategic Partnerships
o Talent
o Recruitment
o Resource Development and Fundraising Plan
o Opportunity Profiles and Updates
o Development Pipeline and Progress Monitoring Report
o External Partnership and Progress Monitoring Report
o Project Plans as required
o End of Year Report/
Support Engagement and External Relations including:
o Stakeholder Engagement
o Marketing and Outreach Activities
o Government Relations Strategies
o Policy Guidance and Development
o Public Relations Strategy and Communication Policy
o Communication/Press Management
o Advocacy/Communication Documents
o External Relations and Stakeholder Report
Support SCA Organization/School Guidance and Support in the areas of policy, process, and support
services including:
o Capacity-Building
o Operations Support and Collaboration
o Professional Services
o Academic and Instructional Support and Training
o Shared Monitoring and Compliance
o Definition, Implementation, and Support of Innovative Programs and Partnerships
o Staffing, Support, and Management Matrix for Reporting/Compliance
o Training and Professional Development Alignment and Report
o Compilation of Service Agreements/Contracts for Reporting
o Compilation of MOUs/MOAs for Reporting
Support identification and procure Client, Vendor, and School Engagement Opportunities in:
o Student Improvement Services and Professional Development
o Specialized Programs such as:
 Special Education Services
 Supplemental Services
 English Language Learner
64
Scintilla Charter Academy – Charter Petition 2014 
Gifted and Talented programs
Facilitate Public-Private Partnerships in a variety of contexts incorporating:
o Municipal and education partnerships to create innovative partnerships
o Higher education and economic development leaders to create pipeline and training opportunities
o Arts, entertainment, and education stakeholders to create projects affecting change and building
infrastructure
Areas Twelve through Fourteen: Financial Goals, Measures and Action Plan
SCA’s financial structure includes Governing Board autonomy over budgets and expenditures
and a budget that complies with O.C.G.A § 20-2-171. Additionally, SCA is subject to an annual financial
audit by an independent Georgia-licensed Certified Public Accountant, in accordance with O.C.G.A. §
20-2-2065 (b) (7). The financial reporting format shall be in conformity with generally accepted
accounting principles and SCA will have a Georgia licensed CPA with qualifications in concert with state
requirements to assist in financial management pursuant to O.C.G.A. § 20-2-2065 (b) (7).
A. Financial Planning
SCA will develop and adopt sound financial management practices and carefully plan, monitor,
and control its finances to ensure fiscal health and viability. Planning includes preparing annual budgets
and cash flow statements beginning with the start-up of operations and continuing for ongoing years.
Monitoring includes comparing budgets to actual results of operations, requiring periodic fiscal reports
and retaining a Georgia licensed certified public accountant (CPA) or the state auditor to audit and report
on the financial statements.
B. Financial Controls
SCA will establish a strong system of internal controls to ensure assets are protected, laws are
complied with, and valid and reliable data are maintained and reported. SCA will account for its revenue
and expenses and will budget using the accrual basis of accounting in accordance with generally accepted
accounting principles for not-for-profit organizations including:

Cash flow statements will show receipts and disbursements on a monthly basis along
with beginning and ending balances;
65


Cash flow statements will show that SCA will have adequate resources to pay its
expenses throughout the year;
Receipts and disbursements on the cash flow statement will be consistent with the
amounts in the budget; and
Governing board will approve all budgets and cash flow statements.
SCA’s enrollment count will be determined for purposes of calculating charter school funding pursuant to
O.C.G.A. § 20-2-2068.1(c) and SCA acknowledges that the proposed budgets will be calculated upon a
projected enrollment. Revenue items will be adjusted to reflect actual enrollment upon the school’s
opening and enrollment reporting. Adjustments will be made monthly (up or down) and FTEs by program
will adjust at the October FTE count. Payments from state and local earnings will be paid monthly
beginning July through June 30th. Projected expenditures will adjust (up or down) to provide for actual
instructional requirements and other expenditure items. Additionally, SCA will comply with federal
monitoring requirements for schools receiving federal funds and will adhere to these general requirements
for all budgets and cash flow documents:







SCA will operate on a July 1 to June 30 fiscal year.
SCA’s budgets will be consistent with the school's mission, vision, objectives and goals.
SCA’s budgets will show estimated revenue and expenses for each year and must be
balanced.
SCA’s revenues will be equal to or greater than expenses.
SCA’s budget will include a narrative describing the process for estimating revenue and
expenses.
SCA’s budgets and cash flow statements will be in the format prescribed in the
application.
SCA’s revenue estimates are conservative and expense estimates are realistic.
C. Budget
SCA will ensure a quality budget through a budget developed using the GADOE budget template
that is consistent with all parts of the proposal, including school mission, educational program, and
staffing plan. SCA will follow Financial Procedures in compliance with Financial Management for
Georgia Local Units of Administration and ensure strong internal controls and segregation of duties. The
budget will not rely on loans or unsecured grant funds. Additionally, our budget reflects:



Demonstrated knowledge of practical matters relevant to school operation;
Realistic assessments of projected revenues and expenditures;
Sound and logical financial assumptions;
66



Resources deployed over time in a manner that aligns with school goals;
Cash flow and financial projections that are free of deficit over five years;
Rigorous and consistent internal / fiscal control procedures; and
Reasonable Educational Management Fees to the charter that do not duplicate services or
products offered at no cost by the school system or reflected in other budget lines.
D. Audit
SCA shall be subject to an annual financial audit conducted by an independent Georgia licensed
Certified Public Accountant, in accordance with O.C.G.A. 20-2-2065(b)(7). SCA will bear this expense,
as planned for in the school’s budget. The audit will be prepared and submitted within 90 days of the
school’s fiscal year end. SCA will provide the Governing Board and Georgia Department of Education
with a copy of the management letter from the audit as well as any responses to the auditor’s findings
with a corrective plan, which shall be prepared and submitted within thirty (30) days from the date of the
management letter.
In the event that the charter is not renewed or is terminated, SCA shall submit a financial audit for
the final year of operation, prepared by an independent Georgia-licensed certified public accountant. This
audit shall include a detailed inventory of all assets and any balance of public funds will revert back to
Georgia Department of Education. SCA will notify Georgia Department of Education immediately if the
school is contemplating the cessation of operations, and will cooperate to the extent necessary to provide
an orderly return of the students to their local school. If SCA ceases operations for any reason, the school
personnel and its governing board will cooperate fully and be responsible for appropriately safeguarding
and distributing the school’s assets and completing the school’s business and affairs.
E. Chief Financial Officer Function
SCA will contract for outside services, including the role of CFO, meeting the criteria as
outlined in The Support and Resource Team to engage and provide necessary business and financial
support as well as a lead who meets the criteria outlined by charter school law. Additionally, the SCA
Board will designate a member with the appropriate accounting/business background to provide direct
oversight and reporting to the board in this area.
67
Scintilla Charter Academy – Charter Petition 2014 F. Funding Timeline
Scintilla Charter Academy’s enrollment count will be determined for purposes of calculating
charter school funding pursuant to O.C.G.A. § 20-2-2068.1(c) and SCA acknowledges that the proposed
budgets will be calculated upon a projected enrollment. Revenue items will be adjusted to reflect actual
enrollment upon the school’s opening and enrollment reporting. Adjustments will be made monthly (up or
down) and FTEs by program will adjust at the October FTE count. Payments from state and local
earnings will be paid monthly beginning July through June 30th. Projected expenditures will adjust (up or
down) to provide for actual instructional requirements and other expenditure items.
G. Other Funding
As part of its Strategic Planning and School Development Process, SCA will develop a
comprehensive Five-Year Resource Development Plan. This plan will be completed during the planning
year and will be designed to shift the focus to a more entrepreneurial approach to resource development
versus the traditional school-funding model. The plan will address the following:









Traditional School Funding Streams and Supports
Program Revenue and Flow-Through, Industry Investors
Individual Donors
Foundation Donors
Corporate Sponsorship
Board Support
Event Revenue/Fundraisers
Other Grants
Annual Campaign/Giving Opportunities
By going beyond the traditional funding model (upon which the school’s budget is designed), SCA will
have the ability to expand opportunities for students and leverage its network of partners in Lowndes
County, Valdosta, and beyond.
H. Financial Goals and Measures
SCA’s financial goals and measures to ensure the school is economically viable and sustainable
are outlined above as well as within the organizational goals of the school.
68
Scintilla Charter Academy – Charter Petition 2014 Area Fifteen: Student Admissions
A. Attendance Zone
All students who reside in Lowndes County (inclusive of both Lowndes County School District
and Valdosta City School students) are eligible for admission to SCA. Students residing outside of
Lowndes County will not be eligible for enrollment at Scintilla Charter Academy. All students in the
attendance zone will be given equal access and opportunity to enroll in the school, and it is the school’s
objective to reach students representative of the racial and socioeconomic diversity in the community.
B. Rules and Procedures Governing Admission of Students
In accordance with O.C.G.A. 20-2-2066 (1)(A), Scintilla Charter Academy will admit students of
any race, color, nationality and ethnic origin, religion, sexual orientation, or gender. SCA shall enroll an
eligible student, as defined by GADOE, who resides within the attendance zone and submits a timely
application unless the number of applications exceeds the capacity of a program, class, grade level or
building. In such cases, all applicants shall have an equal chance of being admitted through a random
lottery process.
To be eligible for enrollment at Scintilla Charter Academy, students residing in the attendance
zone must submit a timely application to SCA in accordance with the deadline set by the school. Scintilla
Charter Academy may not use admissions criteria or applications that would not otherwise be used at a
traditional public school, including requests for letters of recommendation, essays, resumes, or
information regarding a student’s school or community activities, grades, test scores, attendance record,
or disciplinary history. SCA may use applications for the purpose of verifying the student’s residence
within the school’s attendance zone. Scintilla Charter Academy may gather relevant information from
students after enrollment is determined.
If the number of timely applicants received by SCA exceeds the capacity of a program, class,
grade level or building, Scintilla Charter Academy shall ensure that such applicants have an equal
chance of being admitted through a random lottery.
69
Scintilla Charter Academy – Charter Petition 2014 C. Enrollment Priorities Pursuant to O.C.G.A. § 20-2-2066(a)(1)
In accordance with O.C.G.A. § 20-2-2066(a)(1)(A), Scintilla Charter Academy elects to give
enrollment preference to the following categories of applicants and in the following priority:


Siblings of students enrolled in the Charter School; and
Students whose parent or guardian is a member of the Governing Board of the
Charter School or is a full-time teacher, professional, or other employee at the
Charter School.
D. Steps to Reach Students Representative of the Racial and Socioeconomic Diversity of the Area
Scintilla Charter Academy will make every effort to recruit students of various racial and ethnic
groups in order to achieve a balance reflective of the general population residing within our attendance
zone. SCA will conduct orientation meetings prior to the opening of each school year, develop
promotional and informational material (i.e. brochures, flyers, local media announcements, Facebook
page, Twitter, and a website). Promotional and informational materials will be distributed throughout the
year to a broad range of local civic groups, agencies, neighborhood youth organizations, churches, day
cares, and public libraries in order to ensure all students have an opportunity to apply to the school.
Materials in languages other than English, such as Spanish, will be distributed in order to reach the
limited English proficient populations that exist in the area. Through the use of open house, school tours,
and the ongoing invitation of local media to cover activities at the school, SCA will make every effort to
be a viable choice for the Valdosta/Lowndes area. E. Student Recruitment and Maintaining/Increasing Enrollment
SCA will be highly visible and aggressive in its plan to recruit and maintain its students while at
the same time fostering within the school community a well-disciplined mind-set and a pride in the
culture and values of SCA. Through the use of Open House activities and the frequent invitation of local
media to cover activities at the school, SCA will make every effort to be a viable choice for Lowndes
County residents.
70
Scintilla Charter Academy – Charter Petition 2014 Areas Sixteen through Nineteen: Facility and Facility Plan
Scintilla Charter Academy (SCA) is committed to identifying a site, which is safe, convenient and
organized around our educational approach. SCA has created a facilities committee that in turn engaged
local broker and long-time community realtor who has worked diligently to identify several green field
sites and potential existing building conversions. We will introduce five (5) Greenfield options in this
narrative and will continue to explore the lease of an existing facility over the next few months. Lowndes
County has a very limited number of existing non- industrial facilities between 30,000 – 50,000 sf, which
are currently vacant or projected to be available by December 2014 when a final facility decision will
need to be made. We believe the initial program will require approximately 40,000 sf to accommodate the
required instructional units for Grades k-3 at 20 students per class with associated support and
administrative space.
SCA’s facilities committee has also entered into a Memorandum of Understanding for predevelopment
services with a firm that provides program management, and development services to charter schools.
This group has been involved with five charter schools in Georgia and Florida. Their services have
included site selection, budgeting, financing and construction. This group has built for existing Charter
Schools that are expanding and has identified / procured facilities for renovation or expansion for start up
charter schools.
The Team is using the “Guideline for Educational Facility Site Selection” 160-5-4.16(a) g from
the Georgia Department of Education Facilities Services unit – Effective Date: 05-30-12 as the basis for
identifying and performing basic due diligence on each site. We further recognize that O.C.G.A. 20-2260(c) (7) requires that GA DOE review all sites for approval and this review will require a site visit, a
Phase I (with expanded Risk/ Hazard Assessment), letters related to roads, utilities and 100- year flood
plain. We understand that the land and facility should not be purchased or construction commenced until
the site is approved and a facility code has been issued.
71
Scintilla Charter Academy – Charter Petition 2014 Basic due diligence will at a minimum consider the following potentially negative area attributes.
Proximity to railroads, surface water, existing incompatible uses, current zoning and land use plans, major
highways and local traffic patterns, environmental issues and distance to items such as gas lines,
hazardous chemicals, industrial or mechanical uses that create noise and fumes.
We recognize that a good location is the basis for good design and a positive learning
environment. In light of this and to foster good design we will look for sites with play areas, proximity to
local parks and open space, queuing on site and ease of vehicular and pedestrian access to the site. We
also recognize that any new facilities or existing facilities that may be modified must meet local codes,
provide accessibility A.D.A compliance and Fire Marshall Approval.
TIMELINE / SCOPES OF WORK:
Ongoing: Massing and programming for location analysis and pre development review is underway. For
site selection purposes the Program Manager has reviewed the specific launch and growth plans for SCA
in terms of class size and spatial requirements at opening in August 2015 and as grades are added over the
initial charter cycle. The Team and SCA Facilities Committee have agreed that Option One is to identify a
Green Field site of 7-12 acres that would accommodate a first phase of new construction accompanied by
the leasing of modular units capable of housing two grades per module. The initial purchase and
construction would include approximately 20,000 sf of Administration, Media, Computers, Cafeteria /
Auditorium and other spaces. Modular unit one will consist of 8 classrooms and bathrooms for grades
Kindergarten and First. The second Modular unit will consist of 8 classrooms and bathrooms for grades
Two and Three. (Modular units will be approximately 126’x 68’.) (Additional grades will be added
though Fifth Grade in Similar Modular Units) Modular units can have aluminum decks, ramps and stairs.
Covered walking paths to the main building will connect each Modular unit and each will have a
lawn where students can assemble for various activities. Outdoor play areas will be constructed and
72
Scintilla Charter Academy – Charter Petition 2014 indoor Physical Education can occur in the gym. The multi-purpose space that houses the cafeteria can be
used for programs and assemblies.
Preliminary Program for New Construction and Modular Massing:
Students
Units
Students per IU
SF / Unit
Net SF
Grade K
80
4
20
840 MOD
3,360
Grade 1
80
4
20
840 MOD
3,360
Grade 2
80
4
20
840 MOD
3,360
Grade 3
80
4
20
840 MOD
3,360
MODULAR RESTROOMS AND CIRCULATION
1,848 MOD
3,696
ART
1
900 CONST
900
MUSIC
1
900 CONST
900
SPEC ED
1
700 CONST
700
GUIDANCE
1
500 CONST
500
ADMIN / OFFICE ES
1
2,400 CONST
2,400
CAFETERIA / AUDITORIUM 1
4,000 CONST
4,000
KITCHEN / SERVING 1
2,000 CONST
2,000
5,000 CONST
5,000
4,920 CONST
4,920
GYMNASIUM (small / PE)
1
(Phase II)
NEW CONST CIRCULATION / OTHER FACTOR .3
MODULAR
320
NEW CONST
TOTAL
320
20
17,136
9
21,320
29
38,456
May 1- June 30, 2014 Identify Green Field sites based on the GA DOE design and site selection
guidelines, approach the owners and discuss the opportunity for entering into a letter of intent for due
diligence and to identify the costs of the subject properties. Rank the subject sites. The Team currently
73
Scintilla Charter Academy – Charter Petition 2014 has identified and toured numerous parcels and has a short list of Five (5) potential sites. The Team has
only identified one Existing facility that meets the size and availability criteria but it appears to be in an
industrial zoning that may create future concerns so that facility has been eliminated from current
consideration.
July 2014 The facilities committee will narrow down and rank the respective sites for detailed analysis
and run the economic models to insure the future facility stays within approved percentage of revenue
parameters for SCA. Once ranked SCA facilities committee will contact the appropriate officials at the
GA DOE and request a preliminary site visit.
August - September 2014 Upon completion of preliminary due diligence and underwriting the Team will
enter into an agreement with the development entity and seek to procure the services of licensed design
firms to review the program and begin conceptual design, hire a licensed GA Professional engineer
perform a Phase I ESA and site geotechnical report, obtain surveys and a letter from the GA DNR to
identify the location of the 100-year flood plain. We will work closely with the Architects to create an
initial building design and footprint for cost purposes and initial pre-construction review and budgeting.
September 2014 Local Approval / Receive comments from the State DOE
September – November 2014



Place Land under Contract
Finalize Due Diligence and Reports
Release Schematic Design and Pre Con Level 2 Budgets
December 2014





Final Approval from the State Board of Education
Submit final package to GA DOE facilities
Create Lease and Facility Budget
Obtain Facility Code from the GA DOE facilities.
Release Design for Construction Documents
December 2014-February 2015
74



Legal and Financing
Finalize Construction Documents
Receive Permits
Close on Land
February 2015 – June 2015: Facility Construction & set Modular Units
July 2015: Certificate of Occupancy / Place FFE
August 2015: 2015-2016 School year begins
Facility Financing and Lease: SCA is seeking to work with the Program Manager and Development
Services firm to secure a Turn Key Developer / Owner of the facility. The facility will be leased to the
school and SCA will have defined purchase rights after year three. The Goal of the Team is for SCA to
secure tax-free bond financing to purchase the facility after year 3. The bond financing will allow for the
purchase of the facility and provide funds for the final phase of facility construction to replace the
modular classroom units. The lease rates will reflect the overall cost of the land, improvements and soft
costs.
MOU for the facility: No,we do not have an MOU for the land or facility.
Certificate of Occupancy: No, we do not have a CO but plan to have one by July 10, 2015
Emergency Safety Plan Pursuant to O.C.G.A. 20-2-1185 for Facility:
No, we do not have an emergency safety plan but plan to submit one to the Georgia Emergency Agency
by June 15, 2015.
75
Scintilla Charter Academy – Charter Petition 2014 References 
 Adesope, O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis
of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207-245.
Agodini, R. & Harris, B. (2010). An experimental evaluation of four elementary school  
math curricula. Journal of Research on Educational Effectiveness, 3(3),  
p199-253. 
Benson, T.R. & Smith, L. J. (1998). Portfolios in first grade: Four teachers learn to use  
alternative assessment. Early Childhood Education Journal, 25 (3).   
Fran, D.P., Thompson, N. L., Fuller, B., Hare, R. D., Miller, N., & Walker, J. (2010).  
Evaluating mathematics achievement of middle school students in a looping  
environment. School Science and Mathematics, 110 (6). 
Guskey, T. R., Swan, G. M., & Jung, L. A. (2011). Grades that mean something. The Phi Delta Kappan,
93(2), 52-57.
Houghton Mifflin Harcourt (2012). Journeys common core 2012 reading program  
significantly boosts student achievement in kindergarten, first, and second  
grades. Business Wire. Retrieved from http://www.hmhco.com/media-center/pressreleases/2012/october/Journeys-Boosts-AcheivementR    
Markham, T (2012). The whole child blog: Project-based learning and common core      
standards. Retrieved from http://www.wholechildeducation.org/blog/project-based-learning-andcommon-core-standards  
Moore, K. P., & Sandholtz, J. H. (1999). Designing successful service learning projects for urban schools.
Urban Education, 34(4).
Shin, Y. (2012). Do black children benefit more from small classes? Multivariate  instrumental variable
estimators with ignorable missing data. Journal of  Educational and Behavioral Statistics, 37 (4),  p543574. 
Shin, S. & Raudenbush, S. W. (2011). The causal effect of class size on academic  
achievement: Multivariate instrumental variable estimators with data missing at  
random. JournalofEducationalandBehavioralStatistics,36(2),p154‐185.  
76
Scintilla Charter Academy – Charter Petition 2014 Steen, S., O'Keefe, A. L., Griffin, D. & Routzahn, K. (2012). Service learning and  
classroom guidance: A program for elementary students. Journal of School  
Counseling. 
Stenhouse, V. L. & Jarrett. O. S. (2012). In the service of learning and ativism: Service 
learning, critical pedagogy, and the problem solution project. Teacher Education  
 Quarterly. 
Tochon, F. V. (2009). The key to global understanding: World languages education. Why schools need to
adapt. Review of Educational Research, 79(2), 650-682.
Trent, A. & Riley, J. (2009). Re-placing the arts in elementary school curricula: An  
interdisciplinary, collaborative action research project. Penn GSE Perspectives on Urban Education, 6(2),
p14-28.  
77
Exhibit A:
Board Documents
78
Intentionally Blank – To be Provided 79
Exhibit B:Founding Board Member
Resumes 80
Lars Leader
Curriculum, Leadership, & Technology
College of Education
Valdosta State University, Valdosta, GA 31698
Tel: (229) 333-5927
E-mail: [email protected]
Education
Ph.D., Learning & Instructional Technology—Arizona State University—1999
M.A., English (with concentration in Teaching English as a Second Language)—ASU—1985
Arizona Secondary Teaching Certification program—University of Arizona—1975
B.S., Biology (with distinction)—University of Arizona—1974
Professional Experience
Assistant Professor—Department of Curriculum, Leadership, & Technology, College of Education, Valdosta State
University, Valdosta, GA—1999-present
Training Evaluator—Intel Corporation, Chandler, AZ—1996-98
Training Designer/Developer—Scitor Corporation, Phoenix, AZ & Menlo Park, CA—1994-96
ESL Instructor & Computer Lab Coordinator—American Language & Culture Program, A.S.U.—1988-93
Faculty Associate—English Department, Arizona State University—1987-88
Adult ESL Teacher—Institute of Public Administration, Jeddah, Saudi Arabia—1985-87
Freshman Composition Teaching Assistant—English Department, Arizona State University—1982-85
ESL Teacher—senior high parochial school, Bandung, Indonesia—1981
Math Teacher—junior high parochial school, Kuala Belait, Brunei—1979-80
Science Teacher—Peace Corps assignment at government secondary school, Trengganu, Malaysia—1976-78
Selected Publications
Godin, J. J., & Leader, L. F. (2013). Factors influencing the acceptance of collaboration technology within the
context of virtual teamwork training. Proceedings of ICEduTech 2013 international conference on educational
technologies (pp. 41-49). Kuala Lumpur, Malaysia: International Association for Development of the Information
Society.
Middleton, J. A., Leavy, A., & Leader, L. F. (2013). A path analysis of the relationship among critical motivational
variables and achievement in reform-oriented mathematics curriculum. Research in Middle Level Education Online,
36(8), 1-10.
Hojjatie, B., Hooshmand, H., Leader, L., & Groszos, M. (2009). How can use of tablet PCs in science and
engineering improve teaching and learning? In Berque, D., Prey, J., & Reed, R. (Eds.), The impact of tablet PCs
and pen-based computers on education (pp. 47-53). Perdue, IN: Perdue University Press.
Leader, L. & Sterling, S. (2009). Curriculum webs: Teacher-selected and organized Web resources and activities. In
I. Gibson et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International
Conference 2009 (pp. 615-616). Chesapeake, VA: AACE.
Leader, L. F. (2005). E-portfolios as creative and reflective assessment for online students. Proceedings of the 4th
International Conference on E-Learning. Kuala Lumpur, Malaysia: Open University Malaysia.
Leader, L. F., & Middleton, J. A. (2004). Promoting critical-thinking dispositions by using problem solving in
middle-school mathematics. Research in Middle Level Education On-Line, 26(1), article 3.
Leader, L. F., & Schmertzing, L. C. (2002). Peer and self evaluation for improving student collaboration in online
courses. World Conference on E-Learning in Corp., Govt., Health, & Higher Ed. 2002(01), 1770-1773.
Leader, L. F. (1999). Effects of adjunct questions, self-explanation, and prior knowledge on learning from
expository text. Unpublished doctoral dissertation, Arizona State University, Tempe.
Leader, L. F., & Middleton, J. A. (1999). From ability to action: Designing instruction for critical thinking
dispositions. The 21st Annual Proceedings of Selected Research and Development Paper Presentations,
Association for Educational Communications and Technology.
Schnackenberg, H. L., Sullivan, H. J., Leader, L. F., & Jones, E. K. (1998). Learner preferences and achievement
under differing amounts of learner practice. Educational Technology Research and Development, 46 (2), 5-15.
Leader, L. F., & Klein, J. D. (1996). The effects of search tool type and cognitive style on performance during
hypermedia database searches. Educational Technology Research and Development, 44 (2), 5-15.
Service & Memberships
Member, Board of Directors, Georgia Charter Schools Association—2004-2009
Member, Instructional Technology Standards Taskforce, GA Professional Standards Commission—2011-present
Consulting Editor, Educational Technology Research and Development—2000-present
Member, Faculty Senate, VSU—2006-2012
Chair, Library Affairs Committee, VSU—2007-2008, 2010-2011
Member, Graduate Executive Committee, VSU—2002-2006
Member, College of Education Teachers Education Council, VSU—2003-2010
Student Portfolio Coordinator, Curriculum and Instructional Technology M.Ed. program—2000-present
Advisor, M.Ed. Instructional Technology students, C&IT—2000-present
Member, Association for Educational Communications and Technology
Member, American Educational Research Association
Member, Association for Advancement of Computing in Education
Jeremy Baker
1601 Norman Dr. Apt. HH4
Valdosta GA, 31601
[email protected]
(229) 300-4692
Education
St. Mary’s University School of Law, San Antonio, Texas
Juris Doctor, 2010
Valdosta State University, Valdosta, Georgia
Bachelor of Arts, Religious Studies, 2007
(Minor) Bachelor of Arts, Political Science
Experience
Office of District Attorney J. David Miller, Southern Judicial Circuit, 2011 – Present
Assistant District Attorney
• Investigate and research factual basis of cases to prepare for trial.
• Prepare pleadings and other legal documents in connection with trial, motions and other legal
proceedings.
• Managed all case aspects from drafting of accusatory instruments through grand jury
presentments and trials
Westlaw Student Representative at Thomson Reuters, 2008 – 2010
• Entailed training other law school students on how to research on Westlaw database.
Valdosta State University, Campus Recreation Center, Valdosta Georgia
• April 2006 – March 2007 Team Leader: Entailed making the schedule for 15 facility
supervisors, and 10 front desk workers. In charge of twenty-five student employees meetings
arrangements and discipline. Served on several hiring committees.
• March 2004- April 2005 Facility Supervisor: The position entailed managing a 64,000sq
building during hours of operation. The first to respond during an emergency. Responsible for
the Weight Room employees, Life Guards, and Front Desk employees throughout building.
Bar
Admitted to Georgia Bar in 2011. Member of the American Bar Association
Activities
St. Mary’s University School of Law
Student Bar Association: President 2009-2010
St. Thomas More Society: President 2008-2009
81
Valdosta State University
Student Government Association: President 2006-2007, Vice-President 2005-2006
Phi Beta Sigma President 2006-2007
National Pan-Hellenic Council President 2005-2006
University Committees
• Throughout tenure at Valdosta State University served on the University Council which advised
and assisted the President with future plans of the University.
• Diversity Council, while on the Diversity Council sought to enrich the Valdosta community
with knowledge, communications skill and respect to people of different backgrounds.
• Student Advisory Committee, implemented with other student government presidents’ effective
solutions that affected the University system of Georgia.
• Environment Issues Committee, worked on a comprehensive campus-wide environmental policy
for Valdosta State University.
• Guest member of Board of Trustees at St. Mary’s University.
Volunteer Experience
Special Olympics: Head coach of the Silver Medalist Basketball Team – 2006
Boys and Girls Club: Path to Manhood
St. John the Evangelist Catholic Church: Youth Minister
Awards
National Pan-Hellenic Council Man of the year 2005-2006 Academic Year.
Sankofa Student Leader of the Year 2006-2007 Academic Year.
St. Mary’s School of Law: Marianist Leadership in the Community Award.
82
Eric M. Tillman, CPA
4543 Courtland Circle
Hahira, GA 31632
229-253-9166
Education
December 2007
August 2004
May 2000
Valdosta State University, Valdosta, GA
Bachelor of Business Administration - Finance
Valdosta State University, Valdosta, GA
Bachelor of Business Administration - Accounting
Valdosta High School, Valdosta, GA
High School Diploma
Licenses Held
February 2008
Certified Public Accountant, State of Georgia
Employment History
2009 – Present
2008 – Present
2004 – 2007
2002 – 2004
1999 – 2002
Partner, Tillman & Tillman, LLP, Valdosta, GA
Certified Public Accountant, Tillman & Tillman, LLP, Valdosta, GA
Staff Accountant, Tillman & Tillman, LLP, Valdosta, GA
Paraprofessional, Tillman & Tillman, LLP, Valdosta, GA
Administrative Assistant, Tillman & Tillman, LLP, Valdosta, GA
Areas of Practice
Financial Reporting Services - Rendered to small and medium size private businesses in the
areas of construction, service industries, retail establishments, restaurants, real estate firms,
insurance agencies, health care providers, attorneys, and non-profit organizations.
Income Tax Services - Individuals, C-Corporations, S-Corporations, Partnerships (General,
Limited, LLC), Non-Profits, Estates and Trusts.
Management Information Services - Through in-house data processing services and through
assistance in identifying hardware and software needs, installation and training.
Personal Financial Planning - Income tax planning, insurance risk management, estate
planning, retirement planning, and investment planning.
Business Management Advisory Services - Business acquisition and sales, business valuations,
business agreements, entity selection and consultation with management regarding personnel
compensation, fringe benefits, financing arrangements, insurance requirements, real estate and
personal property acquisition, budgeting and forecasting.
83
Related Skills
Computer skills include Microsoft Office, CS Professional Suite, QuickBooks and many other
various accounting products.
Certified Public Accountant license requires a minimum of forty hours of continuing
professional education every year. Recent courses completed include accounting and tax
updates, financial planning and business consulting.
Activities and Honors
2014 – Present
2013 – Present
2012 – Present
2012 – 2013
2011
2010 – 2012
2008 – Present
2008 – Present
2000 – 2004
1996 – Present
Leadership Lowndes Board of Directors
Park Ave United Methodist Church Preschool Chairman
Park Ave United Methodist Church Preschool Board of Directors
Leadership Lowndes Vice President Treasurer
Leadership Lowndes Program Graduate
Greater Valdosta Unity Way Board of Directors
Georgia Society of CPA’s member
American Institute of CPA’s member
Kappa Alpha Order member
Park Ave United Methodist Church member
References
Available upon request.
84
JERRY J. JENNETT
[email protected]
1729 Dow Street
Valdosta, Georgia 31601
Office: 229.244.0000
Mobile: 229.560.9362
Education:
University of Kansas
Bachelor of Science, Business Administration, Finance
1963
Occupation:
Gulf Sulfur Corporation, Valdosta, Georgia
President and Chief Executive Officer
1982 - Present
Community Service:
Chairman, Valdosta State University Foundation Board
Board Member, Wiregrass Technical College
Board Member, Valdosta/Lowndes County Industrial Authority
Past Member, VSU School of Business Advisory Council
Past VP Finance, Lowndes-Valdosta Arts Commission
Past Board Member, Lowndes County United Way
Past President, Alapaha Area Council, Boy Scouts of America
Past Member of VSU Search Committees for University President,
V.P. Development, Head Football Coach, Women’s Basketball
Coach
Philanthropy:
Management Department Suite, School of Business, VSU
Yearly scholarship, School of Business, VSU
Yearly scholarship, Athletic Department, VSU
VSU Theatre Scholarship
VSU Music Scholarship
85
86
Enid Santana
420 Dale Drive
T 229-548-0515
F 229-242-0532
[email protected]
PROFILE
A self-starter and quick learner. Versatile skill set with experience in leasing, marketing, customer service,
sales, and written and oral communication. Received multiple awards for excellence in customer service.
Recognized skills in mentoring and mediating between employees, and in leading team projects.
EXPERIENCE
Specialty Leasing\Marketing Manager, Jones Lang LaSalle-Valdosta Mall, Valdosta, GA
March 2009-Current
As a Specialty Leasing\Marketing Manager my main job is to establish marketing & communications plans
in line with the Company's long-term vision and strategic goals including covering market intelligence,
tenant relations and communications, as well as handling all specialty leasing activities.
Store Manager, Zales Jewelers, Valdosta, GA
March 1999-March 2009
Maximizing Company sales and profitability goals by developing and promoting a sales culture in the
store, monitoring and driving all sales-related goals, acting as a role model and holding employees acountable for meeting company customer service standards, recruiting, interviewing, selecting and training employees was essential.
E D U C AT I O N
Wiregrass Technical College, Valdosta, GA - Real Estate
SKILLS
•Ability to handle a myriad of job duties and execute each one of it with efficiency and a desired level of
excellence in the outputs.
•Excellent team building, conflict resolution, resource management, and team building skills.
•Proficient in a wide range of computer applications used in a corporate environment.
•Adaptable to work under constantly changing job environment.
•Passionate to excel through consistent learning and hard work.
•Good written and verbal presentation skills. Use proper grammar and have a good speaking voice.
•Willing to try new things and am interested in improving efficiency on assigned tasks.
•Concerned with quality. Produce work that is orderly and attractive. Ensure tasks are completed correctly
and on time.
REFRENCES
Available upon request
87
ZACHARY R. COWART
[email protected]
612 Howell Brook Dr.
Office: 229-249-8680
Home: 229-247-8751
Education:
The University of Georgia
Juris Doctor
2003
Athens, Georgia
The University of Georgia
Bachelor of Arts, Political Science
Cum Laude
2000
Athens, Georgia
Cowart & Perry, LLP
Attorney
July 2008 - Present
Valdosta, Georgia
Coleman Talley, LLP
Attorney
2003-2008
Valdosta, Georgia
Work Experience:
Affiliations:
State Bar of Georgia
Valdosta Bar Association
National Trial Lawyers
Valdosta Association of Criminal Defense Lawyers
United States District Court – Middle District of Georgia
Park Avenue United Methodist Church
88
Exhibit C:
Insurance Requirements
89
Insurance Coverage Worker’s Compensation and Employer’s Liability Insurance: Scintilla Charter Academy shall procure
and maintain Worker's Compensation and Employers Liability Insurance for all of its employees.
Worker's Compensation insurance policies shall include GEORGIA under Section 3A and shall include
Other States coverage and Voluntary Compensation.





Worker’s Compensation Limits:
Employers Liability Limits:
Each Accident
Disease - Policy Limit
Disease - Each Employee
Statutory
$1,000,000
$1,000,000
$1,000,000
Commercial General and Umbrella Liability Insurance: Scintilla Charter Academy shall procure and
shall maintain commercial general liability (CGL) and if necessary, commercial umbrella insurance with
a limit of not less than $2,000,000 each occurrence, as shall protect Scintilla Charter Academy from
claims for damages for bodily injury, including accidental death, as well as from claims for property
damages, which may arise from the operation of Scintilla Charter Academy. The CGL and commercial
umbrella insurance shall be written on an occurrence basis.
Business Auto and Umbrella Liability Insurance: Scintilla Charter Academy shall procure and maintain
business automobile liability (BAP), and if necessary, commercial umbrella liability insurance with a
limit of not less than $2,000,000 each occurrence. Business auto insurance shall be written on an
occurrence basis. Such insurance shall cover liability arising out of any auto (including owned, hired, and
non-owned autos).
Property Damage Insurance: Scintilla Charter Academy shall procure and shall maintain in force
property damage insurance on all of its buildings and facilities. The insurance shall apply on a
replacement cost basis. The insurance required by this subparagraph shall be written to cover all risks of
physical loss except those specifically excluded in the policy, and shall insure at least against the perils of
fire and extended coverage, theft, vandalism, malicious mischief, and collapse.
Certificates: Scintilla Charter Academy shall furnish the Georgia Charter Schools Commission with a
certificate(s) of insurance, executed by a duly authorized representative of each insurer, showing
compliance with the insurance requirements set forth above. The insurance certificates must provide the
following information:











Name and address or authorized agent
Name and address of insured
Name of insurance company(ies)
Description of policies
Policy Number(s)
Policy Period(s)
Limits of liability
Name and address of School District as certificate holder
Signature of authorized agent
Telephone number of authorized agent
Mandatory thirty (30) day notice of cancellation/non-renewal 90
Exhibit D:
Budget Items
91
5 YEAR BUDGET PROJECTION
School Name:
FY2015
FY2016
Planning Year
% of Total
FY2017
% of Total
Year 1
FY2018
% of Total
Year 2
FY2019
% of Total
Year 3
FY2020
% of Total
Year 4
Notes
% of Total
Year 5
Assumptions
Square Footage of Facility
Student-Teacher Ratio
Average Teacher Salary
20
34,000
20
34,680
20
35,373
20
36,081
20
36,802
80
240
80
240
80
80
240
160
80
240
160
80
240
160
1
20
8
1
1
2
31
31
1
24
8
1
1
2
35
35
1
28
8
1
1
2
40
40
1
28
8
1
1
2
40
40
1
28
8
1
1
2
40
40
State Revenue Per Brick-and-Mortar Pupil
State Revenue Per Virtual Pupil
$6,213.85
$6,720.21
$6,620.45
$6,620.45
$6,620.45
State Revenue Per Pupil (see Instructions tab)
$6,213.85
$6,720.21
$6,620.45
$6,620.45
$6,565.95
Students in a Brick-and-Mortar Setting-total
Number of Students in Kindergarten
Number of Students in Grades 1-3
2% Increase Annually
Students in a Virtual Setting-total
Number of Students in Kindergarten (Virtual)
Number of Students in Grades 1-3 (Virtual)
Number of Administrators
Number of Teachers
Number of Other Instructional Staff
Number of Clerical Staff
Number of Maintenance Staff
Number of Food Service Staff
Number of Full-Time Employees Eligible for Benefits
Number of Full-Time Employees
Revenues
State Revenue (see Instructions tab)
2% SCSC Administrative Withhold
Meal Fees
$1,988,432.34
($39,768.65)
102.04%
-2.04%
$2,425,685.25
($48,513.70)
0.00%
0.00%
0.00%
0.00%
Total Revenues
$0.00
$1,948,663.69
0.00%
100.00%
$2,377,171.54
102.04%
-2.04%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
100.00%
$2,862,938.16
($57,258.76)
$2,805,679.39
102.04%
-2.04%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
100.00%
$2,862,938.16
($57,258.76)
2.44%
0.00%
33.21%
5.54%
0.00%
0.00%
1.38%
0.00%
0.00%
1.14%
1.22%
1.47%
6.24%
3.05%
5.08%
2.54%
$63,672.00
$2,805,679.39
102.04%
-2.04%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
100.00%
$2,862,938.16
($57,258.76)
2.40%
0.00%
32.61%
6.79%
0.00%
0.00%
1.36%
0.00%
0.00%
1.12%
1.20%
1.44%
6.29%
3.07%
5.12%
2.56%
$64,946.00
$2,805,679.39
102.04%
-2.04%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
100.00%
Expenses
Personnel
Principal
Other Administrators (Asst. Principal, Curriculum Director…)
Teachers
Arts/PE/Connections Teachers
Athletics/Extracurricular Coaches
Guidance Counselors
Special Education Personnel
Office Manager
Office Assistant
Business Manager
Maintenance Personnel
Food Service Personnel
Retirement Benefits
Health Benefits
FICA
Other Payroll Expenses/Taxes
Other Personnel- Paraprofessionals
Total Personnel Expenses
$60,000.00
$544,000.00
$136,000.00
$34,000.00
$28,000.00
$30,000.00
$36,000.00
$119,853.00
$58,560.00
$97,600.00
$48,800.00
$108,000.00
$0.00
$1,300,813.00
3.11%
0.00%
28.19%
7.05%
0.00%
0.00%
1.76%
0.00%
0.00%
1.45%
1.55%
1.87%
6.21%
3.03%
5.06%
2.53%
0.00%
67.41%
$61,200.00
$693,600.00
$138,720.00
$34,680.00
$28,560.00
$30,600.00
$36,720.00
$139,284.00
$68,054.00
$113,424.00
$56,712.00
$110,160.00
$1,511,714.00
2.76%
0.00%
31.32%
6.26%
0.00%
0.00%
1.57%
0.00%
0.00%
1.29%
1.38%
1.66%
6.29%
3.07%
5.12%
2.56%
0.00%
68.26%
$62,424.00
$848,952.00
$141,492.00
$35,374.00
$29,131.00
$31,212.00
$37,454.00
$159,443.00
$77,904.00
$129,840.00
$64,920.00
$112,363.00
$1,730,509.00
0.00%
67.70%
$865,944.00
$180,405.00
$36,081.00
$29,714.00
$31,836.00
$38,203.00
$167,065.00
$81,628.00
$136,046.00
$68,023.00
$114,610.00
$1,813,227.00
0.00%
68.29%
$883,248.00
$184,010.00
$36,802.00
$30,308.00
$32,472.00
$38,968.00
$170,407.00
$83,259.00
$138,765.00
$69,383.00
$116,903.00
$1,849,471.00
2.45%
0.00%
33.28%
6.93%
0.00%
0.00%
1.39%
0.00%
0.00%
1.14%
1.22%
1.47%
6.42%
3.14%
5.23%
2.61%
Base + 2% Annual Increase
2% Ann.Incr. - Yr1-16, Y2-20, Y3-5-24
4 Positions Y1-3 and additional in Y4-5
1 Allotment Y1-3; Additional Y4-5
One Director-All Other Contracted
Contracteed Services and Flow-Through
GA TRS at 12.28%
Factored at 6%
Factored at 10%
Factored at 5%
Paraprofessionals - 6/Year
0.00%
69.68%
92
5 YEAR BUDGET PROJECTION
School Name:
FY2015
FY2016
Planning Year
% of Total
Year 1
FY2017
% of Total
Year 2
FY2018
% of Total
Year 3
FY2019
% of Total
Year 4
FY2020
% of Total
Year 5
Notes
% of Total
Instructional
Textbooks
Classroom Supplies
Computers
Software
Field Trips
Instructional Equipment
Library and Media Center
Student Assessment
Classroom Furniture
PE Equipment
Art Supplies
Total Instructional Expenses
$20,800.00
$16,000.00
$22,000.00
$5,000.00
$6,400.00
$9,600.00
$3,200.00
$60,000.00
$0.00
$143,000.00
1.08%
0.83%
1.14%
0.26%
0.00%
0.33%
0.50%
0.17%
3.11%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
7.41%
$26,000.00
$20,000.00
$8,000.00
$7,500.00
$8,000.00
$8,000.00
$3,680.00
$75,000.00
$156,180.00
1.17%
0.90%
0.36%
0.34%
0.00%
0.36%
0.36%
0.17%
3.39%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
7.05%
$31,200.00
$24,000.00
$8,000.00
$7,500.00
$9,600.00
$8,000.00
$4,232.00
$93,750.00
$186,282.00
1.22%
0.94%
0.31%
0.29%
0.00%
0.38%
0.31%
0.17%
3.67%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
7.29%
$31,200.00
$24,000.00
$32,000.00
$7,500.00
$9,600.00
$8,000.00
$4,867.00
$93,750.00
$210,917.00
1.18%
0.90%
1.21%
0.28%
0.00%
0.36%
0.30%
0.18%
3.53%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
7.94%
$31,200.00
$24,000.00
$5,000.00
$7,500.00
$9,600.00
$8,000.00
$5,597.00
$93,750.00
$184,647.00
1.18%
0.90%
0.19%
0.28%
0.00%
0.36%
0.30%
0.21%
3.53%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
6.96%
One Series/Year - $65/Student
Workbooks,Consumables, Other - $50/student
Teacher Laptops and student desktops
Education Products and General Software
*Funded through Annual Campaign
Teacher Consumable - factored at 20/student
*Base -Remainder Funded through Annual Campaign
Testing Materials - Base + 15% annual
FF&E Lease Base + 25% Increase Y2-3
*Essential Equipment in FF&E Lease
*Essential Equipment in FF&E Lease
Services and Supplies
Student Uniforms
Athletic Program
Office Supplies
Office Furniture
Office Computers and Software
Printing and Copying Services
Postage and Shipping
Bookkeeping
Audit Fees
Payroll Services
Banking Fees
Legal Fees
Liability and Property Insurance
Staff Development
Special Education Contracted Services
Health Services and Supplies
Staff Recruitment
Student Recruitment
Technology Support
Phone/Internet Service
Food Service
Transporation
Pest Control
Janitorial Supplies and Services
Waste Disposal
Marketing
EMO/CMO Fees
Support and Management (Business and Program)
Total Services and Supplies Expenses
$5,000.00
$4,200.00
$5,000.00
$3,200.00
$2,400.00
$5,000.00
$24,000.00
$16,000.00
$9,400.00
$18,000.00
$18,000.00
$1,800.00
$21,600.00
$8,000.00
$1,200.00
$96,000.00
$0.00
$238,800.00
0.00%
0.00%
0.26%
0.00%
0.22%
0.26%
0.17%
0.00%
0.00%
0.00%
0.12%
0.26%
1.24%
0.83%
0.49%
0.93%
0.00%
0.00%
0.00%
0.93%
0.00%
0.00%
0.09%
1.12%
0.41%
0.06%
0.00%
4.98%
0.00%
12.38%
$5,250.00
$4,410.00
$5,250.00
$3,360.00
$2,520.00
$5,250.00
$24,720.00
$20,000.00
$10,340.00
$20,000.00
$18,540.00
$1,890.00
$22,680.00
8400.00%
$1,260.00
$120,000.00
$265,554.00
0.00%
0.00%
0.24%
0.00%
0.20%
0.24%
0.15%
0.00%
0.00%
0.00%
0.11%
0.24%
1.12%
0.90%
0.47%
0.90%
0.00%
0.00%
0.00%
0.84%
0.00%
0.00%
0.09%
1.02%
0.00%
0.06%
0.00%
5.42%
0.00%
11.99%
$5,513.00
$46,305.00
$5,513.00
$3,528.00
$2,646.00
$5,513.00
$25,461.00
$24,000.00
$11,374.00
$22,000.00
$19,096.00
$1,985.00
$23,814.00
$8,820.00
$1,323.00
$120,000.00
$326,891.00
0.00%
0.00%
0.22%
0.00%
1.81%
0.22%
0.14%
0.00%
0.00%
0.00%
0.10%
0.22%
1.00%
0.94%
0.44%
0.86%
0.00%
0.00%
0.00%
0.75%
0.00%
0.00%
0.08%
0.93%
0.35%
0.05%
0.00%
4.69%
0.00%
12.79%
$5,788.00
$4,862.00
$5,788.00
$3,704.00
$2,778.00
$5,788.00
$26,225.00
$24,000.00
$12,511.00
$24,000.00
$19,669.00
$20,837.00
$25,005.00
$9,261.00
$1,389.00
$120,000.00
$311,605.00
0.00%
0.00%
0.22%
0.00%
0.18%
0.22%
0.14%
0.00%
0.00%
0.00%
0.10%
0.22%
0.99%
0.90%
0.47%
0.90%
0.00%
0.00%
0.00%
0.74%
0.00%
0.00%
0.78%
0.94%
0.35%
0.05%
0.00%
4.52%
0.00%
11.74%
6077.00%
$5,105.00
$6,077.00
$3,890.00
$2,917.00
$6,077.00
$27,012.00
$24,000.00
$13,762.00
$24,000.00
$20,259.00
$2,188.00
$26,255.00
$9,724.00
$1,459.00
$120,000.00
$292,785.77
0.00%
0.00%
0.00%
0.00%
0.19%
0.23%
0.15%
0.00%
0.00%
0.00%
0.11%
0.23%
1.02%
0.90%
0.52%
0.90%
0.00%
0.00%
0.00%
0.76%
0.00%
0.00%
0.08%
0.99%
0.37%
0.05%
0.00%
4.52%
0.00%
11.03%
*Support will be part of Annual Campaign
Base + 5% Annually
Factored as part of FF&E Lease
Base + 5% Annually
Base + 5% Annually
Base + 5% Annually
Included as part of Office and Support and Mgmt
Required - Factored with 5% Increase
Included as part of Support and Mgmt
Base + 5% Annually
Base + 5% Annually
Base + 3% Annually
$50/FTE
In addition to earnings
Contracted Nursing Services
Included as part of Mgmt and Support
Base + 3% Annually
Base + 5% Annually
Base ($1,800/mo) + 5% Annually
Base + 5% Annually
Base + 5% Annually
$300/FTE - Y1-2; $250/FTE - Y3-5
Facilities
Rent/Lease/Mortgage
Grounds Maintenance
Facility Maintenance and Repair
Utilities
Fire and Occupational Safety and Compliance
$200,000.00
$7,200.00
$6,000.00
$32,000.00
$1,800.00
Total Facilities Expenses
$0.00
$247,000.00
10.36%
0.37%
0.31%
1.66%
0.09%
0.00%
0.00%
12.80%
Total Expenses
$0.00
$1,929,613.00
100.00%
$225,000.00
$7,560.00
$10,000.00
$36,800.00
$1,980.00
$250,000.00
$7,938.00
$10,000.00
$42,320.00
$2,178.00
$281,340.00
10.16%
0.34%
0.45%
1.66%
0.09%
0.00%
0.00%
12.70%
$250,000.00
$8,335.00
$10,000.00
$48,668.00
$2,396.00
$312,436.00
9.78%
0.31%
0.39%
1.66%
0.09%
0.00%
0.00%
12.22%
$2,214,788.00
100.00%
$250,000.00
$8,752.00
$10,000.00
$55,968.00
$2,635.00
$319,399.00
9.42%
0.31%
0.38%
1.83%
0.09%
0.00%
0.00%
12.03%
$2,556,118.00
100.00%
$2,655,148.00
100.00%
$2,654,258.77
$327,355.00
9.42%
0.33% Base ($650/month) + 5% Annually
0.38%
2.11% Base + 15% Annually
0.10% Base + 10 Annualy
0.00%
0.00%
12.33%
100.00%
Contingency Fund
Surplus (Deficit)
$0.00
$19,050.69
$162,383.54
$249,561.39
$150,531.39
$151,420.62
93
CASH BALANCES
School Name:
Beginning Cash Total
Net Surplus (Deficit)
Ending Cash
FY2015
$0.00
$0.00
$0.00
FY2016
$0.00
$19,050.69
$19,050.69
FY2017
$19,050.69
$162,383.54
$181,434.23
FY2018
$181,434.23
$249,561.39
$430,995.62
FY2019
$430,995.62
$150,531.39
$581,527.01
FY2020
$581,527.01
$151,420.62
$732,947.64
For start-up charter schools, the amount of beginning cash for the purpose of this template will be equal to the total revenue during the planning year. Accordingly, the charter school should
include any accrued fund balances as revenue for the planning year on the Budget Projection tab.
94
Exhibit E: Engagement Letters
95
PRESTIGE PREPARATORY SCHOOLS NETWORK OF AMERICA LLC
Letter of Engagement
To the Board of Directors of Scintilla Charter Academy (hereinafter "Client", "the School", "You", 'Tour" and "Yours"):
This letter shall serve to confirm our understanding of the terms and objectives of our engagement and the nature and
limitations of the services that Prestige Preparatory Schools Network of America, LLC (hereinafter "We", "Us", "Our" and "Ours") will
provide to Client.
We will perform the services noted in 'Attachment A' attached hereto and incorporated by reference. Our engagement
specifically excludes any services not explicitly stated therein which will be billed at prevailing rates. You and us may modify the services
by mutual agreement from time-to-time.
For any accounting services rendered, material departures from generally accepted accounting principles ("GAAP") or other
comprehensive basis of accounting ("OCBA") may exist and the effects of those departures, if any, on the financial reports may not be
disclosed.
In addition, substantially all disclosures required by GAAP or OCBOA may be omitted due to the nature of Georgia public
charter school accounting requirements or by standards promulgated by the GA Department of Education or the US Department of
Education ("USDOE") and/or any other legislative or regulatory authorities. You represent and agree that the use of the financial reports
will be limited to members of management and the Board of Directors with similar knowledge and are not intended for third-party use.
Any other data accompanying the financial reports that we provide are presented only for supplementary analysis purposes and will be
assembled from information that is the representation of management, without audit or review/ and we do not express any opinion or
other form of assurance, limited or otherwise, on such data.
Our fees for services provided during the Charter Petition Phase and Charter Application Support per Attachment A of this
engagement are as follows:
•
$5,000 due upon execution of this Engagement
•
$5,000 due 45 days following the execution date of this Engagement
•
$5,000 due 75 days following the execution date of this Engagement
•
These fees are non-refundable
Our fees for services provided during the Planning and Operations Phase per Attachment A of this engagement will be the
greater of:
•
•
$149,000 per year or
$285.00 per enrolled student plus 5.5% of gross payroll. Gross payroll shall be defined as the amount
indicated on Form 941 as wages subject to Social Security tax. Enrolled student shall be defined and measured
as the FTE Membership upon which the school is funded during its first 30 days of operation.
•
Fees shall be billed monthly, beginning July 1, 2015 and payable through June 30, 2018.
This engagement shall begin on the date that this engagement is executed by you and us and shall extend through June 30,
2018. You or us may cancel this engagement time within the first 30 days from signing for any reason and without further obligation or
penalty. Upon termination or expiration of this engagement, you will be provided with copies of all documents on file with us for a fee of
$0.20 per copy. In the event that we or you fail to perform our/your obligations under this engagement, you or we may terminate this
agreement by providing 180-days notice to the other party via certified mail.
Said notice must include the detailed reasons for
termination. You agree that you may provide us with shorter notice, however, in doing so you agree to pay all fees due for the
subsequent 180 days. In the event that you are not awarded a charter contract by the Georgia Charter School Commission or your local
district, you will not be liable to us for fees due under this engagement for charter planning and operation. You agree that the fees
charged, as enumerated above, are fair and reasonable and that you will not terminate this agreement at any time as a means of
avoiding, eliminating, reducing or negotiating fees. In the event that your charter application is approved and you terminate this
agreement prior to July 1, 2015, you shall pay us all fees due under this engagement for the period beginning July 1, 2015 through
December 31, 2015. You or we may terminate this engagement without notice in the event that there is reason to believe that you or us
are engaged in fraudulent, illegal or otherwise unethical activities. This Letter of Engagement and the terms, conditions, obligations and
Page 1
Date
96
benefits herein shall endure and pass on to any company, corporation, partnership, foundation, tax-exempt organization or other entity
that succeeds us or you during the term of this engagement.
In the event that you are unable to open, no fees will be due for the Planning and Operations Phase of this engagement.
The scope of this engagement will be limited to presenting information that is the representation of management. We will not
audit or review the financial statements and, accordingly, will not express an opinion or any other assurances, limited or otherwise, on
them. We are not independent with respect to Client.
No part of this engagement shall be construed as us guaranteeing approval of a charter school petition.
All fees are
independent of and not contingent upon the approval of a submitted petition.
We are not an education management organization or a management company. We are not a registered certified public
accounting firm nor are we a registered attorney/law firm. At no time shall our services be construed as managerial in nature, nor are we
serving in the capacity of an employee, executive, manager, officer or director, attorney or board member. This engagement is not an
attest or an assurance engagement. Any use of the term "Financial Statement(s)" herein refers strictly to financial activity and budget
reports and shall not be construed as a compilation, review or audit of financial statements.
You have been advised, understand and agree that some of the services being offered herein are provided by us but performed
by a third-party contractor.
By signing below you indicate your accordance and understanding with the terms of this engagement and authorize us to
commence work immediately.
Sincerely,
ACCEPTED AND AGREED TO:
Scintilla Charter Academy
1 RUTTER FAUNCE, SENIOR PARTNER
L/
Signing on Behalf of:
BY:
PRESTIGE PREPARATORY SCHOOLS
DATE:
<O A / O 3 1 3* Q / *f
NETWORK OF AMERICA, LLC
Page 2
97
ATTACHMENT A
The following services will be provided by Prestige Preparatory Schools Network of America, LLC:
CHARTER PETITION PHASE
Charter Application Support
•
Support and facilitation of submission of a Georgia charter school petition for the regular annual petition cycle for
charter schools with an anticipated Fall 2015 open date
•
Assistance with application for a State Charter School Planning Grant
•
Assistance in selecting an appropriate curriculum that conforms to Georgia state Common Core standards
•
Assistance, collaboration and drafting guidance for each section of the charter application
•
Providing a selection of frameworks for personnel, bylaws and governance
•
Consulting regarding staffing, enrollment and grade planning, special populations, needs analysis and objectives
•
Preparation of application drafts of the parent/student handbook, policies, procedures and staff handbooks
•
Establishing necessary corporate paperwork
•
Preparation for interviews/application defense by the Georgia State Charter Schools Commission
CHARTER PLANNING AND OPERATION PHASE
Human Resource Consulting Services
•
Staffing budget analysis and ongoing recommendations for efficiencies
•
Developing effective advertising and recruiting strategies for high quality faculty and staff
•
Initial screening of applicant qualifications and background for faculty and staff positions. We will bear the costs of
performing background checks for each applicant/employee
•
Drafting of employee handbooks and employment policies
•
E-Verify * reporting to the US Department of Homeland Security
•
Completion of all federal and state payroll and employment related forms and paperwork
•
Timely completion of COBRA qualifying event paperwork
•
Facilitation of performance reviews for faculty, staff and board members
•
Assistance in selecting and implementing appropriate retirement, health and other employee benefit plans
•
EEOC Compliance
•
Providing, at our cost, no fewer than 10 total hours per year of professional development programs for faculty.
•
Employee termination assistance
•
Annual policy training for all employees covering topics including but not limited to FERPA, Sexual Harassment,
Risk Management, CPR, First Aid, AED, Bloodborne Pathogen and Workplace Violence.
Operations, Reporting, Accounting, Student Information and Administration Services
•
Annual budget planning workshops and ongoing budget analysis and recommendations
•
Coordination of the annual audit and assistance with the selection of the independent auditor
•
Federal grant writing and reporting (an additional fee of 11.00% of the gross federal grant award for any grant
which we write on your behalf applies)
•
Submission of DE46
•
Establishing a paperless administrative environment plan
•
Daily accounting and financial reporting including accounts payable, accounts receivable, cash management,
disbursements, nutrition accounting and grant accounting
(Continued on Next Page)
Page 3
Date°2-A 3/3.o;
98
ATTACHMENT A
(Continued)
•
Payroll and payroll tax management
•
Training administrative employees in clerical support functions related to financial accounting, payroll and
•
Vendor screening and bid management
reporting
•
Assisting in developing student recruiting strategies
•
Student Information Reporting including Pre-ID, Student Class Rosters, FTE Data Surveys, Course Profiles and
student schedules
•
Insurance needs analysis and bid management
•
Attorney referral for legal matters and payment of the first $2,000 per year in legal fees beginning July 1, 2015
•
Annual board training
•
Website development
•
Contract review and negotiation
•
Lottery administration
•
Assistance in procuring working capital
•
Completion of the Application for Recognition of Exemption Under Section 501(c)(3) of the Internal Revenue Code
Facilities, Health and Safety
•
Development, in collaboration with the board, of a long-range facilities plan (Per Georgia Law 20-2-60)
•
Assistance in developing a transportation plan
•
Assistance in identifying an appropriate location and facilities
•
Assistance in negotiating and procuring financing (including leasing, direct financing or bond issuance) for facilities
•
Drafting a school security plan and training faculty and staff in the implementation of said plan
•
Drafting safety protocol for school violence emergencies
•
IT support contractor screening, pricing negotiation and bid management
•
Food service vendor screening, pricing negotiation and bid management
Testing and Accountability
•
Coordinate and facilitate beginning/Career teacher evaluations
•
Student Scheduling
•
CRCT, CRCT-M and EOCT testing coordination including pre-administration
•
Assistance with assessments via Georgia Kindergarten Inventory of Developing Skills (GKIDS)
•
Drafting of a School Technology Plan
•
IDEA/EC Compliance training
•
EC contractor screening and bid management
•
SIT Team training and plan development
•
lEPTeam training and plan development
•
IDEA fiscal monitoring plan and DESK audit
•
Organizing the contracted service audit
Any and all services and costs not explicitly noted herein shall be the responsibility of the school. Some services may not
apply based on region, eligibility, grades served and other factors.
Page 4
99
Exhibit F: Letter of Intent Submitted to
Lowndes County and Valdosta City Schools
100
Letter of Intent
Scintilla Charter Academy
4910 Break-Thru Road
January 28, 2014
Louis Erste, Associate Superintendent
Georgia Department of Education
Charter Schools Division
2053 Twin Towers East
205 Jesse Hill Jr. Drive, SE
Atlanta, Georgia 30334
E. Martin Roesch, Superintendent
Valdosta City Schools
1204 Williams Street
P.O. Box 5407
Valdosta, Georgia 31603-5407
Wes Taylor, Superintendent
Lowndes County Schools
1592 Norman Drive
Valdosta, GA 31601
Re:
Letter of Intent to open Scintilla Charter Academy
In accordance with Georgia State Board of Education Rule 160-4-9-.04, please accept our letter of intent
to submit a petition for Scintilla Charter Academy in the Valdosta City and Lowndes County school
systems.
Our vision for Scintilla Charter Academy is to guide locally underserved and underperforming students in
reaching their educational potential and becoming contributing citizens and to serve as an incubator for
educational innovation and excellence through involvement with the students’ families, local community
and business organizations, area institutions of higher education, and local public school district
personnel.
The mission of Scintilla Charter Academy is to increase student achievement and develop social
responsibility through educational innovation in a safe community of involved families and educators.
Scintilla Charter Academy proposes to open for the 2015-2016 school year, serving Kindergarten through
Third Grade and increasing one grade per year through Fifth Grade.
We look forward to working with you towards the completion of our petition and the successful start of
our school year.
Sincerely,
Lars Leader, Ph.D.
Chairman
101
Exhibit G:
Academic Goals Worksheet
102
AcademicPerformanceGoals
Instructions:Belowyouwillfindthegoalsandmeasuresthatwillbecomepartofyourchartercontract.Thischartgivesyoutheopportunitytoproposepercentagesbasedonyour
knowledgeofyouranticipatedpopulation.Pleasenote,theDepartmentdoesnotguaranteeadoptionofproposedpercentages.Additionally,thischartallowsyoutoprovidea
schoolspecificgoalandseveralmeasures.Pleasecompletethegrayboxesforeachcorrespondinggoal/measure.Onceyouhavecompletedabox,pleasemakethecellgreento
indicatecompletion.Ifagoal/measuredoesnotapplytoyourschooloryoudonotwishtoprovideadditionalmeasures,pleasedonotcompletethegrayboxandleavethecellgray.
Goal1
TheCharterSchoolwillperformabovethelevelthatwouldplaceitonthePrioritySchoolslist,theFocusSchoolslist,orthe
AlertSchoolslist.TheCharterSchoolwillalsomeetalltargets(currentlyCCRPIandStatePerformanceTargets),asdefinedby
Georgiastaterequirementsandthestate'swaiverofNoChildLeftBehind,subjecttoanyamendment,waiveror
reauthorizationthereof.Studentswilldemonstrateproficiencyandimprovementoverprioryears’performance.
Measure1
Duringeachyearofthecharterterm,theCharterSchoolwillmeetorexceedallStatePerformanceTargetsandallotherstatewide‐
accountabilityrequirementsasestablishedbytheDepartmenteachyearforallcontentareasoftheCriterion‐ReferencedCompetency
Test(CRCT),theEndofCourseTest(EOCT)andthegraduationrate.
Measure2
Duringeachyearofthecharterterm,thepercentageofstudentswhomeetorexceedstatestandardsoneachcontentareaoftheCRCT
willbegreaterthantheStateorlocaldistrictAverage,whicheverishigher,byatleast__%inallsubjectsinallgradelevels.
Measure3
5%
Duringeachyearofthecharterterm,thepercentageofstudentsscoringintheexceedscategoryontheCRCTinallgradelevelsand
subjectareaswillexceedthebaselineaverage*by__%.
2%
*Fornewschools,baselinewillbeestablishedinYear1.Forrenewals,baselinewillbeestablishedbythepreviousacademicyear.
Measure4
Duringeachyearofthecharterterm,thepercentageofcharterschoolstudentsscoringinthemeetsorexceedscategoryontheEndof
CourseTest(EOCT)willbegreaterthantheStateorlocaldistrictAverage,whicheverishigher,byatleast__%inallsubjectsinallgrade
levels.
Measure5
103
%
Duringeachyearofthecharterterm,thepercentageofcharterschoolstudentsscoringintheexceedscategoryinallsubjectareason
theEOCTwillexceedthebaselineaverage*by__%.
%
Measure6
%/%
TheCharterSchoolwillexceedstateorlocaldistrictgraduationaverages,whicheverishigher,by__%,orexceed__%.
Measure7
ShouldyourschoolwishtoproposeadditionalCRCT,EOCTorgraduationrategoals,pleaseproposethemhere(maximumof3).
Goal2**
TheCharterSchoolwilldemonstrateproficiencyandimprovementonnationalnorm‐referencedassessments
**Pleasecompletethissectionifyourschoolplanstoofferanorm‐referencedtest.
Measure1‐forITBS
ThepercentageofstudentswhomeetorexceedannualgrowthgoalsinthenationalpercentilevalueontheITBSassessmentwillincreaseby__%
eachyear*ofthecharterterm.
%
Measure2‐forITBS
#/%
Thepercentageofstudentswith__yearsormoreofgrowthasdeterminedbytheGradeEquivalentvalueontheITBSwillincreaseby__%eachyear.
Measure3‐forMAP
ThepercentageofstudentswhomeetorexceedtheirRITgrowthtargetsonMAPtesting,asdevelopedbyNWEAwillincreaseby__%eachyear*of
thecharterterm.
Measure3‐other
104
%
Shouldyourschoolwishtoproposetoadministeradifferentnorm‐referencedtest,pleaseproposeagoalhere.
Goal3‐grades9‐12
TheCharterSchoolwilldemonstrateposthighschoolreadiness.
Mustcompleteatleast2measures.
Measure1
%
__%ofgraduateswillscoreatleasta23outof36onthecompositeACToratleast1600outof2400onthecombinedSAT.
Measure2
%
__%ofgraduateswillscoreMeetsorExceedsontheGeorgiaHighSchoolWritingTest.
Measure3
%
__%ofgraduateswillcompleteapathwaywithintheirprogramofstudy.
Goal4‐grades6‐8
TheCharterSchoolwilldemonstratehighschoolreadiness.
Measure1
%
__%ofstudentswillscoreMeetsorExceedsontheGradeEightWritingAssessment.
Goal5‐gradesK‐5
TheCharterSchoolwilldemonstratemiddleschoolreadiness.
Measure1
80%
__%ofstudentswillscoreMeetsorExceedsontheGradeFiveWritingAssessment.
105
Goal6
Schoolspecificgoal‐pleaseproposeonegoaland1‐3measuresdirectlyrelatedtothemissionorinnovativenessofyourschool.Please
note,onlySMARTmeasureswillbeincludedinyourchartercontract.
SchoolSpecificMeasure1
AdditionalNotesorComments
106
107
108
Exhibit H:
Conflict of Interest Forms
109
State Charter School
Conflict of Interest Form
Instructions: This form must be completed by each governing board member of the nonprofit organization that
will hold the charter of the proposed state charter school as well as any individual holding administrative
oversight over any aspect of school operations. If the answer to any question is "Yes," the individual completing
the form must submit a written explanation of the answer that will not exceed one typed page for each "Yes."
For the purpose of this form, the term "immediate family member" means a spouse, child, sibling, or parent or
the spouse of a child, sibling, or parent.
1.
Do or will you or an immediate family member have any contractual agreements
with the proposed charter school?
2.
Do or will you or your immediate family have any ownership interest in any
Yes
educational service provider or any other legal entity contracting with the
proposed charter school?
3.
Yes
Did or will you or your immediate family lease or sell any real property or facilities
Yes Nc)
(----
to the proposed charter school?
4.
Did or will you or your immediate family sell any supplies, materials, equipment,
Yes
or other personal property to the proposed charter school?
5.
Have you or your immediate family guaranteed any loans for the proposed charter
Yes '711)
school?
6.
Are or will you or your immediate family be employed by the proposed charter
7.
school or one of its vendors or contractors?
Did you or your immediate family have any ownership interest in any corporation,
Yes
C
partnership, or other entity which would answer "Yes" to any of the above
YesN
,ol)
questions?
8.
(---N0
Are you aware of any other board, group, or other entity that believes it has a
right to control or provide input on votes that you will cast as a member of the
Yes
governing board of the proposed charter school?
9.
Do you currently serve as a member on the governing board of any other charter
school?
Yes
10. To the best of your knowledge, is there any situation not described above that
may create the appearance of a conflict of interest between you and the proposed
charter school or that would make it difficult for you to discharge your duties or
exercise your judgment independently and in the best interest of the proposed
Yes
charter school?
Name of the Proposed Charter School:
h art v
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Si natwe
4c r-.5'
Name
Date
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Title
110
1.
2.
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Yes
V4V
:i
3.
Yes
4.
5.
Yes F)
:•
7.
o
Yes E::•
school?
6.
Yes
8.
questions?
Yes
Yes
9.
Yes
school?
charter school?
Yes
r
Date'
Signature
J
ED •r)-
Name
4Ccdc.pv
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7E-
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Title
111
1.
2.
Yes
Yes
No p
Yes
6Z7)
3.
4.
5.
Yes
Yes
7.
No_)
school?
6.
Yes
questions?
8.
Yes
No
Yes
No
Yes
CNO-
Yes
LNo,
9.
school?
charter school?
G
Signature
A
4
14
✓t 6k/e/
Date
ei/c1
Name
Title
112
1.
2.
Yes
Yes
No
3.
Yes
4.
5.
school?
6.
Yes
IC
■Jor-)
Yes
No
Yes
No
7.
Yes
8.
questions?
9.
school?
charter school?
Yes
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Date
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Name
6 o arc),
cf- OA.
Title
113
1.
2.
Yes
Yes
No
Yes
No
3.
4.
5.
Yes
school?
6.
Yes
7.
Yes
questions?
8.
Yes
No
Yes
No
9.
Yes
school?
Yes
charter school?
SC.-% A
\\,\.CA 0"<", r \''.,r
6--,
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L
Date
Signature
Er"c- A . ---C*
Name
6)M \.(
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(.1(y..A.r(k.
tl Q.1/JAt*f
Title
114
1.
2.
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
3.
4.
5.
6.
school?
7.
questions?
8.
Yes No
9.
Yes
No
school?
charter school?
Yes
I lo, ekuleY A- 04)( aq
qt24111
4.A
Da*
gnature
erhd
Name
Satri )a.46_
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Title
115
0
116
Exhibit I: Daily Schedule and Annual
Calendar
117
Scintilla's Weekly Schedule
7:308:00
8:00-8:30
Kindergarten
First Grade
Second Grade
Third Grade
Breakfast
Breakfast
Breakfast
Breakfast
School-Wide Morning
Meeting
School-Wide Morning School-Wide Morning
Meeting
Meeting
School-Wide Morning
Meeting
8:309:50
Reading
Writing
Math
Elective
9:5011:10
Writing
Math
Science/SS
Reading
11:1012:30
Math
Science/SS
Elective
Writing
12:301:30
Recess/Lunch
Recess/Lunch
Lunch/Recess
Lunch/Recess
1:302:50
Science/SS
Elective
Reading
Math
2:504:10
Elective
Reading
Writing
Science/SS
4:104:30
DEAR
DEAR
DEAR
DEAR
118
4:30
Dismissal
Dismissal
Dismissal
Dismissal
Figure 2. All purple represents the time that our students spend within their “houses” as opposed to their
homerooms. DEAR stands for “drop everything and read’...
2015-2016 Academic Calendar
Scintilla’s non-traditional scheduling is provided below for the 2015-2016 Academic School Year Calendar. We will
exceed the 180 school days, but to accomplish this, the traditional school holidays were adjusted.




















August 18…Kindergarten Orientation August 19…First grade Orientation August 20…Second grade Orientation August 21…Third grade Orientation August 26-27…Faculty and Staff Pre-Planning August 28…First Day of School! September 7…No School, Labor Day October 12…No School, Fall Holiday November 23-27…No School, Thanksgiving Holiday December 21- January 5…No School, Christmas Holiday January 4-5…Faculty/Staff Pre-Planning January 6…Scholars Return to School January 18…No School, MLK Day February 15…No School, Winter Holiday March 14…No School, Winter Holiday April 4-8…No School, Spring Break May 9…No School, Spring Holiday May 30…No School, Memorial Day June 10…Last Day of School! June 13-14…Faculty/Staff Post-Planning 119

Conflict of Interest Forms - Scintilla Charter Academy

Transcription

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