Lake Charles College Prep (Calcasieu)

Transcription

Executive Summary This section in its entirety will be provided to the Board of Elementary and Secondary Education and will be posted online, along with the rest of the application for the public to review, immediately after the deadline for submission. Essential Information Form Name of Proposed School Lake Charles Charter High School
Name of Nonprofit (as it appears on the Southwest Louisiana Charter Academy Foundation, Inc.
Secretary of State’s website)
School Type (Select One)
Grade Configuration in First Year
Grade Configuration at Scale
Model or Focus (e.g., Arts, College Prep, etc)
Proposed Parish for School
Type 2
Type 4
Type 5
9-12
9-12
College Prep
Calcasieu Parish
Primary Contact Person: Nicole Teal
Phone: 504-919-1040
Email: [email protected]
Proposed School Leader (if known): Enrollment Projections: Delete unnecessary rows and/or add additional columns if you will not reach full enrollment by year five. Project your student headcount (not your funded FTEs). GRADE 2014‐15 2015‐16 2016‐17 2017‐18 2018‐19 9 300 300 300 300 300 10 0 300 300 300 300 11 0 0 300 300 300 12 0 0 0 300 300 Total # students 300 600 900 1200 1200 FRL % SPED % ELL % 14%
<5% Proposed Demographics 59% 1. Is the applicant an existing nonprofit operator in Louisiana? Yes No If yes, list all other existing schools in Louisiana under the same nonprofit. 2. Does the school expect to contract with a third party education service provider (ESP) or other organization for a substantial portion of school management/operation? Yes No 3. Is the primary learning environment for students enrolled in the school virtual? Yes No 1 Lake Charles Charter High School
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4. Please see the Call for Quality Schools for a comprehensive list of direct‐run schools available for chartering in this application cycle. The list of charter schools available for takeover will be available in December after BESE votes on the renewal and extension of existing schools. Part A: If you are applying for a specific RSD direct‐run school, please write the name of that school into the following box. Part B: If you are not applying for a specific RSD direct‐run school, please check as many of the following boxes as apply: I am interested in taking over operations of any eligible direct‐run school in New Orleans I am interested in taking over operation of any eligible charter school in New Orleans. I am interested in taking over operation of any eligible direct‐run school in Baton Rouge. I am interested in taking over operation of any eligible charter school in Baton Rouge. I am interested in taking over operation of any eligible direct‐run school in Louisiana. I am interested in taking over operation of any eligible charter school in Louisiana. 2 Lake Charles Charter High School
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Executive Summary Narrative (5 page limit): I.
Culture The Board of Trustees, administrators, teachers, parents, and students of the Academy
will be guided by the underlying principle that all children can learn and deserve access to a
high-quality education. The mission of the Lake Charles Charter High School (the Academy) is
to ensure that each student actualizes his or her potential to become a self-motivated life-long
learner, a responsible citizen, and a productive member of the global 21st century workforce, by
ensuring that each graduate is prepared to enter, compete, and succeed in secondary and
postsecondary educational opportunities and careers of choice.
The Academy will implement its mission through creating a learning environment of
student safety and success that incorporates individualized, research-based instruction, integrated
character education, project-based learning opportunities, and community engagement.
The Academy is needed to fulfill the Foundation’s mission of providing a powerful
platform of change in Calcasieu Parish and surrounding areas by offering a full K-12 system
where all children can realize their personal and academic potential.
II.
Leadership The Academy has not yet identified a school leader. However, in operating successful
charter schools for fifteen years, the education service provider (ESP) selected by the
Foundation, Charter Schools USA (CSUSA) has developed a well-defined set of credentials and
attributes that guide the search for outstanding school leaders.
The school Principal is responsible for the administration of the Academy and must have
the following: commitment to the Foundation and school mission; experience as a successful
school leader and Educational Leadership Certification; Degree in Education with appropriate
school grade background; teaching experience; knowledge of the needs of the Academy’s target
population; ability to partner with community agencies and resources; experience in working
with school boards, board of directors, and advisory boards; preferred experience in the start‐up
of a new school; skills in using technology as a tool for learning and monitoring student
progress; knowledge of curriculum for appropriate grades of student body; motivation to
establish innovative and creative learning programs; commitment to professional development
programs for faculty and school concepts; ability to implement staff development and training;
ability to promote a positive school climate.
The Assistant Principal is responsible for assisting in the supervision of the school
program and the curriculum and must have: Educational Leadership Certification and similar
qualities as designated for the Principal.
III.
Education Plan High expectations for success will be consistently communicated and reinforced
throughout all aspects of the educational experience, including an ambitious school mission, high
standards of excellence, focus on personal responsibility, and essential partnerships with parents
and families.
A focus on the student will create a culture that supports successful teaching and learning
and promotes personal development, good character, and self-management through a safe and
orderly environment, high community engagement, positive school spirit, and outlets for selfexpression.
The Foundation has carefully selected CSUSA to serve as the ESP for the Academy and
intends to contract with CSUSA to provide all necessary management and professional expertise
to start-up and manage the school. CSUSA will assist in developing, planning, and marketing, as
3 Lake Charles Charter High School
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well as provide finance, human resources, curricula and overall responsibility for school
operations.
CSUSA is a seasoned ESP with a strong track record of successfully implementing and
replicating high quality charter schools. Currently, CSUSA’s existing network of schools is
comprised of 48 charter schools serving 38,000+ students in five states. Recently, CSUSA
entered the Indianapolis market with the Indiana State Department of Education’s selection of
CSUSA as one of three Turnaround School Operators for three of the State’s chronically failing
schools. A corporate staff of approximately 200 employees will dedicate hands-on guidance and
support for all aspects of operations for the Academy. CSUSA’s proven success among the
target population is demonstrated through the established performance of four of its schools with
high F&R populations and minority student populations. A summary of the schools’
performance is noted below. Note that these schools outscored their respective counties and the
State of Florida in the percentage of AYP criteria met.
School
FRL
Minority
2011-12
2010-11
2009-10
Percentage by
which CSUSA’s
AYP results
outperformed
the State (FL) in
2010-11
A
Percentage by
which
CSUSA’s
AYP results
outperformed
the District in
2010-11
+33%
North Broward
Academy of
Excellence
Middle
72%
91%
A
A
North Broward
Academy of
Excellence
P.M. Wells
Charter
Academy
Downtown
Miami Charter
School
77%
93%
A
A
A
+23%
+29%
77%
91%
B
B
B
+34%
+34%
95%
98%
A
B
D
+28%
+34%
+39%
The Academy will track specific, detailed, and measurable goals as outlined in the charter
application. The Academy will also align school structures and processes in response to this data
through data-driven decision-making.
As a member of the CSUSA network of schools, the Academy will be immediately
eligible for SACS Accreditation. CSUSA was the first education management company in the
nation to hold the SACS CASI accreditation seal at the corporate/district level. This means that
all of its current schools are accredited and that new schools are automatically eligible for
accreditation. The accreditation process involves three ongoing components: 1) meeting high
quality standards; 2) implementing a continuous process of improvement; and 3) engaging in
quality assurance through internal and external review.
Research Based Framework
The Academy’s Educational Model is based on the research of Robert J. Marzano’s What Works
in Schools, and begins with our Guaranteed and Viable Curriculum (GVC). A GVC is primarily
a combination of the factors “opportunity to learn” and “time.” The concept of “Opportunity to
Learn” (OTL) is a simple but powerful one – if students do not have the opportunity to learn the
content expected of them, there is little chance that they will. OTL addresses the extent to which
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the curriculum in a school is “guaranteed.” This means that there must be clear guidance to
teachers regarding the content to be addressed in specific courses and at specific grade levels. It
also means that individual teachers do not have the option to disregard or replace assigned
content (Marzano, 2003). The concept of time is also simple. The content that teachers are
expected to address must be adequately covered in the instructional time teachers have available.
CSUSA has developed a scope and sequence for all subjects aligned to the Louisiana Content
Standards and Louisiana Grade Level Expectations to ensure that the CSUSA curriculum is both
guaranteed and viable. Our GVC ensures academic excellence in every classroom, and
encourages steady academic progress toward mastery of the standards as students build their
knowledge and skills from one year to the next.
Student Assessment and Performance
The use of student assessment and performance data is vital to the Educational Model, a
continuous improvement process that is not only used to improve student learning and
achievement, but also used to evaluate and inform instruction. With the GVC at its core, the
Educational Model begins with a baseline assessment and analysis of all the available student
performance data. The first administration of the CSUSA Benchmark Test is one of the primary
ways the school will activate students’ background knowledge, establish current baseline levels
of mastery of specific skills and identify specific areas of need for all students. Teachers use the
data from the CSUSA Benchmark Test to differentiate instruction of specific skills through
various instructional and regrouping strategies to ensure that individual student needs are
addressed; this is data-driven instruction. To evaluate student learning and the effectiveness of
instruction, the teacher will give students formative assessments on those specific skills. The
teacher then grades the assessment and gives feedback to students and parents, verbally, as well
as through the CSUSA Student Information System (SIS). Based on the results of the
assessment, the teacher then decides to either reteach specific skills not mastered or go back to
baseline assessment to activate student’s data-driven instruction. To evaluate student learning
and the effectiveness of instruction, the teacher will give students formative assessments on those
specific skills. The teacher then grades the assessment and gives feedback to students and
parents, verbally, as well as through the SIS. Based on the results of the assessment, the teacher
then decides to either reteach specific skills not mastered or go back to baseline assessment to
activate student’s background knowledge on the new skill to be introduced. It is this informed,
targeted instruction that makes CSUSA’s classrooms more than a place where students merely
absorb information, but a center of active, engaged learning that is proactive, dynamic and
lasting.
IV.
Teaching If students are to succeed to their maximum potential, having a highly-effective teacher
working with every student is paramount. The Academy is committed to recruiting, selecting,
inducting and retaining highly effective teachers, recognizing that high-performing educators are
the Academy’s most important asset. Retention of highly-qualified and effective teachers is part
of each Principal’s annual evaluation system.
The Academy will be supported by the CSUSA Education Team for its development and
implementation of professional development at the school and will be provided by CSUSA as a
component of their management fee. As the instructional leader within the Academy, the
Principal will be accountable for the quality and duration of professional development within the
Academy. In conjunction with the CSUSA Education Team, the leadership team of the
Academy will develop an Academic Plan that will include professional development based on
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the teachers’ needs according to the data gathered at the school, staff surveys, walk-thrus and site
visits. Professional development will then be monitored by assessing student learning and
teacher implementation after the professional development sessions have occurred. When gaps
are found, teachers will be re-taught until mastery of key research based concepts.
New teachers participate in an annual New Teacher Induction as well as sessions through
the school year. These sessions include orientation to and training for What Works in Schools,
The Art and Science of Teaching, Understanding by Design and the Student Information System.
Throughout the year, new teachers have a network of support through our Teacher Learning
Communities. A mentor teacher leads the Teacher Learning Communities at the school. The new
teachers meet at least once a month with this mentor teacher to receive support and training as
well as have the opportunity to share best practices. In addition, both the Teacher Learning
Communities mentor teacher and new teachers receive support from our CSUSA Education
Team through quarterly training sessions, and monthly web-based video training sessions.
Value-Added Teacher Evaluation Tool (Act 54)
Teacher performance data, as measured in the Teacher Evaluation Tool will be equivalent
to 50% and the student growth measure will be equivalent to the other 50%. This is consistent
with the recently adopted Compass evaluation system in Louisiana through Act 54. CSUSA was
approved for a waiver by the Louisiana DOE from implementing Compass because its own
rigorous evaluation tool was deemed compliant with the Act. The DOE’s approval noted that the
system was “exactly the sort of thing we hope Compass will initiate throughout the state.” To reward teachers for high performance, the Foundation has established a teacher
incentive bonuses program that teachers will be able participate in beginning in Year 2 with
significant funds budgeted.
V.
Governance
The Foundation’s Board of Trustees is comprised of a diverse and talented group of
community leaders, with a skillset including law, business, finance, K-12 education, public
relations, and community work, and all of whom are passionately committed to improving public
education for ALL students and are actively involved in their communities. Collectively, the
Foundation’s Trustees have a long track record of impacting education reform and community
development. The Foundation’s impressive Board of Trustees include: Name
Ulysses Gene Thibodeaux Charles A. Honoré Current Professional Title and Organization
Chief Judge of the Third Circuit Court of Appeal
Board Role
President
Retired community activist with a distinguished career in public education. Customer Service Manager for Entergy Corporation
Vice President Secretary/Tre
asurer Trustee
Finance; Community Relations Special Education
Trustee
Legal
Mark Boniol Senior partner of Ranier Law Firm President of Mark Dodge, Chrysler, Jeep.
Trustee
Patricia Kelty small business owner
Trustee
Public relations and communications; Business; Marketing Business; Marketing; Community Relations Clyde W. Mitchell Aneeta Afzal, M.D. Drew Ranier, J.D. child psychiatrist
Focus/Expertise
Legal; Nonprofit governance Education
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The Southwest Louisiana Charter Academy Foundation, Inc. (Foundation) is a Louisiana
not-for-profit entity organized exclusively for educational purposes and will hold the charter for
the Academy. The Foundation’s Board of Trustees shall be responsible for developing and
outlining the mission, vision, and values of the Academy and developing the appropriate policies
to ensure those fundamentals are maintained. The Foundation intends to contract with CSUSA to
provide management and professional expertise. CSUSA will assist in developing, planning, and
marketing the Academy, as well as organizing the finance, human resources, curricula and
operations of the school. CSUSA will be responsible for developing, implementing, and ensuring
the ongoing operational procedures in accordance with the mission, vision, and values outlined
by the Board and other stakeholders.
The Board will continue to uphold the mission and vision of the Academy through visible
leadership and stewardship of the Academy, including the following: responsibility for the legal
and financial obligations of the Academy; establishing policy consistent with the Academy’s
mission; ensuring that the Academy’s programs and operations are faithful to the terms of the
charter including compliance with statutory and regulatory requirements; communicating the
mission and vision of the Academy to the community; holding CSUSA accountable for
achieving the mission and vision of the Academy. CSUSA will be held accountable for the
Academy’s performance via a performance-based management agreement with the Foundation.
CSUSA will be responsible for day-to-day school operations and be responsible for school
improvement.
V.
Finance
2014-15
300
$2,724,900
Number of Students
Per Pupil Revenue
Grant Funds
Private Funds
Other Sources
Total Revenue
Employee Salaries & Benefits
Building Expenses
Services/Supplies
Other Expenditures
Total Expenses
NET INCOME
2015-16
600
$5,449,800
2016-17
900
$8,174,700
2017-18
1200
$10,899,600
2018-19
1200
$10,899,600
$200,000
$200,000
$200,000
$200,000
$200,000
$567,389
$0
$0
$0
$0
$101,239
$208,462
$321,937
$441,945
$455,022
$3,593,528
$5,858,262
$8,696,637
$11,541,545
$11,554,622
$1,532,538
$2,700,671
$3,738,726
$4,576,443
$4,617,943
$827,081
$1,343,149
$1,938,126
$2,381,996
$2,381,996
$215,023
$596,876
$1,541,630
$2,202,955
$2,203,112
$991,942
$771,458
$1,274,903
$1,775,996
$1,736,138
$3,566,584
$5,412,153
$8,493,385
$10,937,390
$10,939,188
$26,944
$446,108
$203,252
$604,156
$615,434
*The Grant funds above are Title I funding and have not yet been secured.
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Section I. Culture (7 page limit) A. Mission Statement The Board of Trustees, administrators, teachers, parents, and students of the Lake Charles
Charter High School (the Academy) will be guided by the underlying principle that all children
can learn and deserve access to a high-quality education.
The mission of the Southwest Louisiana Charter Academy Foundation, Inc. (the
Foundation) is to become as a powerful platform of change through the creation of a network of
high-performing charter schools that will target traditionally underserved students and ensure
that every student realizes their academic and personal potential.
The mission of the Academy is to ensure that each student actualizes their potential to
become a self-motivated life-long learner, a responsible citizen, and a productive member of the
global 21st century workforce, by ensuring that each graduating student is prepared to enter,
compete, and succeed in secondary and postsecondary educational opportunities and careers of
choice.
The Academy will implement its mission through creating a learning environment of
student safety and success that incorporates individualized, research-based instruction, integrated
character education, project-based learning opportunities, and community engagement.
B. Targeted Student Population 








Lake Charles Charter High School, as a Type 2 school, will allow students to enroll from
anywhere across the State. There will be no geographic preferences, though the majority
of students are expected to enroll Calcasieu Parish. The Academy’s first year of
operation will be in 9th grade and add a grade per year thereafter. All students will be age
appropriate according to state guidelines. MFP funding per student is assumed at $9,083
per student. This is from the latest funding worksheet provided by the LA DOE.
Average teacher wage is assumed to $40,900. In addition, a bonus pool of $171,668 in
year two, $248,839 in year three, $370,000 in year four, and $400,000 in year five is
included in the budget. This bonus will be performance based.
Beginning year three, Curriculum Enhancements are included in the budget as follows:
$300,000 in year three, $750,000 in year four and $1,000,000 in year five. These
expenses are subject to Governing Board approval and will support the instructional
activity of the school.
Management Fees are calculated at 5% beginning in year one, 13% in year three and 15%
each year thereafter.
Rent is included in the budget at 10% of MFP in year one, 13% in year two and 16% each
year thereafter.
Capital expenditures for computers, software and furnishings are included in the budget.
Since year one will be the initial year for these purchases, the amount of $567,389 is
higher than subsequent years for these items. Subsequent years included these items for
additional enrollment and replenishment of existing items.
District Administrative fees are included in the plan at 2% of the funding.
An amount of $15,000 per year is included for Governing Board expenses.
Title One funds are assumed at $200,000 per year.
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
Cumulative fund balance of at least 6% of revenue is achieved by year two with a balance
of $1,895,893 by the end of year five. These funds will be maintained for the school and
used at the Governing Board’s discretion.
The Academy will have a targeted student population of at least 59% qualifying for “free
and reduced lunch,” approximately 14% receiving special education services, and fewer than 5%
English as a Second Language (ELL) students. It is also anticipated that the Academy will serve
a student population with a similar ethnic mix as the local school system.
Lake Charles Charter High School will identify and monitor the progress of students in
need of expanded learning opportunities and remedial assistance, including the at-risk
population, based on the RTI method. The Louisiana Literacy Plan is a three-tiered instructional
and assessment framework designed to address the learning needs of all students in grades PK –
Adult Education in order to improve the literacy rates of students in the state.
C. School Culture The Academy focuses on standards-based and rigorous academics coupled with strong
character education and citizenship programming that drives a culture of success and
accountability. These components drive a culture of high expectation, achievement, and
accountability. The integration of parent involvement (detailed below) and community
partnerships are key components of the Academy’s culture that will serve to foster, reinforce,
and emphasize the culture of success and accountability that begins within the walls of the
school and carries outward. In accordance with the Academy’s philosophy that ALL children
can learn, this culture of high expectations, success and accountability is inclusive of ALL
students, including with special needs, ELL students, and those who are considered “at-risk” of
academic failure.
Research demonstrates a positive correlation between appropriate attire, good work
habits and good character. When dress and appearance are characterized by cleanliness, neatness,
modesty and safety, children generally have a more positive attitude toward themselves and
those around them. Uniforms will address issues related to the health, safety and welfare of the
students and the maintenance of a positive and cooperative learning environment. Uniform dress
helps erase cultural and economic differences among students, sets a tone for serious study,
facilitates school pride and improves attendance. The ESP has developed a research-based
action plan to develop a culture of achievement and positive academic environment based upon
the research of providing our students with increased instructional minutes in all content areas.
The body of research provides strategies and methods that have been incorporated into an action
plan that will assure student achievement in reading and math and is based on Annual Growth,
Catch-Up Growth by Lynn Fielding, Nancy Kerr, and Paul Rosier (2007).
Students must be taught how to be productive citizens, and the best way to teach them is
to demonstrate how to be productive members of a community while achieving academic goals.
Therefore, the Academy will implement the Community of Character program, an innovative
program that integrates a focus on academic rigor, good citizenship, and opportunities for realworld experiences.
Learning Teams/Community of Character
The Community of Character program provides teachers and students the opportunity to
apply character values in a real community environment set up within and external to the
Academy. Teachers oversee students who are practicing their content skills and knowledge (i.e.
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education curriculum) in a mock community environment where each student has a
responsibility to function within the group, through the project-based learning process. Students
will create, govern and support the daily operation of their Community of Character, known as a
learning team. The goal of this program is to teach, practice and instill good citizenship within
each person through use of the entire educational environment.
Learning Groups will study and practice explicit character traits through a program such
as Stephen Covey’s “The Leader in Me.” Communities of Character require thinking and
believing that every child is capable and every child is a leader. It works from the inside out and
it begins with the staff. Every staff member needs to speak a common language, teach the core
values, and model the character principles that they want students to possess. A strong culture is
built among the staff so that they transform the students within their learning team.
Community of Character promotes an increase in student motivation toward academic
learning by incorporating students’ interest in real-world experiences. This is congruent with
research that guides educators toward student engagement methods to increase student
achievement. Students’ interests are utilized to fuse the data driven curriculum with real world
application of principles giving students an opportunity to grow in the safe environment of the
smaller learning groups. The Academy will achieve this by creating small group settings where
the students may receive differentiated instruction, as well as activities to be completed outside
of the classroom. In small group setting are determined by diagnostic and formative data, and
then targeted to students’ skill deficiencies.
Models of learning team that allow every child to be a leader are Media/News learning
team, which will be responsible for disseminating all school news and community news to the
students through a monthly school newspaper and/or by producing the news for the school closed
circuit television. The Student Government learning group will be the governing body of the
smaller learning groups and will advise the principal regarding the procedures and regulations
that the student body should follow by researching prominent government leaders and
understanding the role of the leader within a community. Investors and Entrepreneurs learning
team, where the students will discover how to create a business plan for an innovative idea. They
will also be responsible for the daily operations and budget of the school store and Community
Changer which the students in this group will focus on reaching out to the community to help
those in need including small community outreach projects, as well as developing an annual allstudent outreach project.
D. Parent and Community Involvement The Academy will increase family and community understanding of the school setting as
it relates to student achievement because it is crucial that parents and community members
understand the significance of focusing on academic achievement for each child.
Parent participation is integral to the success of the school and is solicited for the
development of school goals and objectives through Community Advisory Boards. The
Community Advisory Boards are comprised of parents, administrators, teachers, and community
members to facilitate the achievement of the mission of the school and to ensure that the school
meets the needs of the children in the community. In addition to the role parents play in
governance, all parents sign a commitment agreeing to volunteer at the school.
A Comprehensive Parental Involvement Program and Family-School-Community
partnership model is planned for the School. The school will utilize the framework of Joyce
Epstein. Epstein’s model includes six types of cooperation between families, schools, and other
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community organizations: 1. Parenting; 2. Communicating; 3. Volunteering; 4. Learning at
home; 5. Collaborating with the community; and, 6. Decision-making (Epstein 1995; Epstein
1997). The framework of six types of involvement helps educators develop more comprehensive
programs of school-family-community partnerships. Although the proposed charter school will
use the framework of six types of involvement as a guide, parents, the Board of Trustees, and
school staff will select practices that best fit the needs of each individual circumstance and help
achieve important academic and personal goals.
The Academy will engage 100% of parents, because it is vital that every parent is
engaged in his or her child’s education. It can sometimes be the case that parents face obstacles
to fully participating in their child’s education, but engagement is a minimum requirement for
their child’s success. Parents who enroll their children at the Academy will be required to sign a
“parent contract” and the following steps will be taken to engage parents in their child’s
education:
 All parents are required to attend the parent orientation where they will learn more about
the Academy’s expectations.
 Parents will be expected to support their student with home learning experiences. This
means providing the child with a quiet, well lit, distraction free work area to complete
their assignments, overseeing the completion of assignments and providing support as
necessary. Additionally, for elementary and middle school students, parents will sign a
daily agenda acknowledging their child has completed their home learning experience.
 Parents will be expected to maintain a working line of communication (phone or email).
They are further expected to be responsive when a staff member reaches out. Parents are
also empowered to access their child’s teachers or other staff members at the school as
needed.
 Parents will be expected to support and reinforce the Academy’s mission, vision, and
values. If there are concerns, the school encourages the parent to discuss those concerns
with the appropriate staff member.
 Parent engagement will be measured by regular school student agenda checks for parent
signatures and by regular monitoring of teacher contact logs looking for calls completed.
 Parents agree to volunteer a minimum of twenty (20) hours per school year. When two
or more children from the same family are enrolled, parents agree to volunteer a total of
thirty (30) hours per school year. Parents are given access to our Student Information
System allowing them to track their volunteer hours. Volunteer opportunities are
individualized to meet the needs, demands, and capabilities of individual student/family
as it pertains to required volunteer hours.
Parental involvement is also fostered through access to student information and
communication provided by the school’s student information system (SIS). Parents receive realtime updates on their child’s status and are able to engage in two-way communication with
school administrators and teachers.
At the time of this application’s submission, strategic partnerships continue to be
developed and will be driven throughout the application review, planning, and implementation
cycles. These aforementioned components will guide the Academy’s network of community
partners aligned to the overall Community of Character framework as well as the individual
learning communities and after school/enrichment areas as identified by the community
stakeholders. Parent and student demand has already been demonstrated through the fully
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enrolled Lake Charles Charter Academy (serving approximately 700 students in 2012) and the
second K-8 school that will open in August 2012 that is nearly at full capacity, which is expected
to serve over 500 students in 2012.
See Appendix A for supporting documentation.
E. Parent Satisfaction The Academy will utilize a semiannual parent survey that will be administered each
November and April. Surveys are designed to provide the parents, and students, the opportunity
to provide feedback on the academic environment and school culture.
The Academy’s first year goal will be for 85% of parents to “agree” or “strongly agree”
with these statements:
• “I believe the school is putting my child on track to college and/or career success.”
• “I believe the school is on track to accomplish the mission and vision.”
Parent survey responses are used as evidence that leadership can target, evaluate and
foster collaboration and coaching. The Academy will develop new action plans and facilitate the
school’s improvement process both ongoing through the school year and as a part of goal setting
prior to the beginning of each school year.
F. Discipline Policy A primary objective of the Academy is to enhance students’ potential for learning and to
foster positive interpersonal relationships. The Academy acknowledges that students who
possess personal, academic, and civic capabilities will become effective and productive citizens.
A positive school culture will support academic achievement, emphasizing civility, fairness,
mutual respect, and acceptance of diversity. The Academy will adopt a discipline plan and code
of conduct that mirrors the Louisiana Department of Education’s “Model Charter School
Discipline Policy and Code of Conduct.” A sample Master Plan of Discipline is attached as
Appendix B. The policy incorporates positive behavior interventions and other research-based
discipline practices. The Academy will identify data-driven academic, career and technical, and
discipline/behavioral performance results in the School Improvement Plan (SIP). The Academy
will establish and use a school-based leadership team to meet on a regularly scheduled basis to
review data and guide the positive behavior process. This leadership team shall, to the extent
possible, include representatives of the school administration, both regular and special education
teachers, parents, guidance counselors, and school bus operators.
Discipline is the process of changing a student's behavior from inappropriate to
exemplary. We are never satisfied with merely stopping poor behaviors; we desire to teach the
student to do what is right. We do not discipline a student out of anger or for the sake of
convenience, but with a loving desire to help the student to do what is right. Though few students
desire discipline, they often need it in order to reach their full potential.
The leadership team will be responsible for the implementation of the disciplinary policy
by using a decision-making process utilizing a data-management system that allows graphical
representation of discipline issues. Said data system will permit regular and efficient monitoring
and evaluation of the effectiveness of the implementation of a school-wide system of discipline.
School data collection shall include, but not be limited to, average referrals per day per month,
referrals by problem behavior, referrals by location, referrals by time, referrals by student,
referrals by staff, individual student report by month and by year, and referrals by grade level.
Environmental changes may be made as indicated by data. For instance, increased monitoring,
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schedule changes, or changes in recess structure may help to alleviate congestion or overcrowding at certain times during the day.
The Leadership Team will fully implement the requirements of R.S. 17:252(D), as
required by the provisions of Act 136 enacted by the 2010 Regular Session of the Louisiana
Legislature as well as ensure that the school affords itself the opportunity to have all applicable
personnel, including classroom teachers, participate in classroom management courses required
by Act 136.
The team will use the two BESE-approved forms, i.e., “School Behavior Report Form”
and “School Bus Behavior Report Form,” to report incidents of alleged discipline violations and
the referral system will be utilized consistently and appropriately. The leadership team will also
review and revise any Zero Tolerance Policy of the school to ensure that the policy is in
compliance with R.S. 17:416.15; the policy does not violate R.S. 17:416(H) which prohibits
disciplinary action against any pupil reasonably acting in self-defense; and that inappropriate
referrals are not made to agencies serving children.
The leadership team will review and revise its policies and procedures for handling
suspensions and expulsions to ensure that suspension/expulsion policies are consistent with R.S.
17.416; suspension/expulsion policies are consistently and fairly executed; and alternative
interventions, consistent with best theory and practice, to suspensions/expulsions are used
including, but not be limited to, counseling, conflict resolution, social and family responsibility,
peer mediation, and stress and/or anger management.
Furthermore, the leadership team will make referrals, as appropriate, to Alternative
Education Programs that are designed to offer variations of traditional instructional programs, as
well as strategies for the purpose of increasing the likelihood that students who are unmotivated
or unsuccessful in traditional programs, or are disruptive in the traditional school environment,
remain in and be successful in school.
The Academy will comply with R.S.17:416.12, R.S. 17:416.13 and Section 4114 of the
No Child Left Behind Act of 2001 (NCLB). The leadership team with the help of its staff will
refine consequences to create a reward/incentives program for positive student and teacher
behavior in order for the staff to take ownership of its discipline policy and ensure the delivery of
consistent reinforcement. The team and teachers will define consequences for rule violations that
are clear, reasonable, and consistently enforced and which support maximum time in instruction.
The leadership team will monitor, evaluate and modify the school master plan through
Continuous Improvements Response to Interventions throughout the school year by monitoring
of teachers with daily walkthroughs.
The Academy will adopt five clearly defined, positive and simple behavioral expectations
as determined by the Principal. (e.g., "Keep your hands to yourself.” "Respect others." "Be
kind.") These rules shall be posted in prominent places around the school site and classrooms.
These rules shall be provided to parents and shall be known by all students and school staff.
There are 3 levels of disciplinary action and the levels are determined by the seriousness
of the act. Time out is a disciplinary action that allows the students time to reflect and refocus.
The child is given time to sit quietly, to calm down and to refocus on the expected behaviors
before returning to group instruction. It can be given in the classroom, in the office or in another
classroom. Middle school students may be assigned a consequence that is more age-appropriate.
If a student’s behavior does not change, he or she will be assigned an after school detention.
An administrator or teacher will complete the After School Detention form, which
includes the date/time/location of the detention, description of why the detention was given, and
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what attempts were made to contact parent/guardian. If a student misbehaves or is late to After
School Detention, they will be assigned one day of Saturday Detention. Saturday detentions will
be assigned to those students whose behavior is consistently inappropriate. There is zero
tolerance for misbehavior. If a student misses Saturday Detention, unless a doctor’s note is
provided or family emergency arises, they will be suspended for one day.
Suspensions per Louisiana State Statute RS 17:416: is a disciplinary sanction that
temporarily removes a student from a class, or all classes for a prescribed period of time not to
exceed ten 10 school days. The Principal or designee shall make every effort to employ parental
assistance with alternative consequences for misconduct prior to suspending a student except in
emergencies, disruptive conditions, or incidents involving serious misconduct. A student will
receive a grade of zero for assignments/work that occurs during an External School Suspension.
The Academy shall design programs for students with special needs so that the students
are challenged and engaged in school curriculum, and are appropriately placed so they remain in
school rather than being suspended/expelled or become drop-outs. High Expectations for
Success will be consistently communicated and reinforced throughout all aspects of the
educational experience, including discipline, so the students may reach their full potential.
G. Student Engagement The Academy daily attendance rate will be 90% or higher on average, monthly; which
will be reported to the Foundation’s Board of Trustees. Students must be present for a minimum
of 160 days. A student who is absent 5 or more days in a six-week period shall receive an
incomplete grade in all subjects involved if the grade is not made up before the end of the
grading period. The Academy will promote and reward high rates of students’ attendance by
developing an Attendance Program. A designated full time school employee will implement a
program that emphasizes the importance of daily attendance and rewards students who maintain
perfect attendance at quarterly “Celebrating Success Ceremonies.” The designated employee
will monitor students who accumulate excessive absences and provide early intervention services
(i.e., telephone calls, home visits, and special incentive programs) to these students. School-wide
incentive programs will be implemented with the assistance of local businesses and partners.
Bi-annual student surveys are designed to offer the students the opportunity to provide
feedback on the school academic environment and school culture, which the school Dean of
Students would be responsible for implementing, reporting results to administration, and making
the proper adjustments if results do not meet our internal goal. Results would be considered in
leadership evaluations.
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Section II. Leadership (7 page limit) A. Leadership Team Personnel At this time, a Principal has not been selected; however the following is an overview of
the qualifications of the Principal. Please see Appendix C for a full job description.
Principal Qualifications: Responsible for the administration of Lake Charles Charter High
School and must have the following criterion, at a minimum:
 Educational Leadership Certification
 Degree in Education with appropriate school grade background; experience as an
educational leader
 Teaching experience
 Knowledge of the needs of student population
 Ability to work with community agencies and resources
 Experience in working with school boards, board of directors, and advisory boards
 Experience in the start-up of a new school
 Skills in using technology as a tool for learning and monitoring student progress
 Knowledge of curriculum for appropriate grades of student body
 Motivation to establish innovative and creative learning programs
 Dedication to providing supplementary programs to enhance student learning
 Commitment to professional development programs for faculty and school concepts
 Ability to implement staff development and training
 Ability to promote positive school climate
 Commitment to enabling each student to reach his/her personal best
The Academy’s staffing structure will consist of a leadership team which is comprised of
the Principal, Assistant Principal, Dean of Students, Student Services Coordinator and
Curriculum Resource Teacher (CRT). The leadership team will work collaboratively to support
the remaining faculty and staff. They will conduct weekly leadership team meetings to discuss
student achievement and data trends, upcoming school or community events, and address
additional school-based concerns prior to disseminating information to the faculty/staff. The
leadership team will conduct faculty/staff meetings as well present information updates, discuss
school-wide data and provide professional development and/or feedback. In addition, grade-level
team members will also meet weekly for planning and data analysis purposes. The CRT will also
meet with the grade-level teams to provide ongoing communication and support as well as
discuss curriculum implementation, individual student data analysis, RTI support and lesson
pacing and planning ideas.
Flow chart of management:
Principal  Assistant Principal  Dean of Students  Student Services Coordinator,
Curriculum Resource Teacher, Team Leaders  Teachers & Staff  Parents & Students
Process used to select the school leaders:
The ESP uses a robust recruiting process called the Leadership Assessment Center. This
process is used to determine if a candidate would be a good building leader and is an important
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component of the interview process. All candidates for Dean of Students, Assistant Principal and
Principal participate in the one day event. Leadership Assessment Center activities consist of:
Technology Activity – Desegregating Data (60 Minutes)-This activity evaluates a candidate’s
ability to access raw data through the state’s department of education (Internet), compile it into a
useable spreadsheet, and convert it into a graph (Excel). Finally, the candidates transfer the
graphs into a presentation (Power Point).
 Each technology component is intended to gage the level of basic computer skills.
 Assessors of this activity look for mastery of a cohesive and complete data analysis
presentation.
Essay Writing Sample (60 Minutes)-This activity is used to assess the candidate’s writing ability
as well as their overall philosophy of education.
 The subject of the essay forces the candidate to read an education article, reviewing the
subject and asserting a personal view point.
 Assessors of this activity look for congruence with the Educational Model as well as the
candidate’s ability to articulate their viewpoint in writing.
Interview (60 Minutes)-Each candidate is interviewed by the ESP. Interview templates are
prepared in advance and include the following topics:
 The candidate’s philosophy of education
 The candidate’s understanding of his/her role
 The candidate’s use of data including understanding of state assessments.
 The candidate’s familiarity with charter schools, knowledge of and accountability to
governing boards and other key information relevant to being a building leader in a
charter school environment.
 The candidate’s grasp of specific responsibilities relevant to his/her role such as:
interviewing, creating a school-wide culture, discipline, outreach, instructional
leadership, supervision, etc.
 Each question is scored; a minimum score must be achieved to be considered a serious
candidate.
Candidates who participate in the event may be invited into the company’s pool of
approved candidates. As the organizational demand for talented leaders grows, candidates in the
pre-approved pool are offered positions within their preferred regional areas. Care is also given
to match each school leader to the school environment that best matches their leadership
strengths.
The Board of Trustees is also consulted regarding serious leadership candidates in an
effort to support a positive working relationship between the Principal and the Board of Trustees.
Setting School Principal Performance Expectations:
Performance expectations are communicated in August of each year in two ways:
1. Criteria on Performance Evaluation Tool: All criteria that the Principal will be 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. The Board
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of Trustees and Charter Schools USA will clearly define what good performance looks like.
Performance within each criterion is used to determine merit increases.
2. Principal Goals: The Academy will have a Strategic Plan as well as a School Improvement
Plan. School-wide goals are developed from these two documents. The Principal and the
Vice-President of Education will jointly determine their personal goals. Goals are developed
in 5 areas (see Principal Evaluation Tool).
3. Achievement of these goals is evaluated at the end of the year and linked to an incentive
bonus.
Monitoring Performance and Providing Feedback:
Performance is monitored throughout the year and feedback is provided to support
continued improvements and high performance. Monitoring methods include:
 School site visits conducted semiannually
 Staff surveys conducted in November and April
 Parent survey conducted in November and April
 Monthly Principal meetings
 Monthly Principal reports
 Benchmark tests
 Regular conversations and visits with Regional Lead, Vice President of Education,
and other members of the Education Team.
Principal Evaluation Tool:
A comprehensive and rigorous value-added performance evaluation process will be used
to evaluate the Principal’s performance that will comply with Act 54 and related BESE policies
and will align expectations of the Board, the CSUSA Educational Model, and the Academy’s
mission. The evaluation is conducted in collaboration with the Vice President of Education with
input from each department within CSUSA. The Principal will be evaluated using the rubric
contained in the Compass Leadership Evaluation Tool attached as Appendix O, or using a
comparable model that will be approved by the Department of Education through a waiver,
which the ESP intends to apply for.
The Board of Trustees will ultimately hold the Principal accountable through the
performance expectations defined by the Board and through the management agreement between
the Board and the ESP. As per the management agreement, the ESP shall consult with the Board
with respect to the hiring of the Administrator, and the ESP shall remove the Administrator if the
Board is reasonably dissatisfied with his or her performance. The Principal will be an employee
of the ESP and directly report to the Senior Director of Education. In addition, the Principal will
attend all Board meetings of the Foundation and provide status updates to the Board on a routine
basis.
The Principal will be responsible for the evaluation of the Assistant Principal(s). Prior to
the beginning of the school year the Principal will meet with the Assistant Principal(s) to develop
a professional growth plan that will include strategic goals in alignment with the Principal’s.
Included in the plan will be a required goal based on student academic performance.
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Evaluation of the other members of the leadership team will be conducted by either the Assistant
Principal(s) or the Principal. All members of the leadership team will be expected to have a
professional growth plan with strategic goals that are in alignment with the Principal’s.
The qualifications and credentials of school leadership positions can be found in the job
descriptions contained in Appendix C. Other members of the Leadership Team may be added
with the Board’s approval.
The timeline for hiring will begin during the spring before the school opening with the
expectation all staff will be hired and processed prior to the beginning of the school year.
Each year a Principals Institute is held following the end of the school year with all
Principals and Assistant Principals in attendance. During the institute, the non-negotiable
academic and achievement goals are set for the school year. During the school year there are
monthly Principal and Assistant Principal meetings held that include professional development.
At the school level weekly leadership meetings are held that include all of the leadership team
members. Succession planning is accomplished through CSUSA’s Leading Edge Program,
which provides identified leadership candidates with the opportunity to further their leadership
development through regularly scheduled professional development workshops, mentoring and
authentic school based leadership projects.
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Section III: School Operations (7 page limit) A. Transportation, Food, and Health Services To the extent necessary and fiscally feasible, transportation services will be provided to
students on a limited basis residing within a reasonable distance of the school. The Academy will
contract with the local school board for transportation services, which is required by Louisiana
law to provide transportation, to ensure safe and effective transportation of students through the
academic year. The costs of transportation will be funded through the funds provided to the
school via MFP earnings and paid to the local school system per an agreed upon contract based
on the actual costs of transportation. As a school of choice we recognize the importance
transportation plays in providing access to all populations.
During the enrollment process, applicants requesting transportation submit a
“Transportation Request” form. Once transportation requests are compiled, the Academy will
work together with the local school system to establish bus routes and transportation zones to
most efficiently transport the highest number of students. These zones are published and parents
within the zones are notified of route and pick-up/drop-off information. Routing schedules and
boundaries will be developed based on demand and will be provided to local school system and
the Louisiana Department of Education. Transportation services will be provided and will
comply with all applicable transportation statutes and mandates. Transportation will also be
provided for any special needs students enrolled in the school with an IEP requiring special
transportation.
To provide food service, the Academy will likely contract with a national food service
vendor, such as Preferred Meal Systems, who will provide a quality unitized meal program that
includes all the “components” of a full service operation. The Academy will utilize a
computerized point of sale system (Microcheck) that will track meals and provide a reporting
function for accountability and claiming. All students are assigned an account number at the
beginning of the school year and can add funds to their account in the cafeteria office.
Regardless of account balance, no child is ever denied a meal.
The Foundation should be eligible to participate in the National School Lunch Program.
The Foundation will complete all necessary applications in advance of the school year. If, for
any reason, the Academy’s application for participation in this program is not accepted, the
Academy will amend its operating budget to reflect the reduction in revenues associated with
reimbursement from the National School Lunch Program.
The Academy will comply with all health services requirements applicable to public
schools. To the extent possible, the Academy will provide on-site health care services similar to
those services available to children attending local parish public schools. Local certified health
care providers will be contacted to assist with all necessary health screenings for students. Any
administrator or office staff will have responsibility for administering medication to those pupils
who require such attention, monitoring of student health and screening for health problems will
attend necessary training in order to provide these services. The administrators will also have
responsibility for maintaining student health records and reviewing the health records of all
incoming students to ensure that all pupils are properly immunized as required by Louisiana law.
Proof of immunization will consist of written certification by a private physician, his or her
representative, or the public health authorities that the student has received the required
immunization.
• Additional health services that will be provided include, among other things:
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•
•
•
•
•
•
•
•
Physical examinations upon admittance to the school.
Vision screening testing for all students.
Hearing testing for all pupils.
Annual scoliosis (spinal) screening test for all students 8-16 years of age.
Maintenance of cumulative health records.
Emergency care of ill or injured students.
Compliance with and enforcement of mandatory immunization requirements.
On site automated external defibrillator (AED) equipment to ensure ready and
appropriate access for use during emergencies and shall ensure that a staff member is
trained in the operation and use of such equipment for use in the school and at any
school-sponsored events at other locations.
The Academy will store all health records for enrolled students in compliance with all
applicable law. The administrator will maintain a list of students requiring daily medication and
keep that medication in a locked cabinet in his/her office. The administrator will maintain a
database of each student’s medication needs and create a schedule for mediation administration
based on their individual needs. Students will report to the front office at the daily time specified,
and students will only be permitted to take their medication with the administrator’s supervision
and in conjunction with prescriptions provided by the student’s family doctor. If the
administrator is not available, a staff member designated by the principal will provide the
necessary medication according to instructions provided by the child’s doctor. The Academy will
also ensure full compliance with applicable regulations by all food service contractors and food
service personnel. In addition, policies will be in place regarding the storage of hazardous
materials on-site and will ensure that its employees are informed that potentially hazardous
materials are stored and used in the building and will provide training in the safe usage and
disposal of such materials. Recognizing that employees other than those who use such materials
in the normal course of business (e.g. art teachers, custodians) may be exposed to hazardous
materials, general safety training will be provided to all employees. In addition, it is important to
recognize that school personnel may be exposed to human blood (e.g. in assisting a student who
develops a nose bleed). Consequently, all employees will be trained in procedures to minimize
the risk of exposure to blood-borne pathogens.
There are no other partnerships or contractual relationships that are central to the
Academy’s operations or mission.
B. Safety and Security The Academy’s physical facility will meet all commercial and life safety codes for a
school. All local and state policies related to health and safety will be met through rigorous
oversight of facility maintenance by a Facilities Maintenance Supervisor at the school with
additional oversight from the Principal and the Facilities Superintendent. Preventative
maintenance and inspection calendars will be developed using ESP’s tools and templates and all
facility repair items will be tracked via a web-based facility help ticket system. The Academy
will meet state and federal requirements for student immunization, food inspections, hazardous
chemicals, and other health and safety issues.
Technology: Security is vital in a school environment both for safety and privacy. To
accomplish these two goals, the Academy employs hardware-, software- and procedural-based
security including the following:
• A closed TCP/IP-based network protected externally through a firewall
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•
Virtual local access networks (VLANs) to separate network traffic and avoid service
interruptions
• Implementation of best practices to prevent unauthorized access to network equipment
• SSL encryption on CSUSA-based Internet services
• WPA2 encryption on all wireless access points
• Anti-virus/anti-malware software on all computers
• Content filtering to protect against inappropriate access
• Individual accounts with passwords
• Network-based permissions assigned to individuals and/or groups
• Computer- and network-based configurations to minimize alterations that could lead to
security compromises and/or loss of functionality
• Limited access to network equipment and servers
• Visitor screening and pass equipment or services located in the front office
• Strict policies and procedures on accessing accounts and information
Visitors: To provide for the safety and security of employees and the facilities at
CSUSA-managed schools, only authorized visitors are allowed in the workplace. Restricting
unauthorized visitors helps maintain safety standards, protects against theft, ensures security of
equipment, protects confidential information, safeguards employee welfare, and avoids potential
distractions and disturbances. Per the Jessica Lunsford Act, all visitors must have photo
identification and will be scanned using the Raptor system. All visitors should enter the office
through the reception areas, and must check in with the Receptionist or front office at the school.
Authorized visitors will receive directions or be escorted to their destination. Employees are
responsible for the conduct and safety of their visitors. If an unauthorized individual is observed
on premises, employees should immediately direct the individual to the reception area, or if
necessary notify their Administrator/Manager. Cooperation will enable the school to provide a
safe and orderly learning environment for all students.
Operations: It is the policy of CSUSA to manage and conduct its operations in such a
manner as to eliminate or minimize all potential hazards and to avoid accidents involving injury
to personnel or damage to property. CSUSA will follow all applicable federal and/or state run
Occupational Safety and Health programs. All employees are charged with personal
responsibility for constant adherence to safety procedures and safe practices. To achieve and
maintain a safe working environment, each employee must take an active interest in safe work
practices and must take responsibility for following any safety rules or recommendations.
Supervisors are not authorized to change the duties of an employee’s job function to something
that they are not trained to safely perform. All incidents must be reported in the site’s OSHA 300
log, and must be available for review by auditors if necessary.
Student Discipline: To ensure the safety and security of students and staff each student
will receive a copy of the Student Handbook which clearly outlines the behavior expectations of
the school. Students who become violent or disruptive shall, when safety permits, be removed
from other students. If safety does not permit the removal of the student, staff will immediately
remove the other students from the area and locate them in a safe area. The student’s
parents/guardians shall be immediately notified and when possible the student will be counseled
by school staff. In the event that a student becomes violent, law enforcement shall be
immediately notified and the appropriate disciplinary action shall be taken.
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C. Insurance Coverage Appendix E provides a list of the types of insurance coverage the school will secure, including a
description of the levels of coverage and an estimate from an insurance broker.
D. School Personnel Structure Title Position Function School Principal Assistant Principal Dean of Students Business Administrator Student Services Coordinator Certification Serves as the school leader
Assist the principal in providing school‐wide leadership Assist the Principal as needed and implement company policies Administers the business affairs of a school Registrar/DPC Administrative Assistant ESE Director Specialist Teacher Before Care and After Care Director ESOL Teacher Before Care and After Care Worker Food Service Director Educational Leadership
Educational Leadership

N/A
To help students achieve personal fulfillment by providing them with guidance and counseling services Develops and conducts in service training for all Curriculum Resource Teacher teachers regarding the curriculum, researched based instructional strategies, and best practices. Coordinates and performs student registration and promotion of the school. Ensure the smooth and efficient operation of the school office so that the office's maximum positive impact on the education of children can be realized. Support the school’s instructional program by directing ESE Teachers and the ESE program N/A 
Support Services Coordinator

N/A
N/A N/A
N/A 

Create and implement a flexible program and classroom environment favorable to student learning and personal growth. Develop lesson plans consistent with our Guaranteed and Viable Curriculum. Maintain an orderly, safe and pleasant atmosphere in the cafeteria, on the playground and in other designated locations by helping and supervising staff and students during authorized Before or After School Program. Supports the school’s instructional program by identifying ELL students, planning an appropriate developmental program for them and implementing Instruction. Help and supervise students during
authorized Before or After School Program in accordance with School policy and established school procedures Administer the food service program at school level in an efficient and effective manner Subject Area 

N/A

Certified in one area of Special Education (preferably two) Appropriate subject area
CPR, First Aid Training
Endorsement in ESOL and certification in non‐
endorsement field N/A
N/A
N/A
N/A
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Title Food Service Worker Media Specialist /Media Asst. Reading Specialist Math Specialist School Receptionist Substitute Teacher Position Function Certification Subject Area Prepare and serve meals at the school level in an efficient and effective manner Organize, administer, and coordinate the school’s library media center/facility and its programs. Provides training and support to teachers; assists with Reading program implementation. Provides training and support to teachers; assists with Math program implementation. Serves as primary reception and information resource for the school. This position is the focal point for the school. Enable children to pursue their education as smoothly and completely as possible in the absence of the regular teacher N/A
N/A

Education Media Specialist

Reading Specialist
Math Specialist
N/A

N/A
N/A
N/A
Appendix F provides a School Organization Chart showing all staff positions for each
year, which includes the ESP school employees.
Appendix G provides a planned Staff Roster for budgeted positions over the Academy’s
first five years. However, staffing within any CSUSA school is flexible and always subject to
change based on the needs of the actual student population as identified by the Principal.
Staffing needs will be constantly monitored by the Principal, particularly at the beginning of year
to enable the Academy to meet the needs of its students and ensure their success.
Recommendations for staffing additions or adjustments that will affect the approved annual
budget will be presented to the Board of Trustees for approval as needed.
The Academy’s salaries are competitive with the surrounding area schools but structured
differently, with a greater emphasis on performance-based pay (detailed below). For base
salaries, pay bands have been established to a minimum, midpoint, and maximum scale by which
job families can grow with merit increases. How quickly an employee moves toward the
maximum is determined by the budget and the level of individual performance, based on an
annual performance appraisal process. The Board will work with the ESP to establish budget
criteria, incentives, and other motivating factors that will attract, reward and retain the best
employees.
When determining an employee’s starting salary several factors are considered, including
but not limited to:
1. Base Pay, which is the start of the salary band.
2. Years of experience the candidate brings with them.
3. Higher education of a Master’s or Ph.D.
4. Critical shortage area: Science, Math, etc. (as needed)
5. Teacher Incentive Plan – A significant bonus pool is included in the budget.
Performance criteria are established annually.
The Academy will use a salary worksheet to calculate starting salaries in a fair and
consistent manner. As an example of how the Academy will determine starting salaries, the
table below provides the basic criteria:
Example
Base Salary
Positive
Criteria
Teachers (190 days)
Experience
Minimum - Midpoints - Maximums
$36,900
$40,900
$44,900
Up to $2,000
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Adjustments
“
“
Negative
Adjustments
Education
Critical Shortage (if applicable)
Met all requirements, Waiting for
Certification documentation
Master’s or PhDs $1,000
$2,000
$-3,000
The salary band is assessed annually based on local market analysis, COLA, the budget
and any other factors that might justify adjusting the salary band.
E. Employment Policies The Foundation will work directly with the ESP to implement the Academy’s
employment procedures and policies. The ESP has conducted extensive internal and external
research to determine the most important elements in designing a work environment and culture
to support employee performance, build morale, and promote student achievement. The
following describes the School’s People First Plan which is the framework for all employment
policies and procedures:
Performance Based Compensation
Research supports the notion that people are motivated through achievement and growth.
Moreover, studies indicate that not only does this contribute to the retention of high quality staff,
but also positively impacts student achievement. Consequently, the Academy will adopt a
performance-based compensation plan that includes:
 Performance bonuses for Administration based on pre-determined goals
 Merit increases for faculty and staff determined by a robust evaluation tool, based on the
research of Robert Marzano
 Participation in an incentive bonus program for teachers – a bonus pool of $171,668 (YR
2); $248,839 (YR 3);$370,000 (YR 4); $400,000 in year five is included in the budget
 Participation in American Board for Certification of Teacher Excellence which will
provide an incentive bonus to teachers who achieve this distinction
 School-wide performance incentive goal– provided to faculty and staff at the school that
achieves predetermined school-wide goals
Superior Culture
The culture of the school is integral to the attraction and retention of high quality staff.
The following are cultural elements that will be built into the School:
 Uniforms
 Parent Involvement including voluntary involvement contracts
 Strong discipline plans
 Classroom management expectations
 Action plans based on semiannual staff surveys
 Action plans based on semiannual parent surveys
 Strong focus on the 21 Responsibilities of a Leader that research shows drive student
achievement
 Recognition programs (corporate and school based)
 Company Summit and Conferences that celebrate success, involve staff in planning, and
provide motivation and excitement about our mission
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

Teambuilding and recreational events that build camaraderie and a sense of belonging
Character education program that supports an Ethical Learning Community and positive
school culture
Unparalleled Opportunity
From New Teacher Induction for new teachers to the Leading Edge Program aimed at
high performers, there are numerous opportunities provided to allow staff to learn, grow and
adjust their career paths according to their professional goals. One example is the school site visit
process that will allow CSUSA to not only monitor the Academy’s progress, but it also allows
staff throughout the network to gain an opportunity to visit other schools and be involved in the
continual improvement process. Conferences, seminars and other professional development are
all opportunities that are provided.
Other Employment Practices and Policies
The Academy and its ESP is an equal opportunity employer and does not unlawfully
discriminate in the employment practices. The hiring policy is to offer equal employment
opportunity to all qualified employees without regard to race, color, creed, national origin, age,
pregnancy, gender, marital status, sexual orientation, veteran status, non-job related disability,
physical or mental handicap, or any other characteristic protected by law. Pursuant to all federal
and state laws including Americans with Disabilities Act of 1990, Section 504 of the
Rehabilitation Act of 1973, Fair Labor Standards Act, Equal Pay for Equal Work Act of 1963,
Age Discrimination Act of 1963, Title VI and VII of the Civil Rights Act of 1964, Age
Discrimination Act of 1967, Occupation and Health Act of 1970, Patsy T. Mink Equal
Opportunity in Education Act, Vietnam Era and Special Disabled Veterans Readjustment
Assistance of 1974, Worker’s Compensation and Unemployment Compensation.
CSUSA will also offer employees mandated benefits including; Workers Compensation;
Unemployment Insurance; and Social Security Insurance. It is the intent of the School, through
its management contract with The ESP, to provide full time employees the opportunity to
participate in the following benefits:
 Health Insurance
 Dental Insurance
 Disability Insurance
 401(k), if eligible
The ESP will also provide benefits with various levels of coverage and premiums to meet
the needs of employees. Eligible employees (those working a minimum average of 36
hours/week) are able to participate in CSUSA’s benefits plan on the first of the month following
90 days of service. If benefits are not selected during this period, enrollment changes may be
made in the annual “open enrollment” sessions. Benefits available include medical, dental,
vision, life insurance, supplemental life insurance, dependent life insurance, short and long term
disability, 401(k) if eligible, paid leave and the Employee Assistance Program.
The Employee Manual for Charter Schools USA is attached as Appendix H and contains
all of the policies and procedures for the ESP. 25 Lake Charles Charter High School
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Section IV: Education Program (25 page limit) A.
Curriculum
The Academy will accomplish its performance goals through the implementation of
Charter Schools USA’s Educational Model. The Educational Model is a research-based and
data-driven delivery framework with innovative tools and instructional methods linked directly
to the Common Core State Standards (fully implemented in 2014) and the Louisiana Grade Level
Expectations (GLEs). The Educational Model will be the framework for the 21st Century
curriculum used to meet the individual student needs of the children within Louisiana.
To ensure student achievement, Charter Schools USA’s Guaranteed and Viable
Curriculum assures the following: The content considered essential for all students to learn
versus the content considered supplemental has been identified and communicated to teachers.
• The amount of essential content that has been identified can be addressed in the
instructional time available to teachers.
• The essential content is organized and sequenced in a way that students have ample
opportunity to learn it.
• Minimized interruptions and the proactive scheduling of non-instructional activities
during the school day protects the instructional time available to teachers.
The Academy will have several unique and innovative academic components that will
complement the comprehensive data-driven instructional delivery of the Educational Model, to
foster the development of well-rounded student-citizens and provide experiential learning
opportunities. These components include: research-based instructional strategies (the Guaranteed
and Viable Curriculum); technology support for data-driven instruction and individual student
goal setting; and learning environment accountability.
 Research Based Framework : Educational Model
The Educational Model is innovative in its approach to data analysis for individual
student learning. A 21st Century Curriculum will be delivered to meet the needs of Louisiana’s
students through the Education Model. The Guaranteed and Viable Curriculum (GVC), the
proven framework behind Marzano’s “What Works in Schools,” provides for teachers the
intended curriculum sequenced and organized in a manner to ensure the essential content is
addressed in the instructional time available, thereby creating for students, the greatest
opportunity to learn the content expected of them at that grade level or subject. This process is
supported by Personalized Learning Plans to reach each student’s educational needs.
Component 1: Baseline Assessment and Data is used to identify students’ strengths and
weaknesses, to effectively target instruction, and to set school-level, classroom-level, and
individual student-level goals.
Component 2: Data Driven Instruction is the end result of collaboration analyzing data from
the Student Information System within professional learning communities.
Component 3: Assessment is determined prior to instruction and used after data-driven
instruction to determine areas of growth, identification of instructional priorities, and
measurement of instructional effectiveness. Timely and specific feedback is given to students to
help them gain mastery of standards.
Component 4: Grading is accomplished through the Teacher eGrade Book on the Student
Information System and graded at the most specific level of the state standards to facilitate data
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collection. As the data is collected, it is displayed within the Teacher eGrade Book in various
formats for straightforward data analysis.
Component 5: Reporting in the Student Information System offers the school the capability of
disaggregating data by individual student, by individual class, by grade level and by school. It
also offers teachers, parents, and students online web access to student data.
Component 6: Decision is the final action. Teachers and administrators, based on the data, will
make the decision to either move on to a new standard and begin with a baseline assessment, or
revisit the same standard through data-driven instruction, reaching students who need
remediation or acceleration through differentiated instruction.
 School-Wide Goal Setting and Personalized Learning Plans
Goal setting is viewed as a catalyst for the cohesion of the school as a team working
toward the same goals. At the beginning of each year, the school improvement process begins
with analyzing last year’s data for the creation of school-wide and classroom level goals.
Throughout the year after each benchmark these are reviewed and revised. Also, teachers meet
with students to set and review personal goals within the students’ Personalized Learning Plans
after each benchmark.
The Personalized Learning Plan is designed to track an individual student's strengths and
weaknesses, and cumulative progress in attaining a year's worth of learning at a specific grade
level. The Plan's development is a collaborative effort between the teacher, parent, student, and
other staff involved with the student's academic achievement.
The following information is considered when assessing the student’s strengths and
weaknesses:
 The student’s academic performance prior to his/her enrollment
 The results of any achievement testing and classroom assessments
 Non-assessed student work
 Reports and observations from the student’s teachers
 Information and suggestions from the student’s parents and the student
 Innovative Measurement Tools to Drive Research Based Instruction & Data Analysis
The Academy has designed innovative reporting tools — the proprietary Student
Information System, including the teacher eGrade Book, and the Narrative Report Card—to
assist the Academy in analyzing student assessment data and in monitoring student progress to
ensure academic improvement. Described below, these tools also assist the Academy in
monitoring progress towards meeting and exceeding the school-wide goals and objectives
outlined earlier.
Student Information System (SIS)-Parents of students who attend the Academy will be
able to utilize the school’s SIS to login any time, day or night, entering a confidential user name
and password to gain real-time access to various pieces of information regarding their children
and events happening at the school.
SIS is also used in the tracking of individual student data, SIS offers the Academy the
capability of disaggregating data by individual student, by individual class, by grade level and by
school. It also offers teachers, parents, and students online Web access to student data. Student
achievement data will be included in each student’s file and will make year-to-year evaluation
and tracking of mastery of the Louisiana Grade Level Expectations more efficient.
Teacher eGrade Book™ -The Teacher eGrade Book was created to assist teachers in
creating and recording daily assignments that are aligned to the Guaranteed and Viable
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Curriculum, the Common Core State Standards and Louisiana Grade Level Expectations. The
Student Information System guides teachers in creating lessons based on proven best practices.
The lesson plan template suggests research based instructional strategies to use in the classroom
and provides learning strategies for students based on the content segment being taught. When an
assignment is created for a specific subject, the teacher assigns points to most specific element of
the Common Core State Standards and Louisiana Grade Level Expectations covered in that
particular lesson. When the assignment is completed by the students, the grades are then logged
into the eGrade book by the teacher, creating a running record of the level of mastery each
student has achieved on the related standards and benchmarks. Grades are automatically
calculated and various individual and class reports can be generated.
The eGrade Book is an integral reporting tool that empowers parents to monitor and
participate in the student’s academic progress and improvement, as well as empowers students to
monitor and take responsibility for their own learning. The eGrade Book also enables the
principal to monitor coverage of the GVC, State, and Common Core State Standards by each
teacher, subject, or grade level and then verify the effectiveness of teacher lesson plans.
Narrative Report Card™ -The Narrative Report Card is a school reporting tool used to
identify and evaluate the educational strengths and needs of students. It provides students,
parents, and teachers detailed academic information about the various objectives and skills the
student has or has not mastered.
The Narrative Report Card provides a higher level of comprehensive student assessment
than traditional report cards, by aligning a student’s evaluation with state standards and the GVC
for each specific grade level. This format allows parents to see that their student is not only
“passing” in a specific subject or earning a specific letter grade, but also has attained specific
skills within a learning standard throughout the year.
Through the collection of data on each student and the inclusion of parents in the overall
academic endeavor of their child, we believe that each student will recognize their individual
potential and strive to meet and exceed the academic goals they have participated in setting for
themselves.
 Technology to Support Student Engagement
Using technology within learning is essential to real world application. The goal of
technology usage within a classroom is to take it out of the hands of the teachers and place it
within the hands of students, for an optimal experiential learning environment. Teachers and
students will have technology integrated in the classroom through a variety of modalities such as:
● Laptop Computers
● Interactive White Boards
● Audio Stations
● Interactive Tablets
o Computers
● Learner Response Devices
o Headphones
● Document Cameras
o Microphones
As stated by Marzano, in his work, “Teaching with Interactive White Boards,” using
learner response devices, graphics and other visuals to represent information, and using
applications that allow teachers to present information in an unusual context, have a statistically
significant relationship with student achievement. In particular, the use of interactive white
boards in the classroom has been shown to have a 16 percentile point gain in student
achievement (Marzano, 2009). The use of interactive white boards not only prepares students
with 21st century technology skills, but also increases students’ achievement.
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 Instructional Methods
The Academy’s GVC is designed to meet the Louisiana Content Standards, Benchmarks,
and Grade Level Expectations where applicable through the process outlined in Understanding
by Design, (Wiggins & McTighe, 1998). “Curriculum should lay out the most effective ways of
achieving specific results.” (Wiggins & McTighe, 1998). The GVC outlines the specific
learnings within the Common Core State Standards and the GLEs and is created and revised in
three stages:
1) identify desired results,
2) determine acceptable evidence, and
3) plan learning experiences and instruction.
Through professional development, teachers continue this process. The educator’s critical
role is to be the designer of student learning, and Understanding by Design supports teachers
working within the standards-driven curriculum, to clarify learning goals, devise assessments
revealing student understanding, and crafting effective and engaging learning activities, aligned
with real world experiences.
When planning, teachers will use the nine-high yield instructional categories identified by
Robert Marzano and listed below, to guide project based learning for optimal student growth.
The Academy will be supported through professional development to be able to successfully
apply the innovative learning methods listed within the nine high yield categories listed in the
following table.
Categories of Instructional Strategies That Affect Student Achievement
Category Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Specific Learning Methods
Assigning in‐class and homework tasks that involve comparison and classification and metaphors and analogies Developing student skills so they can:
 generate verbal summaries  generate written summaries  take notes  revise their notes, correcting errors and adding information Expanding student learning through:
 recognizing and celebrating progress toward learning goals throughout a unit  recognizing and reinforcing the importance of effort  recognizing and celebrating progress toward learning goals at the end of a unit Teacher demonstrating method through:  providing specific feedback on all assigned homework  assigning homework for the purpose of students practicing skills and procedures that have been the focus of instruction Guiding students to:  generate mental images representing content  draw pictures or pictographs representing content  construct graphic organizers representing content  act out content  make physical models of content  make revisions in their mental images, pictures, pictographs, graphic organizers, and physical models Organizing students in cooperative groups when appropriate and ability groups when appropriate 29 Lake Charles Charter High School
Page 29 of 419
Setting objectives and providing feedback Generating and testing hypotheses Questions, cues and advance organizers Creating a systematic way in which to:
 set specific learning goals at the beginning of a unit and lead students in setting their own learning goals  provide feedback on learning goals and lead students in keeping track of their own progress on learning goals  ask students to assess themselves at the end of a unit and provide summative feedback at the end of a unit Engaging students in projects that involve generating and testing hypotheses through, problem solving tasks, decision‐making tasks, investigation tasks, experimental inquiry tasks, system analysis tasks, and invention tasks Prior to presenting new content, asking questions that help students recall what they might already know about the content, provide providing students with direct links with what they have studied previously, and provide ways for students to organize or think about the content The Guaranteed and Viable Curriculum ensures academic excellence in every classroom
and encourages steady academic progress as students build their knowledge and skills from one
year to the next. Textbooks and instructional materials will be approved to ensure the text and
materials’ viability and effectiveness in positively impacting student achievement at the school.
In addition to reading, Lake Charles Charter High School curriculum resources for mathematics,
writing, and science are embedded with differentiated instructional lessons, strategies, and
assessments that are associated with the each RtI Tier Model.
When planning, teachers will also prepare for differentiated instruction to meet every
student’s need. Based on the instructional implications of diagnostic screening as well as
progress monitoring throughout the year, students are provided instruction to meet their
individual needs with an emphasis on cooperative learning and small group instruction within the
school day. Cooperative groups are flexible based on progress monitoring of reading skills.
Teachers utilize center resources such as those from Empowering Teachers, and Read, Write,
Think to engage students in activities to deepen their understanding of skills through hands-on
activities, the use of manipulatives (i.e. word sorts, letter tiles, and dry erase boards, bean
counting), and integration of technology (i.e. listening centers, Study Island, Starfall, and
TumbleBooks).
To enhance learning throughout the school, all classrooms will create a print rich
environment through word walls. A word wall is a systematically organized collection of words
displayed in large letters on a wall in the classroom (Cunningham, 1995). Most word walls
include the following characteristics (Brabham & Villaume, 1991):
 All are collections of words that are developmentally appropriate for study by students in
the classroom.
 Words are selected for specific instructional purposes.
 Collections are cumulative – as new words are introduced, familiar words remain for
further study.
 Activities and talk about word walls provide conversational scaffolds that structure the
ways that students study, think about, and use words.
 Words on walls serve as visual scaffolds that temporarily assist students with independent
reading and writing.
Having teachers reflect on classroom practices, procedures and what instructional
strategies they implement in their classroom is a technique that can assist them in raising the
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quality of their classroom instruction. Teachers will use the four framing questions below to
provide a guide for effective classroom curriculum design:
The Four Planning Questions and Corresponding Instructional Strategies Planning Questions 1.
2.
3.
4.
What will students learn? Which strategies will provide evidence of student learning? Which strategies will help students acquire and integrate learning? Which strategies will help students practice, review, and apply learning? Instructional Strategies 










Setting objectives Providing feedback Providing recognition Cues, questions, and advanced organizers Nonlinguistic representation Summarizing and note taking Cooperative learning Reinforcing effort Identifying similarities and differences Homework and practice Generating and testing hypothesis The effective and systematic use of the nine research-based instructional strategies in
correlation with the research of Jay McTighe, provides students a unique opportunity for their
learning to be academically rigorous and challenging, yet innovative and focused on individual
student learning needs.
Cultural relevancy for students at the Academy will primarily be brought about through
the Community Advisory Boards, which will be comprised of parents, administrators, teachers,
and community members to facilitate the achievement of the mission of the school and to ensure
that the school meets the needs of the children in the community. The Comprehensive Parental
Involvement Program and Family-School-Community partnership model and the Communities
of Character program discussed above will ensure the Academy maintains cultural relevancy for
its students. Further, CSUSA will provide professional development on the principles within
Marzano’s research in The Highly Engaged Classroom. Teachers will design lessons that
address student interest, build self-efficacy, and connect meaningfully to real-world situations.
The GVC ensures academic excellence in every classroom and encourages steady
academic progress as students build their knowledge and skills from one year to the next.
Textbooks and instructional materials will be approved to ensure the text and materials’ viability
and effectiveness in positively impacting student achievement at the Academy. After clear
guidance is given to teachers regarding the content to be addressed in specific courses and at
specific grade levels, the Education Team and school administration monitor learning so that the
academic content necessary for achievement within each grade is not disregarded or replaced.
The Academy’s curriculum resources for reading, mathematics, writing, and science are
embedded with differentiated instructional lessons, strategies, and assessments that are
associated with the each Response to Instruction (RtI) Tier Model. Below is a brief description of
each content area and the alignment to the Common Core State Standards.
Secondary Programs
English Core
English I
English II
English III
English IV
-Grade 9 English
-Modern World
Math Core
Integrated Math I - IV
Algebra I and II
Geometry
Pre-calculus
Calculus AB and BC
Probabilities
Social Studies Core
Ancient World History
Modern World History
AP European History
American History (Grade 11)
AP American History
Psychology
Science Core
Earth, Space
Science
Integrated Science
I, II, III, IV
Physics
Chemistry I, II
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Literature (Grade 10)
-American Literature
(Grade 11)
-Modern Comparative
Literature
(Grade 12)
-British Literature
(Grade 12)
Language Arts
Electives
Intensive Reading I
Writing I
Journalism
Debate I
Suggested Order of
Language Arts
Grade Option 1
Option 2 Option 3
9th English I English
I Honors English I
Honors
10th English II
English II Honors
English II Honors
11th English III
English III Honors
AP English I
12th English IV
English IV Honors
AP English II
Statistics
Intensive Math
Subject Placement Credits
Integrated Math 9-12 1
Algebra I 9-12 1
Algebra I (H) 9-12 1
Geometry 9-12 1
Geometry (H) 9-12 1
Algebra II 10-12 1
Algebra II (H) 10-12 1
Pre-Calculus 11-12 1
AP Calculus (H) 11-12 1
Probabilities 12 .5
Statistics 12 .5
Intensive Math (Elective) 9-10 1
9th
Algebra 1A
Algebra 1B
Algebra I Algebra I H Geometry H
Algebra II H
10th Informal Geometry Geometry
H Algebra II H Pre-Calculus
Geometry
Geometry
11th Liberal Arts Math Algebra II
Algebra II H Pre-Calculus Calculus
AB
12th
Algebra II Integrated
Math III
PreCalculus
Calculus
AB*
Calculus AB* Calculus BC
*Some students opt to take AP
Statistics.
The following is a sampling of
potential texts used by The High
School.
Prentice-Hall
 Liberal Arts Math
 Algebra I
 Geometry
 Algebra II
 Pre-calculus
 Calculus
Economics
AP Economics
Law Studies
Geography
American Government
History / Social Studies
Electives
Geography
Law Studies
Psychology
Suggested Order of Social
Studies Courses
Grade Option 1 Option 2
Option 3
9th Ancient World
History
10th Modern World
History
Economics/Elective American
Government/Elective
11th American History
American History American
History
12th Economics/American
American Elective/Economics
Government Government/
Elective
Biology I, II
AP Physics
AP Chemistry
AP Biology
Anatomy &
Physiology
Anatomy &
Physiology
Honors
Marine Science
Suggested Order
of Science
Courses
Grade Option 1
Option 2 Option 3
Option 4
9th
Integrated
Science I
Earth, Space
Science
Biology Honors
1 AP Biology
10th
Integrated
Science II Biology
Chemistry
Honors
AP Chemistry
11th
Integrated
Science III
Chemistry Physics
Honors1
AP Physics3
12th
Integrated
Science IV 4
Physics2
Anatomy &
Physiology
Anatomy &
Physiology
Honors
In July before school opening, master teachers are recruited to participate in curriculum
mapping. Guided by a trained Understanding by Design (UbD) facilitator, teachers work
collaboratively using the UbD process to revise Common Core State Standards to the GVC based
on Louisiana Grade Level Expectations. During Stage 1, these teachers define the desired results
through explaining what students will know and be able to do in a clear scope and sequence. This
process ensures ownership and vertical and horizontal alignment. The summer curriculum
workshop also includes Stage 2 of UbD, in which teachers develop acceptable assessment
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evidence for each unit of study within the scope and sequence. In the three weeks of New
Teacher Induction prior to the beginning of school, all teachers work on Stage 3 of the UbD
process, defining a learning plan, in which they develop specific learning experiences that will
lead to student mastery of the understandings and content within the units of study. For example,
teachers may determine relevant and appropriate text or strategies to hook students into the
content and hold their attention. By the beginning of the school year, teachers will have a
complete GVC for each core subject. Teacher teams use common planning time to revisit and
revise the learning plan for each unit of study based on student data.
B. School Schedule & Calendar The Academy plans to follow the same calendar as the local school system to the extent
possible. The Academy will exceed the 177 days of instruction in a school year required by
Louisiana law by providing approximately 182 of instructional school days per year, as well as
exceeding the number of instructional minutes per day of 360 required by the state of Louisiana,
providing approximately 380 minutes per day of instruction totaling 69,160 of instructional
minutes per year exceeding the state requirements and providing 5,440 more minutes of
instruction. The Academy will provide 1.5 hours after school and 0.50 hours before school
devoted to academics for tutoring or enrichment. The school day will last approximately7 hours,
beginning at approximately 8 a.m. and ending at approximately 3 p.m. There will be at 12 days
will be devoted to staff development prior to school opening and 8 days during the school year.
Appendix K provides a Sample School Calendar, which is the Calcasieu Parish School
System calendar for 2012 and the School Day Schedule for each School Level.
C. Progress Monitoring and Assessment The Academy will track specific and measurable goals regarding attendance,
matriculation, individual and sub-group scores, graduation rates, and teacher retention. The
Academy will also align school structures and processes through data-driven decision making.
Academic performance will be measured by making yearly academic progress by
increasing the percentage of students performing Basic or Above on LEAP/iLEAP assessments,
as averaged by subject. Academic performance will also be measured by decreasing the students
performing Unsatisfactory on LEAP/iLEAP assessments, as averaged by subject.
The Academy has outlined specific goals from the broad academic goals and objectives
found in our education plan. All the goals and objectives of the proposed charter align with the
stated purposes of Louisiana's state model content standards and meet Louisiana State standards
for school accountability. The Academy plans to accomplish this by: 1) accountability for
student learning, utilizing our Student Information System to track and monitor student
performance data in order to meet or exceed the local and statewide proficiency averages; 2) the
proposed curriculum is fully aligned with Louisiana state content standards and our goals
provide guidance towards specific outcomes; and 3) our specific student expectations meet
requirements for annual growth, growth of student subgroups, attendance requirements and
measure all students under the State's accountability plan.
The Academy’s primary academic goal is to meet or exceed local and statewide average
proficiency standards by Year 4, as measured by a score of “Basic” or better on the stateadministered standardized tests.
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Academic Measure
Year 1
Year 2
Year 3
Year 4
Year 5
% Students Basic or Above (average among all subject areas)
65%*
60%
70%
75%
80%
NOTE: Year 1 is an assumption that will be dependent on baseline data of the actual student
Population. Years 2-5 will be adjusted accordingly
Additional annual, measurable goals include:
• At least the “Recognized Academic Growth” label through the end of the charter term;
• 90% or more of seniors who have been continuously enrolled at the Academy from 9th
grade will graduate from high school;
• 75% or more of graduates will enroll in post-secondary programs;
• The Academy will receive 85% or greater approval ratings from parents as part of the
parent survey to be administered twice annually.
High Academic Achievement will be promoted through a 21st Century Curriculum,
innovative instruction, and continuous assessment that meet the needs of at-risk students.
 An advanced curriculum is accessible to all students through short-term and long-term
planning within and across grade levels, intervention programs for remediation and
enrichment, and accommodations for special populations.
 Innovative instruction will incorporate project-based learning projects and distance
learning for students as they are ready for increased responsibility and enrichment.
 A data management system will analyze assessment results from benchmark tests and
state-sponsored standardized tests to create individual learning plans.
Stakeholder satisfaction will be met through community coalitions and a two-way
communication plan.
 Business partnerships will be pursued to promote outreach and involvement with the
school and community through the Community Advisory Boards.
 A communication plan will be implemented to insure that the BESE and the LADOE is
informed of school progress. Two-way communication of the school, teachers, and
parents will be promoted through an interactive website, regular surveys, meetings of the
Community Advisory Boards, public meetings of the Board of Trustees, and reports.
The use of student assessment and performance data is vital to the Educational Model, a
continuous improvement process that is not only used to improve student learning and
achievement, but also used to evaluate and inform instruction. With the Guaranteed and Viable
Curriculum at its core, The Educational Model begins with a baseline assessment and analysis of
all the available student performance data. The first administration of the Benchmark Test is one
of the primary ways the school will activate students’ background knowledge, establish current
baseline levels of mastery of specific skills and identify specific areas of need for all students.
Teachers use the data from the Benchmark Test to differentiate instruction of specific skills
through various instructional and regrouping strategies to ensure that individual student needs are
addressed; this is data-driven instruction. For the Benchmark Test, mastery, partial mastery and
non-mastery in each of the tested clusters are as follows:
 Mastery: 85%-100%
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 Partial Mastery: 70%-84%
 Non-Mastery: 0-69%
Ultimately, the effectiveness of the Guaranteed and Viable Curriculum will be evaluated
by the attained curriculum, primarily measured by students’ performance on LEAP, iLeap and
EOC Assessments. The Academy will focus on meeting and exceeding the rigorous goals
outlined in this application, particularly those that articulate that students make annual learning
gains.
On-going monitoring will be the mark of success for the Academy. Therefore, the
Academy is committed to the on-going academic reporting to the authorizer, parents, students
and the Board of Trustees of the school. The Academy will ensure that all reporting measures in
the charter contract with BESE all followed.
Student Information System: Progress Monitoring
School
Goal Setting
Level
The Academy sets strategic goals to achieve
overall success according to State Standards.
Teacher
Level
Student
Level
School leaders within Charter Schools USA set
collaborative instructional and achievement goals
annually as part of the culture of continuous
improvement.
Goal Setting
Proficiency and learning gain goals are broken
down into grade level and classroom level targets.
Goal Setting
Student data from iLEAP, LEAP, academic
grades, Benchmarks and other formative
assessments are compiled on the Personalized
Learning Plan. With guidance from teachers and
parents, students generate goals for each academic
area as well as conduct and effort. Teachers
explain defined Learning Gain targets to support
student goal setting for iLEAP, LEAP.
Monitoring
The Education Team holds individual data chats
quarterly to review areas of strength and opportunity
based on Benchmark results. Data from SIS supports
creation of school action plans.
Monitoring
School leadership holds bi-monthly data chats with
teachers to analyze overall classroom strengths and
opportunities, identify students or standards in need
of remediation, and develop classroom action plans.
Monitoring
In quarterly data chats, teachers analyze the data
within the PLP with students and set goals for each
academic area as well as conduct and effort. Goals
and progress monitoring data are visible to parents,
students, and teachers through the Student
Information System.
School Corrective Action Plan:
Corrective Action will be immediately taken if the schools internal goals and standards
are not met. Some possible actions may include the following:
 Increased monitoring and site visits conducted by the ESP
 External study in conjunction with an internal school study to target opportunities for
growth
 Further explore and implement new methodologies to incentivize studying and
achievement
 Evaluate the school-wide environment to ensure a safe and orderly environment
If the Academy qualifies for School Improvement (1 or 2), the Academy will work with
SBESE and LDE to determine what steps are necessary to move towards achievement, as well as
use SBESE Bulletin 111 to correlate its continual strategic planning into the School
Improvement Plan.
Academic Assistance 1 (AA1):
1. The Academy receives a F
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2. The Academy receives D and does not make the + rating of growth based on the current
year’s score release; or
3. The Academy receives a C and declines more than 15 School Performance Score points
based on the current year’s score release.
The Academy will begin the remedies required at the level the school is in (AA1- AA6)
as a result of the fall final accountability release. The Academy will exit academic assistance
when the fall accountability results indicate the school has achieved its growth target and its new
target is less than or equal to 8.0 School Performance Points.
The Academy will enter School Improvement if either of the below occur:
1. The Academy is labeled “Academically Unacceptable” (SPS below 60) and enters a
School Improvement 2.
2. The Academy fails the subgroup component in the same subject for two consecutive
years and enters school improvement 2.
The Academy will begin all requirements of School Improvement immediately upon
notification of this status.
School Improvement will be exited upon the following:
1. The Academy is no longer “Academically Unacceptable,” and the Subgroup
Component has not been failed for two consecutive years.
2. The Academy is in school improvement for failure to pass the subgroup component,
and it passes the subgroup component for two consecutive years and is not
academically unacceptable.
3. The Academy is in school improvement for failure to meet its required growth on the
School Performance Score, and it meets its required growth for one year and is not
academically unacceptable and has not failed the subgroup component in the same
subject for two consecutive years.
If the Academy enters School Improvement 2, we will implement the following
remedies:
1. If the school is in SI 2 for failing the subgroup component, parents will have the right
to transfer their child to a higher performing public school as stated in Chapter 25 of
SBESE Bulletin 111.
2. If the school’s initial identification of School Improvement 2 occurs with the summer
preliminary accountability release, the school shall offer choice prior to the first day
of school of that school year.
3. If a school’s initial identification for School Improvement 2 occurs with the fall final
accountability release, the school shall offer choice in January of that school year.
If the School enters School Improvement 3, we will implement the following remedies:
1. We will explore a partnership with the LDE to provide a distinguished educator for
the school, as available. Should we pursue this option, we will delineate in writing,
with the approval of the Board of Trustees, how the expertise and recommendations
of the LDE will be utilized and implemented to facilitate school improvement in the
assigned school. The LDE will work in an advisory capacity to help the school
improve student performance. The LDE will make a public report to the Board of
recommendations for school improvement. The Academy will publicly respond to
these recommendations.
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2. If the school has failed the SPS component, or the subgroup component in the same
subject that caused it to enter SI 2, the school will offer supplemental educational
services to our students as stated in Chapter 27 of SBESE Bulletin 111.
3. The school will revise its School Improvement Plan to address the finding of the
Scholastic Audit that will be conducted by an external team assigned by the LDE.
If the Academy enters School Improvement 4, we will implement the following remedies:
1. With Board approval, we will select from the following corrective actions list:
a. replace school staff
b. implement new curriculum
c. decrease management authority
d. contract an outside expert
e. extend the school year or school day
f. restructure
2. The school will continue to implement its School Improvement Plan to address the
findings of the Scholastic Audit that will be conducted by an external team assigned
by the LDE.
If the Academy enters School Improvement 5, we will implement the following
remedies:
1. If the school enters SI 5 due to AUS status, we will implement the reconstitution plans
approved by SBESE while the school was in SI 4.
2. If the school enters SI 5 due to subgroup component failure, we will develop alternate
governance plans (assumes Title I status).
If the Academy enters School Improvement 6, due to a subgroup component failure, The
Academy will implement the alternate governance plans. If it enters SI 6 due to AUS status, the
Academy will operate under alternate governance which may include replacing most of the staff,
entering contracts with those who have demonstrated a record of effectively running a public
school, turn over school operations to the state, fundamental reforms to the school through major
restructuring of the schools monitoring and governance.
The Academy will follow the promotion requirements, rules, and procedures of the
Calcasieu Parish Public School System.
High School Graduation Requirements
The Academy will follow the graduation requirements adopted by Louisiana which can
be found in §2318 and §2319 of Bulletin 741 as well as legislation passed during the 2009
Legislative session which requires for all students to develop their Individual Graduation Plan
(IGP) by the end of the eighth grade in order for them to explore their educational and career
possibilities.
Research has shown that ninth grade is a pivotal year for students. According to
Education Week’s “Diploma’s Count,” in the Editorial Projects in Education Research Center’s
latest analysis of high school completion, the national graduation rate stands at 68.8 percent for
the class of 2007, the most recent year for which data are available. In 2007, it was found that
more than one-third of students lost within high school fail to move from ninth to tenth grade. In
order to positively impact these statistics in regard to high school graduation as well as
movement from ninth to tenth grade, the Academy will develop a ninth grade center within the
school that will create organizational structures to build student success, as well as student
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academic opportunities that will support students as they grow within the culture of a high
school. Throughout the first quarter of the school year, special activities will be developed such
as Student to Student Discussions, which juniors and seniors will discuss with freshman what
they would do differently in ninth grade if they had the opportunity to re-do the year, and selfawareness studies that help students build upon their middle school work of career choice.
The ninth grade center will also include organizational and administrative features to
support the student body, such as common planning for core content teachers to discuss specific
needs of ninth grade students, academic achievement of individual students, classroom
management and absenteeism and an administrative peer assigned to the ninth grade center to
work with the students, parents, and teachers to quickly identify and take action on the specific
needs of students.
For seniors, the Academy will introduce “The Senior Project,” which is a culmination of
a student’s academic and community learning experience. Students are required to complete a
synthesizing project in the second semester of their senior year. The senior project may be a
comprehensive research paper, performance, exhibition, scientific demonstration, hands-on
project, or other worthy endeavor that integrates the entirety of a student’s learning experiences
during their high school tenure. The student must submit a proposal including research,
timelines, resources, and thesis to members of the faculty who serve on the Senior Project
Committee for approval. Each project must have a faculty advisor who, with the Project
Committee, interviews, reviews, and grades each student’s project. Students must receive a
passing grade on their senior project in order to graduate.
D. English Language Learner Students English Language Learners (ELL) will be identified through the registration process. At
the time of registration, parents are given a Home Language Survey to identify potential ELLs.
Once the assessment results are collected, an instructional plan for the students who qualify will
be created including the integration of scaffolding methods to address the ELLs and set goals for
achieving proficiency. As prescribed by law, intervention will be administered that facilitates
growth in English mastery, while promoting content knowledge. The Academy will actively
recruit at staff members who speak the language that is most common among its ELLs, which
will be Spanish, based on the demographics of Calcasieu Parish and the local school system.
With students who are identified as eligible for language assistance, the parent will be notified in
an understandable and uniform format and to the extent practicable in a language that the parent
can understand. It is the belief of the Academy that in order to have meaningful relationships
with parents and students who do not speak English as a first language, a proactive approach in
communication style and techniques must be taken.
When making decisions regarding student placement; appropriate services and supports
will be in place to ensure that English Language Learners are developing social and academic
language and are able to effectively participate in all academic and special programs offered by
the Academy.
In order to ensure that the ELL program is achieving the desired results, the Academy
will compare ELL students’ achievement to that of academically successful English-speaking
background students as well as mainstreamed language-minority student.
Classroom performance and available achievement test scores will be used to revise, if
needed, a student’s academic program or change the types of language assistance service one is
receiving. The Academy understands that comprehensive and comparable data on all students
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are needed to evaluate the success of students in obtaining an effective and appropriate
education.
Data on ELL and exited ELL students will be maintained. This will allow comparisons
to be made between ELLs, language- minority and native English-speaking peers in mainstream
programs. The following types of information will be maintained on all students identified as
being eligible for ELL services:
 Assessment information (e.g. standardized tests taken, scores and dates)
 Academic information (e.g. courses taken, grades attendance and promotion/retention)
 Entry date into U.S. Schools
 Entry date into Lake Charles Charter High School
 Years of schooling in home language
 Interrupted education? yes/no- educational history
 Testing for vision and hearing
 Physical conditions that may affect learning
 Classroom observations by teachers
 Enrollment history and criteria used for placement in special services (e.g. ELL, speech
therapy, Special Education)
Besides state-mandated assessments, English Language Learners attending the Academy
will also be administered annually the ACCESS for ELLS. Only certified personnel who have
completed the required WIDA training for the ACCESS for ELLS will be permitted to
administer the annual proficiency assessment.
The Academy is aware that there are certain situations when ELLs may warrant
accommodations. Accommodations will be determined by the ELL Testing Participation
Committee and will be made only when appropriate documentation is filed for each eligible
student. Only state approved accommodations will be considered and the determination of
accommodations shall be reviewed at least once a year.
The Academy will review and revise, if needed, its procedures annually, and these
changes will be submitted to the Louisiana Department of Education.
The mission of the LEP program is to prepare and successfully equip bilingual,
bicultural, and bi-literate students to meet the needs of their global community. In order to
support our ELLs, the Academy will equip them with targeted instructional support necessary for
their academic success. We will use a structured English immersion methodology to fulfill this
goal, as this strategy has been shown to demonstrate the best results with English language
learners.
In addition, our extended school day and school year will provide needed additional
learning time for these students. For parents whose English proficiency is also limited, we will
make sure that all school information is translated using a document service company or a staff
member fluent in a particular language.
In order to promote both literacy and proficiency, the ELL program will provide English
Language Learners with English language development instruction that is age and grade
appropriate and is tailored to the student’s English proficiency level. This will be accomplished
through the implementation of the WIDA English Language Proficiency standards in
conjunction with the Louisiana Performance Standards. ELLs will be in a climate that not only
promotes listening, speaking, and reading, but also writing skills. ELLs will receive
comprehensible instruction for the core curriculum so that they can make academic progress
comparable to that of native English speakers as documented by individual and group data.
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ELL teachers must be “highly qualified” in core subjects that they may teach to their
students (through a state exam and hold a clear renewable license in the appropriate subject
area), will be responsible for the management of the ELL program which includes monitoring
progress, developing, assessing, and identifying students who qualify for ELL. Professional
development is provided weekly through the school leadership team, mentor teachers or the
Education Team. Opportunities to gain more understanding of the ELL will be provided through
one of these trainings.
E. Special Education Students Appropriately certified teachers will serve students meeting the eligibility criteria for
special education in our educational program, as specified in the students’ Individualized
Education Program (IEP). In addition to the staffing provided in the budget, based on the
enrollment of students with disabilities, if needed, the Academy will hire and train additional
special education teachers and/or Para-professionals, to ensure adherence to the Federal and state
guidelines for class size and caseload, to ensure all necessary IEP services are being
implemented.
The Academy will include among its staff teachers who will be certified/ endorsed and
who will participate in staff development opportunities with the state to ensure that guidelines
and procedures established are implemented and followed. The Academy will also participate in
the necessary training provided for data systems, compliance, reporting, and implementation of
necessary Students with Disabilities services. The Academy will participate in contact meetings
for Students with Disabilities services to foster clear communication and implementation of
necessary services. The Academy will ensure that a full continuum of services is provided to
students with disabilities through the same extent as other schools in the district.
The Academy will provide a Free and Appropriate Public Education (FAPE) to all
students with disabilities, directing special education and related services that meet all State
Board of Elementary and Secondary Education (SBESE) requirements which are in accordance
with all state and federal special education guidelines and regulations, including the Individuals
with Disabilities Education Act (IDEA), the Family Educational Rights and Privacy Act
(FERPA), Section 504 of the Rehabilitation Act of 1973 (Section 504), and the Americans with
Disabilities Act (ADA). The Academy is responsible for ensuring that competent evaluation
specialists conduct evaluations for students suspected of having a disability. Examiners must be
qualified in the professional's field as evidenced by a valid license or certificate, and must have
adequate training and knowledge to administer the particular assessment instrument. Tests of
intellectual functioning must be administered and interpreted by a certified school psychologist
or a licensed professional.
Documentation of the interventions is then reviewed to evaluate if the strategies were
successful. The Academy will monitor on a monthly basis. If the interventions were not
successful, an additional set of interventions will be deployed for another three weeks. Review of
these interventions is conducted. If these interventions are also deemed unsuccessful, a
psychologist will be added to the team to determine the appropriateness of a Student with
Disabilities packet and to administer formal psychological evaluations when given parental
consent.
The Academy’s admission policy welcomes and encourages the enrollment of students of
all learning profiles. The school’s marketing strategy and materials will include a complete
explanation that the school is a "tuition-free" public charter school that welcomes students with
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"exceptionalities," "disabilities," and "limited English proficiency." At the heart of the Education
Model’s design is analyzing data, sharing this data with parents and students, and then planning
for progress leading to the success of each student. Each student’s strengths and weaknesses and
cumulative progress in attaining a year's worth of learning or more at a specific grade level is
tracked and reviewed with parents and students.
The Academy will use the Personalized Learning Plan design that includes analyzing
data, sharing this data with parents and students and then planning for progress leading to the
success of each student to attract and retain students with disabilities by publicizing the benefit
of individualized learning plans. Through understanding the process of individualized data
analysis and goal-setting, parents of students with disabilities will wish to continue their success
within the student body of the Academy.
The Academy will utilize a service delivery model for students with disabilities in order
to support them in the least restrictive environment. The Academy believes that it is very
important that each student has the opportunity to learn and grow within their community so that
they will be productive citizens upon graduation from the school. The Academy will employ or
contract with the necessary personnel to provide services as required by the student’s IEP. In
providing for the educational needs of the exceptional student, the principal, students with
disabilities teacher and the general education teacher will utilize the regular school facilities,
which are physically designed and adapted to meet the needs of exceptional students as required
by the Americans with Disabilities Act (ADA) and IDEA. The Academy will determine the least
restrictive environment and proper placement within the full continuum of services offered for
students with special needs.
The Academy ‘s curriculum resources for reading, mathematics, writing, and science are
associated with the Response to Intervention (RtI) Tier Model so that the school can prepare
struggling learners for LEAP and iLEAP assessments. The Academy offers homework and class
work help during specific office hours, throughout the week, to assist students in need of extra
practice. Teachers make themselves available during a time that is outside of the instructional
block. This additional contact with the student is critical for those who need a structured practice
environment, as well as continuous feedback throughout the learning process.
The Educational Model is implemented within a framework of continuous improvement
to ensure its validity and the development of supporting tools to meet the needs of each
individual student. Educational best practices, technology, communication and documentation
tools are created and revised to support the implementation of the model so that teachers have the
support necessary to meet the needs of each student. The Educational Model’s six steps (baseline
assessment, data-driven instruction, assessment, grading, reporting and decision) were designed
to provide the process for improving student learning for academic achievement. The steps help
teachers reflect upon the work of each of their students individually, and then follow up with the
implementation of strategies and supplementation to help each student. Meeting high standards
at the Academy means that every child can learn given appropriate learning tools, measurable
progress supported by consistent data, and a variety of teaching strategies that match the
student's learning style.
In the effort to fully implement School-Wide Positive Behavioral Interventions and
Supports and reduce the loss of instructional time due to out-of-school suspensions and
expulsions, the Academy will utilize a wide variety of corrective strategies and schedule
adjustments that do not remove children from valuable instructional time.
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With regards to monitoring and evaluating students with disabilities; the IEP Team shall
review the IEP at least annually, however, a parent or the student’s teacher may request to review
or revise the IEP prior to the annual review requirement. The Academy’s effectiveness in serving
students with disabilities will be evaluated on a continuous basis. The special education and
general education staff will meet as a team on a quarterly basis to review progress monitoring
data on the students served to determine if students are meeting the goals and objectives of the
their IEPs. Accommodations and supports will also be reviewed in order to ensure they are
being implemented in the general education setting.
If a student with a disability is not meeting the expected progress, an IEP Team meeting
will be held to discuss the student’s academic performance and to make any necessary
recommendations. Each year, the administration and staff of the school will review all special
education data, including assessment data, to ensure the special education services are focused
on student achievement.
To ensure accurate data are kept concerning suspensions, expulsions and other
disciplinary action for students with disabilities, a designated, highly qualified “School
Representative” (Dean, Assistant Principal, Principal, Lead ESE Teacher, ESE Teacher) will
monitor discipline procedures at the Academy. The School Representative will review their data
to determine if significant discrepancies are occurring in the rate of long-term suspensions and
expulsions of children with disabilities when compared to such rates for non-disabled children or
among local educational agencies in Louisiana. The Academy will continue to provide
educational services so students can make progress toward meeting the goals set out in their IEP.
F. Homeless Students The Academy will follow the U.S. Department of Education’s determinations of whether
a child or youth is homeless and should be made on a case-by-case basis. The Academy will
market print brochures and posters to inform parents and youth of their right to public education,
even if they don't have an address (samples are available from LDE), and provide contact
information for assistance with school enrollment and attendance. Printed materials will be
distributed at shelters, food banks, Laundromats, weekly rates motels, etc.
The Academy will work to support every student who wishes to enroll at the school. The
Academy will be able to identify students who are homeless or at risk of being homeless through
the schools open enrollment and registration process. Once identified, the school will comply
with the federal requirements outlined in NCLB, IDEA, McKinney-Vento Homeless Assistance
Act (McKinney-Vento), and the Illinois Education for Homeless Children Act (IEHCA), 105
ILCS 45/1-1 et seq, as well as work with local agencies to coordinate resources for shelter,
clothing and food. Further, the school will notify the local agencies of guardianship issues as
necessary. Students lacking documentation usually required due to homelessness will not be a
barrier to enrollment at the school.
The Guidance Counselor will hold primary responsibility for the identification of
homeless students, as well as ensuring that students identified as homeless are receiving the
required services and supplies. The Academy provides support for homeless students for
educational services through the McKinney Homeless Education grant and through Title I
programs at the state and local level that are authorized by the Improving America's Schools Act.
The Academy’s liaison will be patient with homeless children, knowing that they are not
quick to trust adults. Many of these children have been let down by adults and in serious cases
have witnessed their parents fighting and perhaps being beaten or battered severely. The
Academy will provide professional development during after school workshops as well as in
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services. Professional development and in services will be provided for teachers as well as noninstructional employees.
G. Academic Intervention and Acceleration The Academy’s Educational Model increases learning opportunities for all students via a
combination of Personalized Learning Plans, tutoring and enrichment. The Academy will offer
opportunities for global studies and problem solving through an international curriculum such as
Cambridge Learning Program and character education. Learning Teams, described in Section I,
provide dedicated time to provide targeted intervention and enrichment based on NWEA data
and Des Cartes’ ladders of instruction.
Supplemental Intervention Reading Program
Based on diagnostic assessments and benchmark data, students will receive additional
instruction and practice on identified skills. Teachers will provide additional instruction in times
such as before and after school, through content area integration, during enrichment activities or
lunch, and any other opportunity to support student achievement of individual learning goals.
Some research based programs that the teacher may utilize are:
 Research Based Center Activities
 Elements of Vocabulary
 Accelerated Reader
 Study Island
 Reading Plus
 Ticket to Read
 Words Their Way
 Systematic Sequential Phonics
Response to Intervention
Between diagnostic assessment periods, teacher will administer a variety of assessments to
students in need of intervention.
 Fluency assessments – Teachers will administer fluency assessment such as oral
reading fluency checks and high frequency word checks to determine fluency
progress.
 Running Records – Teachers will track instructional reading level progress through
periodic administration of running records
 Phonics & Phonemic Awareness assessments – Teachers will administer spelling
assessments such as Words Their Way to determine mastery of phonics skills.
 Standards Assessments - Teachers will administer standards assessments to measure
mastery of Performance Standards. Standards assessments are formative assessments
that are designed to evaluate whether a student has or has not mastered a specific
standard at the lowest level that was taught. The School provides each grade level
with standards assessments that are aligned to the Guaranteed and Viable Curriculum.
Each standards assessment measures the academic performance of each student on a
particular standard that has been introduced and practiced multiple times.
 Benchmarks –Benchmarks will be administered to provide data regarding progress
toward Performance Standards, reading stamina, and reading level.
All elements of progress monitoring will be shared with parents through the Narrative
Report Card and data conferences. This connection between home and school will enhance
students’ ability to achieve annual progress.
The school’s Student Support Team/Response to Intervention / 504 models are aligned
with all Federal and state laws to ensure all students including students with disabilities receive a
free appropriate public education using a guaranteed and viable curriculum to ensure learning
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gains. Response to Intervention (RtI) correlates with the Louisiana Student Achievement
Pyramid of Interventions. The RtI model includes:
Tier 1 – Standards-Based Classroom Learning: all students participate in general education
learning that includes: universal screenings to target groups in need of specific instructional
and/or behavioral support, implementation of the Common Core State Standards and Louisiana
Performance Standards (GPS) through a standards-based classroom structure, differentiation of
instruction including flexible grouping, multiple means of learning, and demonstration of
learning, progress monitoring of learning through multiple formative assessments, and positive
behavior supports.
Tier 2 – Needs-Based Learning: In addition to Tier 1, targeted students participate in learning
that is different by including: standard intervention protocol process for identifying and
providing research based interventions based on student need, on-going progress monitoring to
measure student response to intervention and guide decision-making.
Tier 3 – SST-Driven Learning: in addition to Tier 1 and Tier 2, targeted students participate in
learning that is different by including: intensive, formalized problem solving to identify
individual student needs, targeted research based interventions tailored to individual needs,
frequent progress monitoring and analysis of student response to intervention(s).
Tier 4 – Specially- Designed Learning: In addition to Tiers 1 through 3, targeted students
participate in: specialized programs, methodologies, or instructional deliveries, greater frequency
of progress monitoring of student response to intervention(s).
The Academy’s curriculum resources for reading, mathematics, writing, and science are
associated with the each RtI Tier Model.
Personalized Learning Plan
The Personalized Learning Plan empowers students to track their own progress, which
initiates student ownership of learning goals. Through analysis and evaluation of data,
administrators, teachers, parents, and students are able to devise an academic plan for each
student to achieve learning gains. As a reference, baseline achievement levels are incorporated
into each student’s Personalized Learning Plan visible on the student, parent, and teacher view
within the Student Information System as a starting point for determining future rates of
academic progress. Students and parents are able to consider areas of mastery and deficiency,
and set personal goals each quarter, which are confirmed by parents and teachers. Teachers post
formative data such as writing prompt scores and reading diagnostic assessments to support
student goal setting. Each student’s Personalized Learning Plan will serve as the foundation from
which to measure student outcomes.
Listed below are measurement tools that will be used for assessment purposes. The listed
assessment tools do not limit the school from incorporating other measures that may be
determined necessary to support the mission of the school.
• Performance tests which include both pre and post testing measurements administered in
the areas of reading, science, social studies and mathematics. These performance tests
include the ISTEP+, ECA, NWEA MAP and the Benchmark Tests.
• NWEA Measures of Academic Progress (MAP): tests present students with engaging,
age-appropriate content. As a student responds to questions, the test responds to the
student, adjusting in difficulty.
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•
•
•
NWEA MAP Science: Test items for MAP for Science are helpful for assessing students
up to and including 10th grade, prior to more specialized science curriculum in upper
high school and measures the following two critical areas:
o General Science, which covers specific science concepts within the three major
domains of science: Life sciences, earth and space sciences, and physical
sciences.
o Concepts and Processes, which measures a student's performance in both the
processes used in science and the major themes underlying the science disciplines.
Instructional Focus Program (IFP) Assessments: Tests aligned to specifications of ISTEP
and ECA that measure mastery of competencies within the GVC given minimally every
two weeks.
Scholastic Reading Inventory: A research-based, computer-adaptive reading assessment
program that measures reading comprehension on the Lexile Framework® for Reading.
The Academy will also require that parents pick up a student report quarterly, and sign
the report card indicating that they are aware of their student’s progress on mastering grade level
expectations. Parent conferencing with teachers will be within the school schedule after the
quarterly reports and parents can request a conference with their students’ teacher at any time. It
is the policy of the school that teachers and administrators return phone calls and correspondence
within 48 hours of receipt.
Tutoring - When student learning gains are not progressing at an agreed upon rate for all
stakeholders, there are additional resources available. Help with schoolwork is offered during
specific office hours throughout the week to assist students in need of extra practice. For students
requiring additional intervention, tutoring will also be available at the Academy. These sessions
are derived from the operating budget and are applied to those students requiring extra
intervention to bring them up to grade level expectations. Teachers use a set curriculum in small
group setting, targeted to students’ skill deficiencies, as determined by diagnostic and formative
data. This plan for assisting remedial students involves continuous collaboration between all
stakeholders. Initiating and strengthening collaboration between school, home, and communities
provides the basis for support and reinforcement of student learning. Involving parents and
students and engaging them in a collaborative manner is critical to academic success.
6. Gifted and Talented Students The Academy will provide a Free and Appropriate Public Education (FAPE) to those that
are identified as Gifted. The Academy ensures that student identification procedures for gifted
are clear, equitable, and comprehensive and lead towards appropriate educational services. The
Academy will ensure all identification, screening, parental involvement, and procedural
safeguard requirements are followed in accordance with the Louisiana Gifted Program. The
school will follow a detailed process for student identification by implementing a three-step
process that will recognize students who may need differentiated services:
Step 1: Student search, teacher recommendation and data collection
Step 2: Academically and Intellectually Gifted Program Team review and recognition of
needs.
Step 3: Placement in appropriate service options that match identified needs.
Screening Procedure
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The Academy ensures consistency in implementation of screening, referral, and
identification processes. The Academy’s screening procedure will provide equal opportunity for
all students using the following:
• Multiple criteria for decision-making including informal assessment such as benchmark
assessments, state assessments, end of course and end of grade assessments
• Assessments that go beyond a narrowed conception of giftedness
• Reliable instruments/strategies for assessing giftedness
Appropriate instruments to be used with underserved populations, and data, which
provide relevant information for instructional decision-making rather than labeling. All data
obtained will become part of the student's Gifted Differentiation Program folder and will be used
throughout the process to determine appropriate services. Screening procedures and processes as
well as a list of specific assessments used to determine aptitude and achievement.
Curriculum
Students who have been identified and qualify for AIG each have an Differentiated
Educational Plan written every four educational phases (K-3, 4-5, 6-8, 9-12) which includes a
statement of the present levels of educational performance of the child, a statement of goals,
including measurable short-term instructional objectives, a statement of the specific services to
be provided to the child, and appropriate objectives, criteria, and evaluation procedures and
schedules for determining whether the objectives are being achieved. The Academy’s Gifted
Curriculum objectives are focused on developing cognitive, learning, research and reference, and
metacognitive skills at each grade level, using principles of differentiation, in one or more of the
following content areas: mathematics, science, language arts, social studies, foreign language,
fine arts and vocational/technical education which are aligned to the Louisiana Gifted Program.
Development of the Differentiated Educational Plan process will build parent/school
relationships, provide a forum for discussing student needs beyond the general curriculum,
facilitate changes in instruction and classes, and determine appropriate service options. The
Differentiated Educational Plan measures growth by using benchmark assessments, portfolio
assessments, expert reviews of products, off grade level assessments, performance assessments,
attitudinal surveys, real-world behaviors, and writing samples throughout the year to determine if
a goal has been met. Throughout the year, student progress will be recorded and reported to
parents. If any revisions in the EP are recommended, parents will be invited to a conference to
update changes.
The Academy will include among its staff, teachers who will be certified/ endorsed in
Gifted and will participate in staff development opportunities with the state to ensure that
guidelines and procedures established are implemented and followed. The Academy will also
participate in the necessary training provided for students who are gifted and talented.
Professional development is provided weekly through the school leadership team, mentor
teachers or the Education Team. Opportunities to gain more understanding of the gifted and
talented programs will be provided through one of these trainings.
7. Supplemental Programming At the heart of the Academy is collaboration and community integration. The school will
emphasize a culture of student safety and success while focusing on academic rigor, citizenship,
and experiential learning where teachers and students apply character education, civic
responsibility, and community engagement within the school and across the community.
The table below represents a snapshot of some of the proposed programs, activities, and
potential partnerships that align to the aforementioned areas of extracurricular or auxiliary
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programs as identified by stakeholders.
Extracurricular and Auxiliary Program Guide
Component
Integrated
Character
Education
and
Citizenship
Increased
Cultural
Competency
and
Foreign
Language
Options.
Enhanced
Academic
and
Enrichment
Activities
Lake Charles Charter High
School
Potential Partnership/Collaboration Opportunities
Community of Character
Facilitate partnership opportunities with local
Chambers of Commerce and its members, local and
state governmental entities, local businesses, and
local service clubs and organizations for
volunteer/mentoring opportunities as well as
demonstration, internship, career exploration, and
citizenship opportunities. Structure opportunities
for local and regional Institutions of Higher
Education (IHEs), including Southern University
School of Law, which has expressed its willingness
to be a partner to the Academy, where students,
faculty, and staff are involved in both curricular
and mentoring/ volunteering components of
Community of Character Programs. Identify other
partners through stakeholder input and feedback.
Foreign Language
Identify and foster a network of community-based
Curriculum/Offerings
partners essential to the foreign language and
at all grade levels
cultural studies options to be outlined by the
Enhanced after school
Southwest Louisiana Charter Academy Foundation,
and connections
the Community Advisory Board, and other key
offerings Community of
stakeholders. This would include employment of
Character committed to
qualified staff and the development of relationships
cultural competency
with area postsecondary partners for foreign
Rosetta Stone
language/cultural education partnerships.
Comprehensive Career Exploration through Community Partnerships
 The Academy envisions, over the course of its initial 3-5 years, working with
partners such as the local technical colleges, career academies, chambers of
commerce, and major local business and industry during and after-school to
develop a comprehensive career exploration and planning experience for
students with an emphasis on self-knowledge through personal and career
exploration and investigation.
 The goal is empower students to discover for themselves the relevance of self,
education, and the world of employment.
Club and Activity Days: These are planned to foster the academic and social
growth of the students. Clubs will be organized by interest of the teacher as well
as the students. Concepts for clubs include: Ecology/Science, Peer Counseling,
Math, Student Council, Art, Sign Language, Reading/Literature, Ambassadors,
Robotics, Yearbook, and others as identified by stakeholders.
Interscholastic Competitions: As a component of the academic health of the
students, an “exhibition” component of their daily academic program will be
added to each subject area. When students are required to demonstrate their
knowledge in an exhibition or presentation format, the level of the work produced
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by the student increases to a much higher level. The students will be required to
participate in at least two of the academic games/exhibitions in one of the
following areas: Social Studies and Literary Fair, Newspaper, Literary Magazine,
Science Fair, Math Olympics, Spanish Games, Spelling Bee, and others as
identified by stakeholders.
Interscholastic Athletics: As identified by stakeholder opportunities and
partnerships will be created to develop athletic programming to meet the needs of
the students.
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Section V: Teaching (5 page limit) A. Teacher Recruitment, Hiring, and Retention
If students are to succeed to their maximum potential, having a highly-effective teacher
working with every student is paramount. The Academy is committed to recruiting, selecting,
inducting and retaining highly effective teachers, recognizing that high-performing educators are
the Academy’s most important asset.
The No Child Left Behind Act of 2001 simplifies the process of identifying and hiring
“highly qualified” teachers. CSUSA provides procedural guidelines and support that enhances
the likelihood of recruiting highly effective staff. The comprehensive recruitment effort is
focused on identifying certified teachers who come from diverse backgrounds.
Qualifications: Classroom Teachers (must have):
• Bachelor’s Degree or higher in Education and/or area of specialization in the grades
he/she is teaching
• Positive teaching evaluation history
• Exemplary personal presentation and interpersonal skills
• Strong written and oral communication skills
• Literate in computer skills
• In-depth knowledge of subject area
• Understanding of various teaching methods and learning styles
• Ability to make learning exciting and interactive for students
• Commitment to the academic development and character development of each student
• Enthusiasm, flexibility, and innovative techniques toward education
• Ability to work effectively with parents, students, resource personnel, and other schoolwide groups of individuals
• Commitment to engaging in continual professional development seminars, presentations,
and organizations
• Professional Certification
Recruitment
The Academy is an equal opportunity employer and recruits quality staff throughout the
year for job openings using a progressive and innovative recruiting plan. Recruitment will occur
locally, state-wide, and nationally through various resources that include:
• School’s website
• Student Information System to advertise all vacant positions internally
• Employee Referral Program: produces a high volume of quality candidates who have a
better understanding of the corporate culture and position requirements resulting in lower
turnover
• Search Resume Databases and Scan Social Networks
• Job Fairs: Holds education job fairs to seek teaching professionals
• College Recruiting: Identifies colleges and universities, both locally and nationally in
order to attract and hire newly graduated teachers
• On-line Job Posting Boards: Utilizes select educational and job recruitment websites sites
to advertise teaching openings
• Minority Organizations: Works closely with minority referring organizations to help
ensure that the work force is reflective of the diverse community served
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Job Descriptions: The knowledge, skills and qualifications required for members of staff are
specified in the job descriptions.
The selection process is informed by factors identified in applied psychology, such as
interview structure and the phrasing of question prompts, and it draws on effective teacher
research. Interview protocol focuses on job-related questions and thus is within the legal bounds
of interviewing guidelines. Research-based data on interviewing and the qualities of effective
teachers provides the foundation for the teacher selection process. According to research, six
quality indicators of teacher effectiveness ultimately influence student achievement. They are: 1)
Prerequisites of effective teaching; 2) the teacher as a person (i.e., personal attributes); 3)
classroom management and organization; 4) planning for instruction; 5) implementing
instruction (i.e., instructional delivery); 6) monitoring student progress and potential (i.e., student
assessment and student expectations). These quality indicators are explicitly linked to core
qualities of effective teachers, and allow interviewers to use research-informed questions that
relate to core qualities for selecting the best teacher applicants.
LA-R.S. 15:587.1 Criminal Offenses
The Academy will not hire any person who has been convicted of or has plead nolo contendere
(“no contest”) to the crimes listed in LA-R.S. 15:587.1: All employees will be fingerprinted and
have background checks conducted as required by Louisiana law.
The Human Resources department conducts on-going training on cultural diversity
throughout the school year. According to the National Education Association, there are five basic
cultural competence skill areas in which teachers will be trained for: Valuing Diversity, Being
Culturally Self-Aware, Dynamics of Difference, Knowledge of Students’ Culture and
Institutionalizing Cultural Knowledge and Adapting to Diversity. As part of the New Teacher
Induction training at the beginning of the school, the teachers will learn about and discuss
diversity awareness issues and collaborate on opportunities to provide differentiated instruction
to serve the target population.
The Academy will use a robust evaluation process that includes:
•
Establishing performance expectations
•
Monitoring performance and providing coaching and feedback
•
Evaluating performance
Value-Added Teacher Evaluation Tool (Act 54)
Teacher performance data, as measured in the Teacher Evaluation Tool will be equivalent
to 50% and the student growth measure will be equivalent to the other 50%. This is consistent
with the recently adopted COMPASS system in Louisiana through Act 54. The ESP was
approved for a waiver by the Louisiana DOE from implementing Compass because its own
rigorous Tool was deemed compliant with the Act. Indeed, the DOE’s approval noted that the
system was “exactly the sort of thing we hope Compass will initiate throughout the state.” The
waiver application with a full explanation of the Teacher Evaluation Tool is attached as
Appendix L. The combined scores will determine a teacher’s effectiveness. If a teacher scores
in the ‘unsatisfactory’ level, he/she will receive a verbal warning and offered additional support
for immediate improvement. If the teacher fails to show immediate improvement, then he/she
will be placed on a formal Improvement Action Plan by his/her Principal; which may range from
a Coach and Counsel up to a Written Warning 2 depending on the severity of the circumstance.
The unsatisfactory teacher will be provided a mentor teacher for additional support, he/she will
be required to complete specified Professional Development and will receive a follow up plan to
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monitor compliance and successful completion of the Improvement Action Plan items. A final
determination is made and the next appropriate step/action is taken.
Retention and Professional Development
Retention of highly-qualified and effective teachers is part of each Principal’s annual
evaluation system. The Principal shall strive to set goals and achieve them as this will be part of
their annual evaluation.
The primary goals for teacher coaching are to provide one-on-one support for teachers
from the school-based leadership team. Each teacher will receive regular (weekly) classroom
walk-throughs and/or informal observations in order to provide effective feedback with regards
to CSUSA Academic Achievement Strategic Priority. Included in this goal is the monitoring and
evaluating of the teachers classroom instruction, delivery, student achievement, student
engagement, classroom management and organization, etc. Every walk-through or information
observation requires a feedback form which may be presented to the teacher electronically or inperson via the school-based leader.
Aside from the formal evaluation, data points from regular classroom walk-thrus are
collected and used throughout the school year to help teachers identify their weak areas, and
determine improvement strategies with their school-based leader. Each instructor will have a
one-on-one meeting with their administrator to review their evaluations and receive feedback.
Teachers will also receive feedback from non-supervisory coaches and/or peers through the site
visit process, where teachers will provide constructive feedback from other teachers who’ve
observed their classroom.
The classroom observation protocols and feedback instruments are based on Robert J.
Marzano’s What Works in Schools and The Art and Science of Teaching in conjunction with
CSUSA’s Education Model. The protocols allow for coaches to provide feedback on a variety of
indicators where as teachers receive relevant feedback in order to improve and ultimately
increase student achievement.
Teachers are typically provided time throughout the week during their common planning
period to work with their team members to create lesson plans and discuss instructional and
delivery strategies. While the team may have shared/common lesson plans, each teacher will
receive individualized feedback based on their classroom performance. The classroom walkthrough form, observation form and the evaluation tool all allow for this individualized feedback.
Teachers with consistent instructional deficiencies as proven by the classroom walk-throughs
and have received sufficient support will be put on an Improvement Action Plan. This will
include goals and timelines required for Professional Development in the deficient area(s). At the
end of the designated timeline, the teacher will be revaluated on a specific follow up date to
determine the next steps of action.
The Academy will be supported by the CSUSA Education Team for its development and
implementation of professional development at the school and will be provided by CSUSA as a
component of their management fee. The budget reflects only additional funds for external
training. As the instructional leader within the Academy, the Principal will be accountable for the
quality and duration of professional development within the Academy. In conjunction with the
CSUSA Education Team, the leadership team of the Academy will develop an Academic Plan
that will include professional development based on the teachers needs according to the data
gathered at the school, staff surveys, walk-thrus and site visits. Professional development will
then be monitored by assessing student learning and teacher implementation after the
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professional development sessions have occurred. When gaps are found, teachers will be retaught until mastery of key research based concepts.
Teachers attend summer professional development sessions provided by CSUSA and
designed with a focus on understanding and identifying a Guaranteed and Viable Curriculum,
aligning instruction with the grade level expectations, data-driven instructional planning, and the
use of effective assessment feedback. These sessions, combined with the needs assessment and
student data analysis are the basis for professional development throughout the year. Throughout
the school year, our CSUSA Education Team provides training sessions called Curriculum
Cadres on research-based instructional methods, legislative updates that impact their teaching,
and data-driven instruction.
Prior to the beginning of the school year, all new teachers participate in an annual New
Teacher Induction (NTI) for 3 weeks as well as sessions through the school year. NTI includes
several modules that cover various topics ranging from grading policies to ethical practices to
classroom management. These modules are presented by a Curriculum Specialist on the CSUSA
Education Team, or by a school-based leader who has been trained directly by a Curriculum
Specialist. These sessions include orientation to and training for What Works in Schools, The Art
and Science of Teaching, Understanding by Design and the Student Information System.
Throughout the year, new teachers have a network of support through our Teacher Learning
Communities. A mentor teacher leads the Teacher Learning Communities at the school. The new
teachers meet at least once a month with this mentor teacher to receive support and training as
well as have the opportunity to share best practices. In addition, both the Teacher Learning
Communities mentor teacher and new teachers receive support from our CSUSA Education
Team through quarterly training sessions, and monthly web-based video training sessions.
During the school year, staff training needs and opportunities are identified according to
analysis of student performance data, classroom observations, and teacher requests. The
Academy will design or select professional development programs based on needs with input
from administrators, staff, and the community. Below is a sampling of professional development
provided:
• Charter Schools USA Educational Model & Student Information System
• Project Based Learning Process within Understanding by Design
• Collection and Interpretation of Student Performance and Achievement Data
• Theory of Multiple Intelligences
• Assessment and Evaluation
• What Great Teachers Do Differently: 14 Things that Matter Most
• Classroom Instruction that Works: 9 High-Yield Strategies
• Safe and Civil Schools
• CHAMPs: A Proactive and Positive Approach to Classroom Management
• Centers in the Classroom
• Technology in the Classroom
• Response to Intervention
• English for Speakers of Other Languages Regulations and Procedures
• Exceptional Student Education Regulations and Procedures
• Positive Behavior Support Models
• Professional Development provided by Subject Area or Content
• Including, but not limited to the following:
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o Writing Workshops: Four Square Writing, Six Traits of Effective Writing,
Writing in the Content Area
o Math Workshops: Creating Effective Standards-Based Math Lessons, Targeting
Multiple Intelligences in Math, Using Manipulatives in Math
o Reading Workshops: Creating Effective Standards-Based Reading Lessons,
Reading in the Content Areas, Reading Centers
o Science Workshops: Classroom Instruction That Works: Focus on Science
Professional Development will be held at least twice and up to four times per month in
addition to the New Teacher Induction training. The professional development selections will be
based upon the needs of the teachers as demonstrated by the administrator classroom walk-thru,
site visit data, benchmark data, and standards assessments. Training will also be held to broaden
the teachers’ knowledge and understanding regarding Exceptional Student Education, Response
to Intervention, ESOL, and Behavior Management training.
Professional development will be for all teachers, including the special education
teachers. The special education teachers will be part of all researched based training. Further, the
special education teachers will be part of specialized training outside of the general education
trainings so that they receive unique training regarding instruction and legislative requirements
for the specific student population that they serve.
The professional development within the school is delivered based on the needs of the
teachers as they develop an understanding of the Educational Model, and its support from the
GVC The initial trainings are differentiated based on the expertise of the teachers beginning with
instruction on What Works in Schools training followed by the nine-high yield instructional
strategies as identified by Robert J. Marzano. These trainings along with the student goal setting
and data analysis training, specific programmatic training (ESE, LEP, RtI, etc.) provide the basic
structure for all training that is built upon based upon the needs of the teachers as the implement
the Educational Model.
In addition to the formal review of student data, bi-annual parent surveys and student
surveys, staff surveys, teachers will be surveyed after each professional development training to
better understand their grasp of the material as well as their self-identified gaps within their
learning. This data will be used to revise the Academic Plan to meet the needs of the teachers as
they work to meet their individual students’ needs.
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Section VI: Governance (10 page limit) A. Governance Philosophy. The Southwest Louisiana Charter Foundation is governed by the general philosophy that
the Board is an organized group of volunteers who, collectively, are legally and morally
accountable to their communities for the health, vitality and effectiveness of the Foundation.
The Foundation has ultimate authority over and responsibility for school operations, but will not
manage day-to-day operations. The Foundation plans to engage an ESP to manage such
operations. The relationship between the ESP and the Foundation are outlined in detail in
Section IX, and as applicable throughout the application.
The primary roles of the Board are to:
• Determine the organization’s mission and vision
• Create organization’s policies
• Ensure effective organizational planning
• Ensure adequate resources
• Manage resources effectively (Approve/monitor budget and financials)
• Determine, monitor and strengthen programs and services
o Assure programs and services are consistent with the mission
o Assess the quality of program and services.
• Enhance public standing
• Ensure legal and ethical integrity and maintain accountability
• Recruit and orient new board trustees and assess board performance
• Monitor school academic performance and ensure adequate progress made
• Perform operational oversight of the ESP
• Hold the charter contract
The Principal will be employed by and report directly to the ESP. While the Principal
will not report directly to the Board of Trustees, a strong relationship will exist. The Principal
will provide a monthly status report for the Board of Trustees, and will attend all board meetings.
The Principal will field any questions of the Board of Trustees and conduct follow-up action
items as necessary. A comprehensive and rigorous performance evaluation process has been
developed by the ESP that aligns expectations to the Educational Model and the specific mission
of the school. Board members will be given the opportunity to provide input on the Principal’s
performance and the ESP will remove the Principal if the Board is reasonably dissatisfied with
the performance of the Principal.
B. Board Capacity and Structure The Board of Trustee currently consists of seven individuals and has plans to recruit
additional trustees, as detailed below. The Board will be responsible for all of the duties outlined
in the bullets above.
The Board has a standing Nominating Committee, as set forth in its By-Laws. The
Nominating Committee of the Board of Trustees is responsible for selecting a slate of qualified
nominees to present to the full Board of Trustees at any meeting there is an expiring term. The
Nominating Committee is also responsible for nominating individuals to fill any vacant seat on
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the Board, from which the Board of Trustees makes an appointment.
The Board of Trustees currently has seven members and will develop going forward as
described herein. In accordance with its By-Laws, it can have up to nine Trustees. The Trustees
are a diverse set of highly-accomplished community leaders with a vast set of skills, including in
the following areas: Legal, Finance, Charter policy, Business, Management, Education (K-12),
Nonprofit Corporation Governance, Public and Community Relations, and Child Psychology.
Each Trustee joined the Board because they hold the fundamental belief that that all children can
learn and deserve access to a high-quality education. The biographies of each Trustee speak to
their qualifications.
Ulysses Gene Thibodeaux, President of the Board of Trustees, is the Chief Judge of the Third
Circuit Court of Appeal, where he has been a member of the Third Circuit Court of Appeal since
1992. In 2004, he became the Chief Judge of the Court. Prior to his election to the bench, he
practiced law for 17 years in New York City and Lake Charles. He served as an Earl Warren
Intern with the Legal Defense Fund for one year following law school. He served as an assistant
district attorney for two and a half years and then became a partner in the firm of Newman &
Thibodeaux. He also served for one year as a city court judge in Lake Charles. Chief Judge
Thibodeaux is a member of the American Bar Association, American Judges Association,
American Judicature Society, the Judicial Council of the National Bar Association, and the
National Board of Trustees of the Lawyers’ Committee for Civil Rights Under Law. He is past
president of the Judicial Council of Louisiana/National Bar Association and past president of
The Association of Judges of the Third Circuit. He served as co-chairman of the Louisiana
Supreme Court Task Force on Racial and Ethnic Fairness in the Courts and was a member of the
Advisory Committee to the Supreme Court for Revision of the Code of Judicial Conduct. He also
served on the Board of Directors of the Louisiana Endowment for the Humanities. He is active in
numerous civic and social organizations in the Lake Charles area. Chief Judge Thibodeaux is a
frequent guest lecturer and panelist on many CLE seminars sponsored by the Judicial College or
the Louisiana State Bar Association. He is active in Bar Association activities. Chief Judge
Thibodeaux serves on the Continuing Legal Education Program Committee and the Judicial
Independence Task Force of the Louisiana State Bar Association and the Bench/Bar Liaison
Committee of the Louisiana Bar Foundation. He is vice-chairman of the Louisiana Judicial
Compensation Commission and past chairman of the Conference of Court of Appeal Judges.
Judge Thibodeaux is a member also of the Board of Governors of the Louisiana Judicial College
and serves on the Louisiana State Law Institute. Judge Thibodeaux is the vice-president of the
National Council of Chief Judges and National Financial Secretary of The Judicial Council of the
National Bar Association. Chief Judge Thibodeaux is an honors graduate of Dartmouth College.
He has just completed a three-year term on the Dartmouth Alumni Council. Chief Judge
Thibodeaux earned his law degree from Tulane Law School, where he was an Earl Warren
Scholar
Charles Honore, Vice President of the Board of Trustees, is a retired community activist with a
distinguished career in public education. He began his career as a teacher and then counselor at
Washington High School. He then became an Assistant Principal of Boston High School, and
then the Principal of Marion High School. In 1973, Mr. Honore became the Director of Special
Services for the Calcasieu Parish Schools for two years, served as the Assistant Superintendent,
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Auxiliary Services, for the Calcasieu Parish Schools for five years, and then served as the
Deputy Superintendent for the Calcasieu Parish Schools from 1980 through 1987. From 1989–
2006, Mr. Honore served as a Science Curriculum Coordinator, Mentor Teacher, and Instructor
at Los Angeles Unified Schools. Following that, he served one year as a Coordinator for Los
Angeles Schools, Washington Prep. Mr. Honore is very active in community activities,
including membership in Lake Charles Downtown Development Board, Kiwanis Club of Lake
Charles North, and 100 Black Men of Metro Lake Charles. He also serves on a number of
committees in the Sacred Heart Catholic Church. Mr. Honore received a B.S. in Chemistry
Education from Xavier University of Louisiana and an M.Ed in Administration and Supervision
from McNeese State University. He also completed over 30 hours above his Master’s Degree at
McNeese State.
Clyde Mitchell, Secretary/Treasurer of the Board of Trustees, is the Customer Service Manager
for Entergy Corporation in Lake Charles. Mr. Mitchell has worked with Entergy in levels of
increasing responsibility for twenty five years. Mr. Mitchell is a prominent member of a number
of community organizations, including a Board member and former Chairman of the Board of
the Chamber SWLA, and he is the current President and a founding member of 100 Black Men
of Metro Lake Charles and the Vice President of Finance for the Southwest Louisiana Center for
Health Services. He is a member of the North Lake Charles Kiwanis and is also active on the
Board of Directors for the Workforce Investment Board, Rebuilding Calcasieu, and the Calcasieu
Library Foundation. A Lake Charles native and graduate of Washington High School, Mitchell
then attended Southern University in Baton Rouge, Louisiana, where he received his Bachelor of
Science in Accounting. Mr. Mitchell also attended the University of Central Arkansas where he
received his Certification as a Community Developer from its Community Development Institute
and attended the University of Oklahoma’s Economic Development Institute for three years.
Aneeta Afzal, M.D., Trustee, is a child psychiatrist serving children in the greater Lake Charles
area. Dr. Afzal received her psychiatric training and M.D. at the Medical College of Virginia in
Richmond, Virginia, where she later served as an Assistant Professor of Psychiatry. Dr. Afzal is
Board Certified by the American Board of Psychiatry and specializes in adolescent and child
psychiatry. Dr. Afzal is the Medical Director of the Child and Adolescent Mental Health
Rehabilitation Program at The Institute for Neuropsychiatry and also has her own private
practice. She is deeply committed to serving children from all backgrounds and those with
special needs. Dr. Afzal is a founding member of the Coffee Group, a group of citizens dedicated
to improving the Lake Charles area, particularly with a vision to creating equitable schools for all
children.
Patricia Kelty, Trustee, is a successful small business owner and community activist in Lake
Charles. Ms. Kelty is the successful proprietor of two local businesses in Lake Charles, the
Decorative Center and Kelty Studio of Interior Design, which have been operating for over thirty
years. She is a founding member of the Coffee Group, a group of citizens dedicated to improving
the Lake Charles area, particularly with a vision to creating equitable schools for all children.
Drew Ranier, J.D., Trustee, is the senior partner of Ranier Law Firm in Lake Charles and has a
successful law practice for over thirty years. Mr. Ranier also served in the United States Navy
from 1969-1972. He is involved in a number of professional activities, including President of
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the Louisiana Bar Foundation from 2009-2010, Civil Procedure Bar Examiner for the Louisiana
State Bar Association (LSBA) from 1980-1991, Bench Bar Committee of the LSBA in 2009,
Louisiana Client Assistance Foundation of the LSBA from 2002-2011, Rules of Professional
Conduct Committee of the LSBA in 2005, Professional Assessment Committee of the LSBA in
2005, President of the Louisiana Association for Justice from 1996-1997 and Board of
Governors from 1999-2005, Board of the Calcasieu-Cameron Indigent Defender Board from
1986-1990, Executive Committee of Southwest Louisiana Bar Association in 1991, President of
Southwest Louisiana Trial Lawyers Association from 1980-1981, Certified Civil Trial Advocate
for the National Board of Civil Trial Advocacy in 1983, and National Alumni Board Member for
Louisiana State University’s Paul M. Hebert Law Center. Mr. Ranier also is involved in
community activities, including the Louisiana Endowment for the Humanities and the Nature
Conservancy of Louisiana. Mr. Ranier has been published, has presented seminars nationally,
and has given legislative testimony before a committee of the U.S. House of Representatives and
committees of the Louisiana Senate and House. He received his B.A. from Tulane University
and his J.D. from the University of Texas.
Mark Boniol, Trustee, is a successful local businessman and the owner and president of Mark
Dodge, Chrysler, Jeep. Mr. Boniol was a Board Member of Sunbelt Dodge DAA from 19982010, Chrysler Jeep DAA from 2001-2010, and the National Dealer Advisory Board of Chrysler
from 2005-2009. Mr. Boniol has been the proprietor of car dealerships for over twenty years.
He is also actively engaged in a number of philanthropic and community activities, including
currently serving as a Board member of the Community Foundation of Southwest Louisiana
formerly serving as a Board member of Rachel’s Challenge, ETC Harbor House, and Chamber
Southwest Louisiana. Mr. Boniol studied Theatre Arts at Trinity University.
The Nominating Committee of the Board of Trustees is responsible for selecting a slate
of qualified nominees to present to the full Board of Trustees at any meeting there is an expiring
term. The Nominating Committee is also responsible for nominating individuals to fill any
vacant seat on the Board, from which the Board of Trustees makes an appointment.
The Board’s development and recruitment plans are described in questions above and
below. Proper board orientation and training will ensure accomplishment of the Foundation’s
mission and goals. Current Trustees received training in the form of a document and telephone
training “Primer for the Newly Appointed Board of Trustees,” delivered by Adams and Reese, a
premier Southern law firm that advises and provides training to charter schools throughout the
region. All future Trustees will be required to participate in the Primer as well. The Primer
included but was not limited to the following topics: personal liability of directors, fiscal duties
under Louisiana charter school law, meeting requirements and best practices, written
consents/Sunshine Act, By-Laws provisions, use of committees, board agenda and calendar
requirements and best practices, Open Meetings Law, Ethics and Conflicts of Interest Policy,
duty of good faith, duty of care, duty of loyalty, business judgment rule, and the business
opportunity rule.
The Foundation has also begun participation in a newly-launched charter school board
training program offered through a partnership between the Louisiana Association of Public
Charter Schools and The High Bar. This four-part series rolled out in February (the Board
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President attended the first session in person in New Orleans) and will finish this summer and
should be made be available for the Foundation to view via webinar. The Board will begin the
first session this fall and conduct the remaining sessions quarterly throughout the year. Boards
that participate in this full training series will learn how to create, expand, and operate a highlyeffective board of directors. Thereafter, Board members will continue to develop through
participating in yearly ethics and board training sessions, which will be conducted as part of the
Board’s annual strategy retreat, which is held in the Fall as a weekend “retreat.”
All Board members will be expected to attend 75% of any training and development meetings
and sessions. The Board will have regular monthly meetings and will call special meetings as
needed. The Board may recruit additional Trustees, depending on the fit and skills offered.
Appendix M contains resumes for each Board member. Appendix N contains completed and
signed Charter School Board Member Questionnaire.
C. Board Member Engagement Ulysses Gene Thibodeaux, President of the Board of Trustees, and Clyde Mitchell,
Secretary/Treasurer of the Board of Trustees of Lake Charles Charter Academy Foundation,
were founding members of 100 Black Men of Metro Lake Charles, Inc. in 2007. Evaluating the
feasibility of a charter school in the Lake Charles area became a civic initiative of 100 Black
Men of Metro Lake Charles, Inc. An informally-organized group of local citizens called the
Coffee Group voiced a similar interest; therefore we decided to collaborate our efforts. This
cooperative endeavor gave impetus to the formation of the Charter School Committee. Two
members of that group, Aneeta Afzal and Patricia Kelty, are members of the Board of Trustees
of the Foundation. Another member of that Committee was Ronald Blanchard, who is one of the
Louisiana teachers involved in this initiative and who has agreed to serve on the Foundation’s
community advisory committee. Mr. Blanchard is now the Dean of Student Services at the Lake
Charles Charter Academy. For approximately two years, the Committee discussed issues
concerning the following: curriculum development; supplements to the core curriculum; student
selection criteria; parental interaction; availability of State benefits; availability of grants and
philanthropic support; mission and vision statements; development of an objective matrix for
teacher and student evaluation; and, interaction with Department of Education officials. Several
members of the Committee, including four current members of the Foundation’s Board of
Trustees, visited charter schools in Louisiana. Further, the Committee consulted with several
Department of Education officials whose primary focus was charter schools to educate ourselves
on the application process and the necessary prerequisites for the establishment of a successful
school. Moreover, the Committee consulted with the Superintendent of Sophie Wright Charter
School in New Orleans, Dr. Rose Duhon-Sells, and even discussed the possibility of Dr. Sells
serving as a consultant to us. Eventually, we determined that Charter Schools USA would be an
ideal fit for our group and that has proved to be true since we partnered with them in July 2010.
The Lake Charles Charter Academy Foundation, Inc. was formed on August 1, 2010 with the
purpose of creating high performing charter schools. Our first charter school, Lake Charles
Charter Academy, opened on August 15, 2011 as a Type 2 charter school and serving students
from K-8 grades. We have been approved to open a second school, the Southwest Louisiana
Charter Academy, which will also be a K-8 school. Community support and demand has been
strong, and we would like to continue to meet the demands and needs our current students at
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Lake Charles Charter Academy and future students at Southwest Louisiana Charter Academy by
allowing those students to finish their education under the same educational model and program.
The creation of a K-12 system has always been the vision of the Foundation.
Board training is one of the most critical responsibilities of the Board of Trustees. Proper
orientation will ensure desired continuity of the Foundation’s mission and goal attainment. New
Board members will receive an orientation and be given a thorough review of the Amended and
Restated By-Laws, Articles of Incorporation and other applicable governing documents.
All Board members will be expected to attend 75% of any training and development meetings
and sessions.
The Foundation’s Ethics and Conflict of Interest Policy is attached as Appendix Q, which
includes how the School will handle any Code of Ethics violations.
Lake Charles Charter Academy Foundation acknowledges that in the event of the dissolution of
the charter school, Lake Charles Charter Academy Foundation will cooperate fully with LDOE
and SBESE procedures for the transfer of students and student records and for the disposition of
school assets.
D. School Oversight The following is a narrative description of the organizational relationship:
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The Governing Board leads the organization and has ultimate authority and
responsibility for school operations.
The Governing Board has contracted with ESP to manage the day-to-day operations
of the School.
The ESP is responsible to the Governing board.
The Principal will be an employee of the ESP.
The Principal is responsible for managing all School Staff.
The direct relationship between the Governing Board and the ESP provides clear accountability
for the services provided by the ESP. The organization as a whole is responsible for the school’s
performance and the ESP must be actively involved in managing Lake Charles Charter High
School’s operations to be successful. While the Principal will not report directly to the
Governing Board, a strong relationship will exist. The Principal will provide a monthly status
report for the Governing Board and attend all board meetings. During board meetings, the
Principal will present a status report and field any questions of the Governing Board. The ESP
maintains primary responsibility for reporting to the Governing Board and conducting follow-up
action items.
The Governing Board will hold the Principal accountable primarily through the performance
expectations defined in the management agreement between the Board and the ESP. The
Principal will be employed by and report directly to the ESP. A comprehensive and rigorous
performance evaluation process has been developed by the ESP that aligns expectations to the
Educational Model and the specific mission of the school. Governing Board members will be
given the opportunity to provide input on the Principal’s performance. In addition, the Principal
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or designee will attend all Governing Board meetings and provide status updates to them on a
routine basis.
The Governing Board intends to contract with Charter Schools USA to provide all necessary
management and professional expertise to start-up and manage the school. Charter Schools USA
will assist in developing, planning, and marketing the School, as well as finance, human
resources, curricula and overall responsibility for school operations. The table below summarizes
the services to be provided by the ESP. Charter Schools USA is one of the nation’s largest
private operators of public schools serving students from kindergarten through 12th grade.
Charter Schools USA has an experienced management team and approximately 2,000 employees
currently educating over 25,000 students. Charter Schools USA contracts with both
municipalities and private foundations to assume educational and operational responsibility for
individual charter schools. Over the course of eleven years of intensive research and
development, Charter Schools USA’s team of leading educators and scholars developed an
innovative, research-based curriculum and school design.
The ESP will be held accountable for the School’s performance via a performance-based
management agreement (Appendix X). The management agreement stipulates the ESP is held
accountable to the same performance goals as required in the charter contract. In addition, the
agreement stipulates the process for financial monitoring and reporting to the Governing Board.
The Board will provide feedback and recommendations on performance to the ESP based on the
performance reports provided. In the event of unsatisfactory performance and unsuccessful
attempts by the ESP to correct deficiencies the Board will exercise its right to terminate the
management agreement. In the event of a termination, the Governing Board would retain
exclusive rights to operate the proposed charter school. To ensure the survival of the school the
Governing Board would either assume direct control of the school or contract with another
education service provider to operate the school. In addition, the management agreement
between the Governing Board and the ESP stipulates a transition process in the event of
termination to ensure minimal disruption to the school.
The Governing Board will monitor progress and ensure quality through routine review of the
school’s performance. Monthly board meetings will provide detailed performance reports
including the following:
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Monthly Financial Report – Including budget to actual presentation, narrative
description of variances, and forecasts
School Report – Update of enrollment, withdrawals, staffing, facility issues, and
ongoing activities in the school
Action Items – Reports of specific tasks or activities requested by the Board
Academic Achievement – Progress reports from benchmark tests during the year and
results from annual standardized tests
Satisfaction Surveys – Results from semi-annual parent, staff, and student satisfaction
surveys
Strategic Plan – Annually, the school will develop a strategic plan detailing the
specific measurable goals and objective to be accomplished over the course the
coming school year
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Annual Report – At the end of each school year, the Board will be provided an
Annual Report of school performance tied to the strategic plan goals and objectives
established at the beginning of the year.
A comprehensive and rigorous value-added performance evaluation process will be used
to evaluate the Principal’s performance that will comply with Act 54 and related BESE policies
and will align expectations of the Board, the CSUSA Educational Model, and the Academy’s
mission. The evaluation is conducted in collaboration with the Vice President of Education with
input from each department within CSUSA. The Principal will be evaluated using the rubric
contained in the Compass Leadership Evaluation Tool attached as Appendix O, or using a
comparable model that will be approved by the Department of Education through a waiver,
which the ESP intends to apply for.
The Board will work to reform unsatisfactory performance of the Principal, to the extent
possible, by working together with the ESP through the rigorous Principal evaluation process
outlined above. However, if the Board reasonably deems that such deficiencies are irreparable,
they may exercise their right under the draft management agreement with the ESP to have the
Principal replaced by the ESP.
It is the belief of the Board that school-based concerns and complaints are best handled at
the school level. In general, when a parent complaint or concern is received, we will first ensure
that the parent has contacted the appropriate school administrator about the concern, and that the
school has had an opportunity to address this issue. If this has not been successful, we will then
generally refer them to the school’s ESP. It is the belief that it is the Board’s responsibility to
make every effort to address all such complaints and concerns and not that of the School District.
The Academy believes in just, fair and equitable treatment of ALL students and in
providing a learning environment which is free from unfair or discriminatory practices.
Procedures for disciplinary complaints and resolution of discriminatory practices have been
established.
Rights: Students/Parents have the right to report and seek redress for unfair treatment,
discriminatory practices, or harassment.
Responsibilities: Students/Parents have a responsibility to know and follow procedures
for filing complaints.
There may be times when students feel they have been treated unfairly. In most cases,
problems can be resolved if students/parents speak with the teacher or staff member involved. If
the student/parent does not resolve the problem or feels uncomfortable addressing the issue
directly to the teacher or staff member, the student may request a conference with the Principal
or Assistant Principal. The student/parent may also request the presence of a third party, such as
a counselor, resource teacher or other staff person. The parent may also be present. If the
problem is not resolved at this level, the following steps should be followed:
1. The student/parent must present a written and signed statement to the Principal within
five school days. The statement should include the following information: (a) description
of the incident; (b) date and time of the incident; (c) persons involved and/or witnesses;
(d) location of the incident; and (e) attempts made to resolve the issue.
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2. The Principal shall respond, in writing, within five school days of the receipt of the
statement. The Principal shall make every effort to resolve the matter.
3. If the problem still has not been resolved or the Principal fails to respond in a timely
manner to the student’s statement, the student/parent may submit the grievance to the
ESP for resolution.
4. A meeting will be scheduled within five school days of receipt of the student’s request
for such a meeting. This meeting will include the person involved in the original action,
the Principal, the student, the parents, and representative from the ESP. If a decision is
made at this meeting, documentation of the agreed upon actions will be forwarded to all
parties within five school days.
5. If the student or parents are not satisfied with the outcome of the decision, they may
contact the Board for their input. This may be done at any point of the process.
6. At any time, a parent may withdraw their student from the school and enroll them in the
student’s assigned district school in accordance with school district policy. E. Board Status and Compliance The Foundation is applying for federal tax-exempt status (Form 1023) on July 31,
simultaneously with this application. An application is submitted with the eligibility.
The Board engaged a local corporate attorney to prepare its corporate governance
documents, including the by-laws, who worked with the Board’s counsel, James Spruel. The
By-Laws of the South Louisiana Charter Foundation are attached as Appendix P.
The Foundation’s Ethics and Conflict of Interest Policy is attached as Appendix Q,
which includes how any conflicts of interest will be identified and addressed. In addition, all
Board Trustees completed the Board Member Questionnaire, which includes questions regarding
conflicts of interest and must undergo training regarding the Ethics and Conflict of Interest
Policy, which incorporates regulations governing Federal tax-exempt charitable foundations and
Louisiana ethics laws. Open Meetings
The public business of the South Louisiana Charter Foundation will be performed in an
open and public manner so the constituents of the Academy will be advised of and aware of the
performance of the school and the deliberations and decisions that go into making school policy.
Meetings are defined as any time a quorum (a simple majority of the total membership of the
board) of the Foundation’s Board of Trustees meets to deliberate or act on a matter over which it
has supervision control, jurisdiction, or advisory power, or when a quorum is convened to
receive information from another public body or official regarding board business.
A meeting shall not include chance meetings or social gatherings of members of a public
body at which there is no vote or other action taken, including formal or informal polling of the
members. The South Louisiana Charter Foundation board will not employ any manner of proxy
voting procedure, secret balloting, or any other means to circumvent the intent of the Louisiana
open meetings law.
All votes made by the Board of Trustees shall be viva voce and shall be recorded in the
Foundation’s minutes, which shall be a public document. In accordance with the law, the South
Louisiana Charter Foundation board shall allow public comment preceding each agenda item and
prior to taking any vote. The Board may hold executive sessions as needed and in accordance
with the Louisiana open meetings law.
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The Board shall give written public notice of their regular meetings at the beginning of
each calendar year, including the dates, times, and places of such meetings. The Board shall also
give written notice of any regular, special, or rescheduled meeting no later than forty-eight hours
before the meeting. This notice will include the agenda, date, time, and place of the meeting. The
notice will be posted at all charter schools operated by the Foundation and on the building in
which the meeting will be held. The notice shall also be mailed to any member of the news
media who requests notice of such meetings.
The South Louisiana Charter Foundation board shall keep written minutes of all of their
open meetings, which shall include the date, time, and place of the meeting; the members of the
public body recorded as either present or absent; the substance of all matters decided, and, at the
request of any member, a record, by individual member, of any votes taken; any other
information that the public body requests be included or reflected in the minutes. The minutes
shall be public records and shall be available within a reasonable time after the meeting.
Public Records
The Foundation will comply with Louisiana Public Records law (LA-R.S. 44:1 et seq.).
The Foundation is committed to transparent operational and management practices and will
provide public records to the public upon their request.
The Foundation will comply with the Louisiana Public Records Law as described in LAR.S. 44:1 et seq. Public records shall include all books, records, writings, accounts, letters and
letter books, maps, drawings, photographs, cards, tapes, recordings, memoranda, and papers, and
all copies, duplicates, photographs, including microfilm, or other reproductions thereof, or any
other documentary materials, regardless of physical form or characteristics, including
information contained in electronic data processing equipment, having been used, being in use,
or prepared, possessed, or retained for use in the conduct, transaction, or performance of any
business, transaction, work, duty, or function which was conducted, transacted, or performed by
or under the authority of the constitution or laws of this state, or by or under the authority of any
ordinance, regulation, mandate, or order of any public body or concerning the receipt or payment
of any money received or paid by or under the authority of the constitution or the laws of
Louisiana.
Any person of the age of majority may inspect, copy, or reproduce any public record, and
any person may obtain a copy or reproduction of any public record. The burden of proving that a
public record is not subject to inspection, copying, or reproduction shall rest with the custodian
of the record. All public records requests must be submitted in writing to the President of the
Board of Directors or her designee.
Reasonable fees will be assessed for the copying of such documents. Any person may
make a request for information that is publicly available in person and shall be granted the right
to view or secure a copy of the requested document.
The Foundation will also make use of technology to facilitate the dissemination of
commonly-requested public records. For example, commonly requested items such as board
meeting agendas will be posted on the Foundation’s and the Academy’s website.
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Section VII: Budget and Financial Management (10 page limit) A. Budget, Financial Management, and Policy Narrative Lake Charles Charter High School – Key Assumptions:
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MFP funding per student is assumed at $9,083 per student. This is from the latest
funding worksheet provided by the LA DOE.
Average teacher wage is assumed to $40,900. In addition, a bonus pool of $171,668 in
year two, $248,839 in year three, $370,000 in year four, and $400,000 in year five is
included in the budget. This bonus will be performance based.
Beginning year three, Curriculum Enhancements are included in the budget as follows:
$300,000 in year three, $750,000 in year four and $1,000,000 in year five. These
expenses are subject to Governing Board approval and will support the instructional
activity of the school.
Management Fees are calculated at 5% beginning in year one, 13% in year three and 15%
each year thereafter.
Rent is included in the budget at 10% of MFP in year one, 13% in year two and 16% each
year thereafter.
Capital expenditures for computers, software and furnishings are included in the budget.
Since year one will be the initial year for these purchases, the amount of $567,389 is
higher than subsequent years for these items. Subsequent years included these items for
additional enrollment and replenishment of existing items.
District Administrative fees are included in the plan at 2% of the funding.
An amount of $15,000 per year is included for Governing Board expenses.
Title One funds are assumed at $200,000 per year.
Cumulative fund balance of at least 6% of revenue is achieved by year two with a balance
of $1,895,893 by the end of year five. These funds will be maintained for the school and
used at the Governing Board’s discretion.
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Other revenue sources include anticipated Title One funds, National School Lunch
Program reimbursements as well as student paid amounts for lunches, and loan proceeds in year
one for capital expenditures that include furniture and technology needs. This loan will be
obtained from a lending institution or other source with competitive terms.
Enrollment goals will be achieved through a marketing plan that includes a
comprehensive marketing budget over the next five years. This plan includes television
advertising, printed materials and website development for the school.
Speech and Language services will be contracted on an as needed basis for students
requiring this service. Audit services will be required following the first year of operation. A
qualified audit firm will be chosen by the Board of the school. Other services including payroll,
will be provided by the ESP.
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In the event that revenues are not received as planned, variable expenses will be adjusted
to compensate for the revenue shortfall. For example, the staffing matrix is variable and the
number of teachers hired will based upon the actual number of students enrolled. The budget, as
submitted, includes a healthy reserve for the Academy that surpasses 6.5% of revenue by year
two of operation and that also ensures that at least 70% of the MFP expenditures are utilized for
“instructional” spending (calculated per the MFP Handbook).
The Board shall adopt on an annual basis a comprehensive budget, which shall include
all forms of revenue and all expenditures, including (i) Total Revenues; (ii) Operating Expenses;
(iii) Reserve Expenses, (iv) Audit Expenses and (v) Fund Balance with respect to the charter
school it governs. The Academy’s budget and enrollment projections are developed in a
conservative and achievable manner and the assumptions have been subjected to a rigorous
review process. The Academy’s budget is also planned with a surplus fund balance in all five
years, which will be used to absorb any enrollment or revenue shortfall. The Academy’s Board
will determine the most effective use of any surplus funds remaining at the close of one fiscal
year to ensure the long-term viability of the school. Use of surplus funds include, but are not
limited to, enhancing the school’s academic program, capital investments, repair/replacement
fund for facility maintenance, and fund balance for emergency purposes.
In addition to preparing a conservative budget, the Board of Trustees has a rigorous
budget management process to ensure that the school it governs achieves the desired positive
financial results. The Board of Trustees will approach budget management as a three-part
process: (1) financial statement preparation, (2) regular review of actual results, and (3)
continuous forecasting of future results. The first part of the process is the preparation of the
School’s monthly financial statements. These financial statements are prepared on a monthly
basis by the Charter Schools USA accounting team and are distributed to both the school
leadership and the Board. Monthly financial statements will also a comparison of actual results
as compared to the approved budget. To supplement the financial statements, the Charter
Schools USA finance team provides monthly dashboard reports. The dashboard report
summarizes the monthly activity of the School, compares the results to the budget, identifies
significant budget variances, and provides recommendations where appropriate. On a quarterly
basis, the dashboard reports are reviewed in a quarterly meeting that is attended by school
leadership and the Charter Schools USA finance and accounting teams. Any material items are
presented to the Board in a timely manner.
As budget variances arise and are managed, new forecasts are developed each month to
ensure the school stays on track financially throughout the year. These forecasts allow school
leadership to make timely management decisions to ensure the financial health of the school, and
are presented to the Board on a quarterly basis. Budgets will be revised as necessary to achieve
balance, which include methods to align costs with revenue that are least disruptive to the
learning environment.
The budget attached hereto contains the 5-year projected budget which includes a full
explanation of all assumptions used for revenues and expenditures, as well as projections from
the Louisiana Department of Education (LDE) for Minimum Foundation Program (MFP)
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funding. A detailed explanation of the assumptions used to formulate the budget is included in
the budget document.
The budget as presented represents a conservative approach to both revenues and
expenditures for the school. For the first year of operation, revenue amounts were based on
2010-2011 data without an increase assumption. Year two also remains flat as a conservative
measure. All expenses are aligned with the planned enrollment but may be adjusted accordingly
in the event that enrollment differs from the plan. By year two, the cumulative fund balance
reserve exceeds 6% of the school revenue. The Board recognizes the importance of building a
strong financial foundation for the school to allow for contingencies. Any contingencies that
arise will be reviewed by the Board of the school and any use of the school fund balance reserve
outside of the annual approved budget will be reviewed for approval by the Board.
In compliance with Louisiana law, the Academy will obtain an annual financial statement
audit that is performed by an independent certified public accounting firm. Audit reports will be
compliant with the newly published GASB 54 requirements for fund balance reporting.
Furthermore, the audit firm will ensure that restricted grant funds have been properly
appropriated according to the terms associated with the awarding of those grants.
Monthly financial statements in accordance with GAAP will be provided to the Board each
month. In addition, quarterly analysis will be reviewed with the Board along with all required
reporting to the Louisiana DOE. All accounting and reporting will be in accordance with GAAP.
All requirements for the Louisiana DOE will be submitted in a timely manner In the formats
prescribed by the LA DOE. Results of each audit will be provided to and reviewed by the Board
of the school each year. The budget plan as presented includes liability insurance in the event
that claims arise.
The Board will contract with an ESP to provide financial management services to the
School. The Academy has well-established processes and procedures to ensure fiscal
responsibility and sound internal controls. The Academy will employ a school-based Business
Administrator or Bookkeeper who will act as a liaison to the Finance and Accounting
Departments for human resource, payroll, and financial matters relating to cash collection and
accounts payable. The Business Administrator or Bookkeeper, in addition to the Finance
Department, will also work with the school’s Principal to ensure adherence to the Board
approved budget. Below is a summary of the finance and accounting functions that the Business
Administrator or Bookkeeper will perform:
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Deposit funds received from food service sales, aftercare programs, and fundraising into
proper bank accounts according to company policy
Submit documentation for all receipts and disbursements made at the school level
Follow up and collect returned checks from parents
Prepare and submit purchase orders according to company policy
Prepare and submit check requests to Charter Schools USA accounts payable
Review and approve expenditure invoices with School Principal
Maintain reconciliation of internal funds account
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The financial management team consists of the following:
 Accounts Payable Coordinator: Pays approved expenditures for the charter schools
 Staff Accountant: Prepares the monthly financial statements for the charter schools
 Accounting Manager: Oversees the work of the Staff Accountant
 Controller: CPA; oversees the CSUSA Accounting Department
 Budget Analyst: Prepares the schools’ annual budgets; reviews the financial performance
of the Schools on a monthly and quarterly basis, focusing on budget variances
 Director of Financial Planning and Analysis: Oversees the work of the Budget Analyst:
conducts Quarterly Dashboard reviews with Charter Schools USA Accounting and the
school leadership.
 Vice President of Finance: Oversees the work of the Accounting Department, the
Finance Department, and the school-based Business Administrators
Training for the School Principal and School Business Administrator or Bookkeeper will
be provided by the Finance and Accounting Staff of CSUSA. On an annual basis, the school
administrator will be required to attend the CSUSA Summer Leadership Institute, which will
include training on relevant subjects such as budgeting, financial management and human
resources and educational best practices. In addition, ongoing training will be provided in the
form of quarterly meetings, at a minimum, which will focus on current developments in industry
best practices.
In compliance with LADE, the charter school will obtain an annual financial statement
audit that is performed by an independent certified public accounting firm. Audit reports will be
compliant with the newly published GASB 54 requirements for fund balance reporting.
Furthermore, the audit firm will ensure that restricted grant funds have been properly
appropriated according to the terms associated with the awarding of those grants.
The Academy will follow a sound financial policy manual that will be approved by the
Board. The policy manual will include, at a minimum: establishment of a modified accrual
accounting system, a chart of accounts that uses the same numbering system as the LDE, internal
controls that establish segregation of duties and authorization and processing of cash receipts and
disbursements, establishment of a payroll system, and process for meeting LDE data reporting
requirements. Monthly financial statements will be prepared using the Louisiana Accounting and
Uniform Governmental Handbook, as well as general accepted accounting principles, and
General Accounting Standards Board’s (GASB) 34 and GASB 54 guidelines. Accounting
records will be kept in sufficient detail as to provide a proper audit trail. Compliance with the
LAUGH will ensure financial data will be kept in a format sufficient enough to be reported
accurately in the Annual Financial Report required to be submitted to the LDE annually.
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Section VIII: Pre‐Opening (5 page limit) A. Provide a Pre‐Opening Plan that documents key tasks to be completed between approval of the application and opening of the school. Include the document as a timeline that lists the task and the person responsible, including tasks related to the nonprofit board. CSUSA will lead in launching and supporting the school at the direction of the Board of
Trustees. CSUSA has extensive experience opening charter schools and will commit the
necessary resources to deploy a School Start-Up Team, which represents each functional area in
the organization. The Board will work closely with the ESP who will employ their resources and
expertise to deliver a successful start-up. The School Start-Up Team coordinates the creation,
implementation, and adherence to school opening milestones and benchmarks, which will adhere
to the LDOE’s pre-opening checklist process and other requirements of Louisiana law and
policy.
The Start-Up Team ensures that each functional area in the organization is appropriately
staffed and prepared to support each school. The ESP’s Vice President of Development along
with the Implementation Project Manager will coordinate directly with the Board and other key
stakeholders. If necessary, ancillary support organizations, consultants, etc. will be utilized if
determined necessary by the Board or the ESP in conjunction with the Start-up Team and
managed accordingly.
CSUSA has built a corporate infrastructure to support expansion and has proven
processes and tools to ensure its ability to replicate consistent results as evidenced by the SACS
accreditation as an organization. CSUSA has expanded successfully in existing communities
consistently over its 15+ year history, including successfully opening 17 new schools in four
states in 2012.
Progress in the development of the facility is a component of the project plan and project
managers will work closely with the facility development team to ensure a timely completion of
the facility. All project related schedules are tracked and accessible via the internet to ensure the
most up-to-date information is available at all times. CSUSA will guide the project to successful
completion by leading: weekly project reviews, benchmark/milestone tracking, contractor
relations, and budget management.
See Appendix T for an estimated timeline and schedule of specific pre-opening
activities. The timeline assumes a 24-month project cycle and opening in August 2014. A
Certificate of Occupancy is planned for June 2014, which allows time for installation of
furniture, classroom set-up, and open houses prior to school opening. Under no circumstance
will students occupy the facility prior to the receipt of a Certificate of Occupancy.
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Section IX: Third Party Education Service Provider Relationship (10 page limit) A. Third party ESP Selection
Ulysses Gene Thibodeaux and Clyde Mitchell, members of the Board of Trustees of Lake
Charles Charter High School Foundation, Inc., were founding members of 100 Black Men of
Metro Lake Charles, Inc. in 2007. Evaluating the feasibility of a charter school in the Lake
Charles area became a civic initiative of 100 Black Men of Metro Lake Charles, Inc. An
informally-organized group of local citizens called the “Coffee Group” voiced a similar interest.
We decided to collaborate our efforts. This cooperative endeavor gave impetus to the formation
of the Charter School Committee. Two members of that group, Aneeta Afzal and Patricia Kelty,
have also become members of the Board of Trustees of Lake Charles Charter High School
Foundation, Inc. Our meetings and discussions to facilitate the development of a charter school
began in April 2008.
The Charter School Committee divided itself into several sub-committees to deal with specific
topics and areas of interest. For approximately two years, the Committee discussed issues
concerning the following: curriculum development; supplements to the core curriculum; student
selection criteria; parental interaction; availability of State benefits; availability of grants and
philanthropic support; mission and vision statements; development of an objective matrix for
teacher and student evaluation; and, interaction with Department of Education officials.
Several members of the Committee, including at least four who now serve on the Board of
Trustees, visited charter schools in Louisiana. Those schools included Sophie Wright Charter
School in New Orleans and Capitol Charter School in Baton Rouge. Further, the Committee
consulted with several Department of Education officials whose primary focus was charter
schools to educate ourselves on the application process and the necessary prerequisites for the
establishment of a successful school.
Moreover, the Committee consulted with the Superintendent of Sophie Wright Charter School in
New Orleans, Dr. Rose Duhon-Sells, and even discussed the possibility of Dr. Sells serving as a
consultant to us.
Despite our enthusiasm, passion, and energy, it became increasingly clear that this project was
beyond our capabilities and would require expertise specific to the development of a charter
school. John Davies, President and CEO of the Baton Rouge Area Foundation, suggested that the
Committee contact ESP. Ulysses Gene Thibodeaux, President of Lake Charles Charter High
School Foundation, Inc., met with Richard Page, Vice-President of Development of ESP, on
June 19, 2010, in Fort Lauderdale. (All expenses were borne by Mr. Thibodeaux personally).
The two-hour long meeting focused on the history and management expertise of ESP and the
vision of the proposed charter school in the Lake Charles community. Topics included: teacher
recruitment; curriculum development; budget issues; administrative needs; site selection;
extracurricular involvement; parental involvement; and partnerships with other local institutions.
ESP was invited to visit the Lake Charles community.
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On June 28, 2010, representatives of the ESP, SSA Consulting Group, and EnGarde Consulting
submitted a very detailed presentation to members of the Charter School Committee. The Charter
School Committee questioned candidly the representatives of these respective groups on every
conceivable range of subjects dealing with the formation, operation, and management of a
charter school.
On July 19, 2010, members of the Charter School Committee met with two consultants engaged
by ESP to further discuss the development of a charter school in the Lake Charles community
and the possible contractual engagement of ESP.
In May 2010, 100 Black Men of Metro Lake Charles, Inc., acting through the Charter School
Committee, submitted a proposal to Edison Learning for a grant award to assist in the research of
charter school development and the preparation of an appropriate application. Several members
of the Charter School Committee met with representatives of Edison Learning at the national
meeting of the 100 Black Men in June 2010 to further discuss this proposal and to begin
preliminary discussions on a contractual relationship as an education service provider. On July
20, 2010, representatives of Edison Learning met with the Charter School Committee in Lake
Charles, Louisiana and presented a proposal to act as that provider.
In the meantime, Dr. Afzal spoke frequently with representatives of KIPP (Knowledge Is Power
Program) regarding the possibility of assisting our efforts. KIPP, she reported, was not interested
in the establishment of one school. Rather, its interest lay in establishing a system of schools in a
particular area. The Committee met and intensely debated the merits of the proposals of all three
(3) service providers, i.e., ESP, Edison Learning, and KIPP. All relevant factors were considered:
relationship with the Board; extent of deference to policy decisions of the Board; curriculum
development; history of success of all three providers; the providers’ relationship with State
education officials; interest in the community; ability to facilitate the immediate development of
a charter school; quality and extent of support personnel; relationship with knowledgeable
consultants, etc. Based on objective considerations of these factors, the Charter School
Committee unanimously voted to affiliate with ESP.
ESP will provide all necessary management and professional expertise to start-up and manage
the school. ESP will assist in developing, planning, and marketing the School, as well as finance,
human resources, curricula and overall responsibility for school operations. The table below
summarizes the services to be provided by the ESP.
The Foundation maintains complete decision making authority and retains ultimate authority for
the school’s performance. The Foundation will hold the charter and is completely independent of
the ESP. The ESP will be held accountable for the School’s performance via a performancebased management agreement. The management agreement stipulates the ESP is held
accountable to the same performance goals as required in the charter contract. In addition, the
agreement stipulates the process for financial monitoring and reporting to the Governing Board.
The Governing Board will provide feedback and recommendations on performance to the ESP
based on the performance reports provided. In the event of unsatisfactory performance and
unsuccessful attempts by the ESP to correct deficiencies, the Board will exercise its right to
Page 70 of 419
terminate the management agreement. In accordance with state law, The High School’s target
population will be the same at-risk to reflect the same percentage as CPPS and is also expected
to reflect a similar racial and special needs population as the CPPS. The High School will target,
through targeted marketing, advertising, and community outreach, as well as creating effective
community organization partnerships and stakeholder relationships, and then will effectively
serve, these two priority groups.
Finally, the Board selected CSUSA because they wanted to work with an ESP with the
capacity - in terms of experience, infrastructure, human capital, technology, facility expertise and
capacity, and financial resources - to serve as many students as possible without sacrificing
quality, over a large geographic area. CSUSA currently serves over 38,000 students in five
states while maintaining a stellar track record of academic achievement and financial health
amongst the schools it operates.
Collectively, CSUSA’s schools perform favorably against its peers (with an “A” rating in
the State of Florida). Several individual schools are the highest rated school in their district and
many schools have received high awards of distinction including the National Blue Ribbon
Award. Collectively CSUSA schools outperform state averages across all sub-categories of
student populations, including:
Results with Target Populations - CSUSA has achieved outstanding results with all
students— particularly low-income and minority students—that are significantly higher than the
comparable state-wide average academic achievement results for low-income and minority
students in the states where CSUSA operates. Taken as a single group, Hispanic, Black, English
Language Learners (ELL), and Free Reduced Lunch (FRL) students at CSUSA outperformed
state averages by approximately 11 percentage points in reading, 7 percentage points in math,
and 6 percentage points in writing. The table below shows how each individual subgroup
population exceeds state-wide averages when examining the percentage of students who are
proficient. See Appendix U for a table showing CSUSA-managed schools with similar
populations.
Approximate rates at which percentage of proficient students at CSUSA exceeds percentage of proficient
students state-wide
CSUSA performance vs. state averages
Subgroup Populations
Reading
Mathematics
Writing
Minority – Hispanic
+22%
+11%
+4%
Minority – Black
+34%
+24%
+7%
Minority – ELL
+34%
+16%
+6%
Low-income – FRL
+14%
+9%
+7%
General Population – White
+4%
+1%
+1%
General Population – Total Population
+14%
+9%
+3%
CSUSA’s demonstrated success in significantly increasing student academic achievement
and attainment for all students—particularly minority and low-income students—is a direct
reflection of the high quality charter schools it operates, and further stresses the need to replicate
its proven Educational Model and practices in Louisiana.
Page 71 of 419
CSUSA’s proven success among the target population is also demonstrated through the
established performance of four of its schools with high F&R populations and minority student
populations. The highlights of the schools’ performance is noted below. Note that these schools
outscored their respective counties and the State of Florida in the percentage of AYP criteria met.
School
FRL
Minority
2011‐12
2010‐11
2009‐10
NorthBroward
Academyof
ExcellenceMiddle
72% 91% A A A +33% +39% NorthBroward
Academyof
Excellence
77% 93% A A A +23% +29% P.M.WellsCharter
Academy
77% 91% B B B +34% +34% DowntownMiami
CharterSchool
95% 98% A B D +28% +34% Percentage
Percentage
bywhich
bywhich
CSUSA’s
CSUSA’s
2010‐11AYP 2010‐11AYP
results
results
outperformed outperformed
theDistrict
theState(FL)
Important Note regarding AYP:
Adequate Yearly Progress (AYP) is a federally-mandated system (mandated by the No
Child Left Behind Act) that is implemented differently in each state, unless granted a waiver. To
make adequate yearly progress, public schools/districts must meet yearly target, known as
“annual measurable objectives” (AMOs), set by their state for the percentages of students scoring
proficient on state tests and other performance indicators. The AMOs, as well as the content and
rigor of tests used to measure student achievement, vary greatly among states. For that reason,
AYP results should not be directly compared between states, and a state with a higher percentage
of schools failing to make AYP should not be assumed to have a weaker educational system.
Florida, with only 16% of all schools meeting AYP last year, set one of the highest AYP bars in
the nation. Due to the extremely high bar set for achievement in Florida’s AYP system, a more
accurate measure of success is a calculation of the percentage of AYP criteria met. This
calculation measures the number of AYP factors achieved divided by the total number of AYP
factors possible. The comparison below demonstrates that in 2010-11 CSUSA significantly
outperformed the State of Florida in the attainment of Adequate Yearly Progress for all student
populations:
o
CSUSA Percentage of AYP Criteria Met: 87%
o
Florida Percentage of AYP Criteria Met: 56%
If the AMOs used by the State of Louisiana, rather than Florida, for determining AYP in
2011 were applied to the performance metrics for CSUSA schools, 100% of CSUSA schools
would have met AYP in 2011.
Page 72 of 419
In partnership with the founding Trustees of the Foundation, the Lake Charles Charter
Academy is the first school that CSUSA managed in Louisiana. The school opened in August
2011 serving a student population that is 83% free and reduced lunch and 88% minority, and
exceeded the required performance targets established by BESE in order to open a second school
in 2012. The Lake Charles Charter Academy exceeded the state’s target for School Performance
Score (SPS) by 8 points in its first year. The LCCA first year performance allowed the approval
to be granted for CSUSA’s second school in Louisiana, which will open in August 2012 in Lake
Charles chartered by the Foundation.
SACS Accreditation (through AdvancED) - A key differentiating factor for CSUSA
schools is its Corporate Accreditation through the District Accreditation model from AdvancED.
Key factors in attaining this distinction were CSUSA’s exceptional record of student
achievement and the financial stability of CSUSA’s existing schools. In 2010, CSUSA was the
first EMO to earn District Accreditation from AdvancED. This provides accreditation for all
newly operated CSUSA schools as well as for all established schools managed by CSUSA.
Therefore, the Lake Charles Charter High School will become eligible for SACS accreditation
upon opening and will be fully supported by an organization that has a systems approach to
managing schools. This was important to the Southwest Louisiana Charter Academy Foundation
and it will also be important to parents seeking better educational alternatives for their children.
 The accreditation process involves three ongoing components: 1) meeting high quality
standards; 2) implementing a continuous process of improvement; and 3) engaging in
quality assurance through internal and external review.
 The corporate accreditation is for a five-year term with regular monitoring of progress
and reporting occurring during the term. CSUSA will submit a two-year report showing a
continuous improvement plan created as a result of the team’s findings. CSUSA will
undergo a review for that continuous improvement every five years with a team returning
for a site visit.
Additional factors demonstrating CSUSA’s successful track record:
 High Academic Achievement – Collectively, CSUSA’s schools perform favorably
against their peers. Under the State of Florida “A+ Plan,” 88% of CSUSA schools are
rated either an “A” or “B” and all schools operating for more than two years received an
“A” or “B”. Several individual schools are among the highest rated schools in their
district and many schools have received high awards of distinction including the National
Blue Ribbon Award, including schools that have high percentages of students qualifying
for Free and Reduced Lunch and minority students.
 The 2011-12 school year was the biggest growth year in CSUSA’s history with the
opening of eight new schools. The network of schools still delivered its best academic
results in its history with 90% of schools earning an “A” or “B”.
 The two schools that CSUSA operates in Georgia outperformed the state averages and
their respective school districts in the majority of grade levels and subject areas on the
state standardized exam (CRCT).
 In its first year (2011-12), CSUSA’ s first school in Louisiana, Lake Charles Charter
Academy (LCCA), exceeded the state’s target SPS score by 8 points. LCCA served a
student population that came from over 30 previous schools; was 83% low-income (i.e.,
qualifies for FRL) and 88% minority.
Page 73 of 419




Financial Heath– Ethical use of public funds is a necessary condition for effectively
managing a charter school, but it is not a sufficient condition. It takes more than just
goodwill to maintain financial health in a charter school. All CSUSA schools carry a fund
balance.
Customer Satisfaction – Annually more than 90% of students re-commit to return and
parent satisfaction measures also exceed 90%.
Durability – The ESP has been a pioneer in the charter school movement, opening its first
charter school in 1998 and experiencing steady growth ever since.
Diversity – The ESP operates successful charter schools in inner city, suburban, and rural
communities. The majority of students enrolled are of minority status; ~50% qualify for
Free and Reduced Lunch; and the rate of students designated as English Language
Learners and/or ESE equals or exceeds comparable district averages.
The table below provides relevant information for each school managed by CSUSA in 2011-12.
While CSUSA believes our performance across all of our schools is relevant, schools of urban
geography are likely more directly applicable.
School
Bonita Springs
Charter School
Cape Coral
Charter School
Gateway Charter
School
Gateway
Intermediate
Charter School
Gateway Charter
High School
Six Mile Charter
Academy
Coral Springs
Charter School
Hollywood
Academy of Arts
& Science
Hollywood
Academy of Arts
& Science
Middle School
North Broward
Academy of
Excellence
North Broward
Academy of
Excellence
Middle School
Downtown
Year
2002
2004
2004
Governing
Board
Lee Charter
Foundation
Lee Charter
Foundation
Lee Charter
Foundation
Grades
Served
Enrollment
K-8
1,315
K-8
500
K-4
700
Lee Charter
Foundation
5-8
900
2004
Lee Charter
Foundation
9-12
1,000
K-8
1,150
6-12
580
K-5
430
1999
2004
Lee Charter
Foundation
City of Coral
Springs
Renaissance
Charter School,
Inc.
72.52
56.98
School
Grade
A
A
A
48.37
2004
2005
Students
Qualifyin
g for FRL
(%)
44.02
$108,516
A
54.67
32.81
A
A
240
2001
Renaissance
Charter School,
Inc.
K-5
620
2001
Renaissance
Charter School,
Inc.
6-8
330
2002
Downtown
K-8
650
$1,113,864
$5,884,580
$14,359,308
A
57.55
6-8
$2,728,757
$1,722,557
57.24
2004
$101,740
A
45.60
Renaissance
Charter School,
Inc.
FY 2011
Audited
Fund
Balance
$1,057,230
$5,803,569
A
77.46
$459,675
A
71.72
$186,254
A
94.77
B
$783,296
Page 74 of 419
School
Year
Miami Charter
School
Keys Gate
Charter School
Renaissance
Elementary
Charter School
Renaissance
Charter Middle
School
Canoe Creek
Charter
Academy
PM Wells
Charter
Academy
Four Corners
Charter School
Renaissance
Charter School
of St. Lucie
Coweta Charter
Academy
Duval Charter
Academy at
Arlington
Keys Gate
Charter High
School
Aventura
Charter
Elementary
School
2003
1999
1999
Governing
Board
Miami Charter
School, Inc.
Homestead
Charter
Foundation
Renaissance
Charter School,
Inc.
Renaissance
Charter School,
Inc.
Enrollment
K-8
1,530
K-5
720
A
6-8
278
A
2009
Education
Foundation of
Osceola
K-8
900
2006
Four Corners
Charter School,
Inc.
2010
Renaissance
Charter School,
Inc.
2003
City of
Aventura
$1,734,142
17.62
500
2010
$5,880,736
$1,219,670
K-8
2010
FY 2011
Audited
Fund
Balance
B
29.51
2009
Renaissance
Charter School,
Inc.
Georgia
Charter
Educational
Foundation
Renaissance
Charter School,
Inc.
School
Grade
66.50
Education
Foundation of
Osceola
2009
Students
Qualifyin
g for FRL
(%)
Grades
Served
$139,074
B
77.41
$48,873
B
60.27
$491,587
K-8
1,050
A
K-8
1,290
B
K-8
(k-3 only
2010)
185
NA
NA
C
NA
NA
NA
A
NA
44.77
K-8
(K-7 only
2010)
9-12
(9th grade
only
2010)
K-8
$1,521,613
78.06
585
71.10
165
900
CSUSA has been actively involved in design and development of charter schools in
Louisiana for two years in partnership with the Foundation’s Trustees. The Lake Charles
Charter Academy, the first charter school in Calcasieu Parish, and a second school, Southwest
Louisiana Charter Academy Charter Academy, will open in the fall of 2012. We continue to
work closely with boards interested in opening CSUSA Network Schools. Most recently the
Magnolia School of Excellence was approved as a Type 1 charter by the Caddo Parish School
Board. CSUSA has developed expertise in Louisiana charter regulations and has extensive
relationships with key stakeholders in the charter industry and with State leadership.
Page 75 of 419
CSUSA is a profitable, financially viable, privately-held company. The ESP’s corporate
policy to refrain from providing audited financial statements in documents that may become
available to the public. However, as CSUSA understands the nature of the request and the
validity of verifying the company’s financial health, CSUSA is prepared to provide financial
information to appropriate designated financial representatives for BESE upon execution of a
mutual non-disclosure agreement. Appendix V contains the 3-year audited fund balance report
for all schools in the CSUSA network; this information helps illustrate the financial viability of
each individual school. As a privately held company, CSUSA does not have an annual report to
attach as Appendix W.
Only once in CSUSA's history has a situation occurred leading to the closure of a school
under our management. CSUSA operated two charters on one campus (Northeast Academy and
North County Charter School) in Miami-Dade. Prior to the beginning of SY 2005-06 the schools
were voluntarily shut down by CSUSA and the Board with support from the Miami-Dade School
District due to unresolved facility issues. School facility safety concerns existed that the thirdparty landlord was unwilling or unable to correct. There have not been any performance
deficiencies or compliance violations that have led to formal authorizer intervention with any
Charter Schools USA school in the last three years.
B. Legal Relationships Southwest Louisiana Charter Academy Foundation has engaged its own legal
representation. The relationship between the Foundation and CSUSA will be codified with a
performance-based contract that will be approved by the LADOE/BESE before execution, as
required by State law. The proposed management agreement between the Foundation and
CSUSA outlines the duties and responsibilities of each party and the specific performance
requirements of the ESP. The Foundation has complete authority to cancel the management
agreement with the ESP for non-performance. Foundation Board members are forbidden from
receiving any form of compensation from school operations. Employees of the Academy are not
eligible to become board members, nor are any vendors who provide services to the school.
Board members have no financial interest in the school’s operations and are required to sign
Conflict of Interest statements and annual Tier 3 Personal Financial Disclosure Statements with
the Louisiana Board of Ethics.There are no potential conflicts of interest between the third party
ESP and the school. CSUSA has proven experience in securing facilities for the nonprofit foundations it
serves, but it does not own any facilities directly. It has a "sister company," Red Apple
Development, that owns some of the school facilities managed by CSUSA in other states, but
those facilities are leased to the governing boards through a separate agreement that is not tied to
the management of the school by CSUSA. Moreover, the ownership of the facility by Red Apple
is not a requirement for CSUSA to provide management services, including support in the
acquisition of a facility. In fact, the Lake Charles Charter Academy is opening in August in a
state-of-the-art facility that is owned directly by the Lake Charles Charter Academy Foundation,
and the design, development, and financing was led by Red Apple Development.
There have been no loans or grants made between the nonprofit board and CSUSA.
Page 76 of 419
C. Organizational Structure The scope, services, roles and responsibilities is substantially the same for all charter
schools managed by CSUSA and each is significant and relevant to the Board’s ability to
evaluate our capacity. This section describes the requested information for all schools in the
CSUSA network. The table below summarizes the services provided by CSUSA to our current
network of schools.
Charter Schools USA Whole Management Services
Educational
 Customized
curriculum
designed
to
meet
national,
state,
and
local
Management
standards
 Continuous program evaluation
 Accountability
 Sustainable performance
 Curriculum material selection
 Student data analysis
 Student individual education plans, assessments, records, etc.
 Professional/school development
 Teacher instructional support, coaching, and mentoring
 Assistance in coordinating parent, teacher, and student organizations
Development
and  Charter Application, Submission, and contract negotiations
Operations
 Assist in recruiting advisory board
Management
 Ensure state, local, and school board compliance
 Develop project timeline
 Negotiate contracted services (food, transportation, security, custodial, etc.)
 Assess demographic and market needs
 Develop enrollment marketing plan
Financial
 Establish accounting systems
Management
 Budget development and oversight
 Operation and capital budgets
 Monthly, quarterly, and annual financial and governmental reporting and analyses
 Fundraising, where applicable
 Application for grants and loans
Facilities
 Strategic financing and construction partnerships
Management
 Assist in site acquisition and/or lease negotiations
 Liaison with building and/or renovation team to ensure quality and design standards are met
 Operational design of classrooms and school space and programmatic input for functionality
purposes
 Procure furniture, fixtures, equipment, and supplies
 Secure basic utility services (phone, water, electric & disposal service)
Human
Resource  Employee benefits Worker’s Compensation and 401(k)
Management
 Compensation planning & performance evaluations
 Personnel administration: hire and employee principals, teachers and other staff
 Personnel policies and procedures and ongoing staffing assistance
 Payroll service
 Government compliance and reporting
 Professional back-office services
Technology
 Design and development of technology labs and student stations
Management
 Local and Wide Area network installation
 Remote access and software integration
 Technology support
 Purchasing of technology
 Maintenance of Student Information System
 Maintenance of school websites
Page 77 of 419
Charter Schools USA Whole Management Services
 Email hosting
The performance-based management agreement will require CSUSA to meet all
compliance requirements in the charter contract and the Southwest Louisiana Charter Academy
Foundation will provide oversight of CSUSA on compliance requirements through routine
monitoring of school operations. Southwest Louisiana Charter Academy Foundation will
evaluate the effectiveness of CSUSA based on the Academy’s performance relative to annual
goals, and as set forth in the charter contract and management. CSUSA will submit periodic
reports to the Southwest Louisiana Charter Academy Foundation on school performance (e.g.,
benchmark test results, survey data, and financial reports) and will provide the Board with all
compliance reports required by the charter contract. Monthly board meetings will be conducted
in accordance with the Louisiana Open Meetings Law and will require CSUSA to provide status
reports of the school’s operations. If any concerns over compliance occur, then the Board would
require CSUSA to provide additional reporting to demonstrate compliance.
Appendix X contains a draft management services agreement between the ESP and the
Foundation. As required by law, the Foundation will not enter into any management services
agreement before such agreement is approved by BESE/DOE. The Foundation will seek the
advice of its independent counsel before entering into any final agreement.
CSUSA will not own any items purchased with public funds. All purchases with public
funds will be the property of the Academy. Funds for operating and capital expenditures will
come from school revenues (MFP). CSUSA is responsible for facilitating the transactions to
acquire necessary property for the school. CSUSA only makes spending decisions based on the
Approved Operating Budget. The ESP will provide detailed monthly financial statements
(income statement, balance sheet, cash flows) to the Board showing budgeted to actual results
throughout the year. An independent auditor, selected by the Board, will provide audited
financial statements to the Foundation on an annual basis. Noncompliance with the terms of the charter contract is grounds for Southwest
Louisiana Charter Academy Foundation to terminate the management agreement with
CSUSA. In the event of a termination, the Board will immediately notify BESE of the
termination. The Board of Trustees would retain exclusive rights to operate the school. To
ensure the survival of the school the Board of Trustees would either assume direct control
of the school or contract with another education service provider. In addition, the
management agreement between the Board and the ESP stipulates a transition process in
the event of termination to ensure minimal disruption.
As detailed in the draft management agreement, the ESP shall be entitled to
compensation for its services in the form of a management fee not to exceed 15% of revenues.
Should there be insufficient funds in the School’s operating account to pay a management fee to
CSUSA, then the Academy will not be obligated to pay a management fee in that fiscal year and
that fee will not be carried over to a future year. The management fee must be approved by
Southwest Louisiana Charter Academy Foundation each year during the annual budgeting
process. The ESP receives payment on a monthly basis as revenues are received and school
expenditures are processed.
Page 78 of 419
Section XI: For Type 2 Charter Applicants (15 page limit) A. Please provide the following details regarding the proposed facility: The Foundation is actively engaged in the process of evaluating various properties. Our
goal is to find a site suitable for a permanent school facility, which the Foundation would be
prepared to utilize (through either renovation or new construction) for an August 2014 opening.
Continued due diligence will be conducted with an expectation that a facility will be secured
within 30 days of charter application approval.
The Southwest Louisiana Charter Academy Foundation will evaluate the best options for
the high school campus in the coming years and may include an expansion of the existing K-8
campus to include the high school or a separate high school campus will open in the near vicinity
of the K-8 campus.
In terms of facility design, the school will meet the needs of the intended student
population and meet all commercial and life safety codes for a school. The facility layout will be
based on previous plans that have been successfully deployed by the education service provider
for charter schools serving similar populations. The layout will include adequate resource rooms
for enrichment programs, common areas for gathering (lunch, assemblies, etc.), and space for
school administration, and for the accommodation of special education students who are unable
to fit into an inclusion model. The school site plan will also include appropriate outdoor
recreational areas, designated pick-up and drop-off zones, and parking for staff and visitors. It is
anticipated that the initial facility will be a minimum of 75,000 total square feet with 49
Classrooms and 18 Restrooms.
The facility layout will be based on previous plans that have been successfully deployed
by the ESP for charter schools serving similar populations. The layout will include adequate
resource rooms for enrichment programs, common areas for gathering (lunch, assemblies, etc.),
and space for school administration. The school site plan will also include appropriate outdoor
recreational areas, designated pick‐up and drop‐off zones, and parking for staff and visitors. The
facility development will be managed by CSUSA who is a leader in the design and development
of charter schools, having successfully managed the acquisition, financing, and development of
17 new charter school openings in four states in 2012. CSUSA’s team of project managers
coordinates the creation, implementation, and adherence to school opening milestones and
benchmarks. Progress in the development of the facility is a component of the project plan and
project managers will work closely with the facility development team to ensure a timely
completion of the facility. All project related schedules are tracked and accessible via the internet
to ensure the most up to‐date information is available at all times. The ESP will guide the project
to successful completion by leading: weekly project reviews, benchmark/milestone tracking,
contractor relations, and budget management.
It is anticipated that the facility will be owned, constructed or renovated, and financed by
a private developer, who will then lease the facility to the Southwest Louisiana Charter Academy
Foundation. The Foundation will make rent payments for the facility. The budget provided in
Page 79 of 419
this charter application includes projected lease payments for the facility to demonstrate the
viability of the school. The facility lease will be developed and executed as a component of the
school development project plan. Before the school begins operations, DOE/BESE will be
provided with documentation of ownership or lease of the facility and certification that the
building satisfies all requirements for fire, safety, and accessibility for the disabled. It is important to note CSUSA has proven experience in securing facilities for the
nonprofit foundations it serves, but does not own any facilities directly. While it does have a
"sister company," Red Apple Development, that owns some of the school facilities managed by
CSUSA in other states, those facilities are leased to the governing boards through a separate
agreement that is not tied to the management of the school by CSUSA. Moreover, the ownership
of the facility by Red Apple is not a requirement for CSUSA to provide management services,
including support in the acquisition of a facility. In fact, the Lake Charles Charter Academy is
opening in August in a state-of-the-art facility that is owned directly by the Lake Charles Charter
Academy Foundation, and the design, development, and financing was led by Red Apple
Development.
B. Student Recruitment & Enrollment The Academy will be open to students from all parishes across the State of Louisiana.
There will be no geographic preferences requested.
The Academy will comply with all applicable federal and state laws related to admissions
and enrollment. The Academy will not discriminate on the basis of race, gender, ethnicity,
national or ethnic origin, or disability in the admission of students.
The Academy shall enroll an eligible student who submits a timely application unless the
number of applications exceeds the enrollment capacity of a program, class, grade level. In such
cases, all applicants shall have an equal chance of being admitted through a random selection
process, subject to the preferences set forth in the policies and procedures adopted by the
Academy, which will include sibling preferences and preferences for military and “at-risk”
students, as required by law. Additionally, after the first year of operation, currently enrolled
students at the Academy will be given enrollment preference.
Table 1.4 – Overview of Enrollment Process
Page 80 of 419
Student applications will be made available online through the Student Information
System, accessible on the Foundation and school websites, and in paper form at local distribution
sites. The Student Information System accepts student applications and monitors the number of
applications submitted for each grade level. The Student Information System is the only system
designed specifically to meet the unique needs of charter school's application management needs.
The Student Information System manages all aspects of the enrollment process including: online
applications, application verification, sibling applicant record linking, admission preference
management, manual and computerized lottery options, wait-list management, data exports (mail
merges), and statistical reporting.
Upon submission of an application, the information is reviewed for eligibility of
attendance. Proof of residence in a particular area and age requirements are verified. At each
phase of the admission process, the appropriate correspondence will be generated and
communicated to each applicant. The data will be monitored and reports created to determine the
need for a lottery, waitlists, and letters of acceptance. At the end of the Open Enrollment, if there
is an over subscription for any grade level then a lottery will be conducted.
All accepted applicants will be provided with written registration requirements.
Documentation required by the District is collected for review and verification. The following
items are required for all students:





proof of residence
social security number (optional)
birth certificate
report card, transcript
current immunization/medical history
Once all students are registered and classes have been assigned, class size will determine
Page 81 of 419
the need for subsequent marketing efforts. Applications are accepted on an ongoing basis and
maintained on a waiting list. Communication with perspective students is generated as
appropriate. The tentative timetable below will be used for registering and admitting students,
including a plan for the admission lottery if the number of applicants exceeds the program
capacity.
Year 1
Open Enrollment
Application verification
Notification of Lottery
Lottery
Admission/ waitlist notice sent
Registration
February – March 2014
April 2014
April 2014
April 2014
May 2014
June 2014 - ongoing
Year 2
Recommit letters to current students
Open Enrollment
Application verification
Notification of Lottery
Lottery
Admission/ waitlist notice sent
Registration
January 2015
January – February 2015
March 2015
March 2015
March 2015
April 2015
May - ongoing
Early Registration - Prior to opening, an open enrollment period will be established. At the end
of the enrollment period, parents will be notified of acceptance to the Academy or assigned a
lottery number in the event that the number of applications exceeds capacity. If capacity is not
reached after the established enrollment period, subsequent applications will be accepted on a
first-come, first-serve basis until capacity is reached.
In subsequent years, applications will be accepted during a defined open enrollment
period as well as on a continuous basis to maintain capacity in each grade level. All applications
will be date/time stamped as they are received. If the number of applications exceeds the
capacity of a program, class, or grade level, a public lottery will be held to determine which
applicants are admitted. The number of seats available will be determined by the capacity minus
the number of students who recommit. The drawing will continue until every name has been
drawn and scheduled for enrollment or placed on a numerical waiting list. All applications
received after the open enrollment period will be placed at the bottom of the waiting list for that
particular program, class, or grade level in the order in which they are received. The lottery will
be system generated. Parents will be notified in writing of their child’s acceptance no later than
twenty-one (21) days past the acceptance period deadline and will have a specific timeline to
respond to the school in writing of their decision to attend. If an accepted applicant decides not to
attend the school, the slot will be given to the first person on the waiting list.
Procedure:
The open enrollment period must be published in advance of the lottery date regardless of
the type of lottery.
Page 82 of 419
Student Information System Based Lottery Process:
1. Enrollment office will confirm the applicants eligible to participate in the lottery.
2. Enrollment office will confirm the grade levels which require a lottery.
3. Enrollment office will run the lottery process.
4. The lottery results module of Student Information System will highlight the students eligible
for "offer" letters, along with noting the siblings.
5. Letters will be generated to offer students an acceptance in the charter school.
6. The remaining students will move to a waitlist based on their lottery number.
Applications received outside of the enrollment period will be placed on the waitlist in
the order in which they are received, after all applicants that participated in the lottery (according
to date & time).
Intent to Enroll forms will not be collected during the pre-enrollment year.
The target annual re-enrollment goal will be 90%, and the Principal will ultimately be
responsible for meeting the re-enrollment goals through ensuring parent and student satisfaction
throughout the year. The bi-annual parent and student surveys administered and the data-driven
process of interviewing each parent upon a student’s withdrawal are powerful tools to ensure that
parents/students are satisfied and to improve any concerns that are raised.
The Academy will ensure it meets the “at-risk” student population required by law
through the comprehensive marketing plan discussed below. The Academy will also focus its
efforts on recruiting students in a manner consistent with the racial/ethnic balance of the
community it serves or within the racial/ethnic range of other public schools in the local district.
This effort will include marketing to underrepresented populations with direct mail, community
postings, public service announcements, and the availability of bilingual staff.
Understanding that charter schools are indeed “schools of choice” the Academy
recognizes the importance of marketing and recruiting to parents and students. In general, the
extent or degree of marketing efforts depends primarily on the targeted population. In order to
promote a neighborhood school environment, the marketing strategy starts in the immediate area
and then broadens to the mass market. Once the school site is selected, marketing to residents of
the nearby communities will be the primary focus and then broadened to the Achievement Zone.
In order to ensure strong demand and create a “wait-list” application pool, marketing will occur
to all appropriate populations (geographic, ethnic, age). Utilizing Charter Schools USA’s Student
Information System, applicants will be tracked and ordered appropriately. This method will
provide an opportunity for all students applying to be admitted, while ensuring an orderly
management of achieving enrollment targets across all grade levels.
The Academy will conduct a three phase marketing campaign. The efforts of this
campaign should achieve the planned enrollment capacity.
Phase I: Identification
Page 83 of 419
First, The Academy will identify eligible students as identified in the school’s charter.
Second, The Academy will identify the target recruitment area based on a detailed and thorough
analysis of the area and compliance with the school’s charter. Some of the indicators to identify a
target recruitment area include:
 Community demographics
 Local school capacity
 Local school academic performance
 Perform scientific surveys for interest areas (e.g. programs, transportation, etc)
Phase II: Awareness
Beginning approximately one year prior to school opening or upon charter approval, the
Academy will conduct a broad marketing campaign throughout the targeted areas that educates
and publicizes to the community information about the charter school movement and more
specifically the opportunities and benefits available at the School. Publications and media clips
will be produced bilingually as needed to match the demographics of the community.
These efforts will include, but not be limited to:
 Local print media
 Development of a school website accessible via the internet, with email options
 Distribution of brochures and pamphlets about the School and the programs offered
 Participation in “town hall” type meetings with local organizations
 Direct mailings to the community
 Local radio and television public service announcements
 Announcements in Human Resources Newsletters for area businesses
Phase III: Recruitment
Enrollment will take place until the Academy is fully enrolled. At this point of the
marketing campaign and continuing with the above efforts, a more extensive hands-on marketing
strategy will be implemented.
These efforts will include, but will not be limited to:
 Continued distribution of brochures and pamphlets about the Academy and the programs
offered
 Presentations/Information sessions to the local community, neighborhood clubs,
libraries, and other organizations
 Display signs and posters throughout the immediate and surrounding communities
 Open Houses and information sessions at the facility
 Education fairs for employees
 Marketing strategies to announce the opening of the charter school to “hard to reach”
populations will include, but not be limited to the following:
o Production of marketing materials and school applications in languages other
than English, such as Spanish and/or Haitian-Creole, as needed, to accommodate
the needs of the community
o Availability of bilingual staff to answer questions
o A website will have online applications in appropriate languages for the
community
o Radio public service announcements in multiple languages
Page 84 of 419
o Posting of information (in appropriate languages for the community) in local
public areas (i.e., libraries, grocery stores, YMCA, centers, etc.)
o Advertising in magazines, including free community publications
o Advertise Open House Information Sessions in a variety of locations and
languages throughout the community
Page 85 of 419
Section XV: Financial model for nonprofits operating more than one school in Louisiana Put Budget in Tabs in Appendix S, Budget Forms NO NARRATIVE ANSWER REQUIRED Please complete only if the application is coming from a nonprofit that will operate more than one charter school as a result of the application. This includes applicants who already operate more than one charter school currently. The CMO Budget should provide an understanding of how the charter operator intends to manage the school’s finances, and how the operator intends to use [public] funds. It should present a clear picture of both the proposed school’s and the operator/CMO’s financial viability including the soundness of revenue projections; expenditure requirements; operating reserves; expected fundraising needs (expressed as cost/student;) and how well the school’s budget aligns with and supports effective implementation of the educational program. Please provide the following: Please put in extra tabs on Appendix S, Budget Forms A. CMO budget 1. 3‐year budget starting July 1, 2012 for every school currently in operation 2. 3‐year budget starting July 1, 2012 for charter management organization 3. Current balance sheet or most current financial statements For all excel documents, please make sure to include any relevant assumptions including student enrollment, sources of funds, etc. Appendix S contains a comprehensive 3-year budget starting in 2014 (the first year funds are
expected to be received) for the CMO, the Southwest Louisiana Charter Academy
Foundation. The CMO does not currently have any schools in operation and does not yet have a
balance sheet or financial statements.
Page 86 of 419
AppendixB–DisciplinePolicy
Lake Charles Charter High School
Page 87 of 419
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AppendixC–JobDescriptionsforallLeadershipPositions
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PRINCIPAL
State:LouisianaRequirements:
•Master’sdegree(MA)fromanaccreditedcollegeoruniversityorequivalent.
•ProfessionalCertificationinEducationalLeadership.
•25yearsrelevantexperience(inschooladministrationpreferred)and/ortraining.
•Experienceinstudentinstruction.
•Demonstratedabilitytoleadaschoolcommunitytowardimprovedacademicachievement.
•Computerliteracyskills;proficientinWindows,MSWord,Excel,Outlook,PowerPoint;StudentInformationSystem(SIS).
•Equivalentcombinationofeducationandexperience.
•SuchalternativestotheaboverequirementsasCSUSAmayfindappropriateandacceptable.ExternalDescription:JOBPURPOSE
Serveasthesitebasedleaderoftheschool.Responsibleforimplementingandmanagingthepolicies,regulations,proceduresand
CSUSAcurriculum,toensureallstudentshaveasafelearningenvironmentandreceiveinstructionthatmeetsorexceedsCSUSA
standards.Responsibleforleadingcurriculumcontentandcoursedevelopment,programevaluation,extracurricularactivities,
personnelmanagement,financialmanagement,facilitiesoperations,emergencyprocedures,andresourcescheduling.
ESSENTIALDUTIESANDRESPONSIBILITIES
ServesasEducationalLeaderoftheSchool
•DevelopsandcoordinateseducationalprogramsinaccordancewithCSUSAandstatestandardsandguidelines.
•Supervisestheguidanceprogramtoenhanceindividualstudenteducationanddevelopment.
•Leadsschoollevelplanningofprocessestoensuredevelopment,implementation,andevaluationofallschoolprogramsand
activities.
•Supervisestheinstructionalprogramsoftheschool,ensureslessonplansareevaluatedandobservesclassesonaregularbasisto
encouragetheuseofavarietyofinstructionalstrategiesandmaterialsconsistentwithCSUSAguidelinesandprocedures.
•Requestsandallocatessupplies,equipmentandinstructionalmaterialasrequiredinCSUSAguidelinesandprocedures.
•FormulatesstudentpersonnelpolicieswithinCSUSAguidelines.
•Approvesandprovidessupervisiontoschoolstudentactivityprograms.
•Providesregularopportunitiesforstudentstocelebratesuccessininstructionalprogramsandextracurricularactivities
ServesasChiefAdministratorofSchool
•Plans,organizes,anddirectsimplementationofallschoolactivities.
•Workstoachieve/sustain100%ofprojectedstudentenrollmentcapacity.
•Establishesandpromoteshighstandardsandexpectationsforallstudentsandstaffforacademicperformanceandresponsibility
forbehavior.
•Maintainsaprofessionalrapportwithstudentsandstaff.
•Operatesschoolwithinapprovedbudgetadfollowsbudgetaryguidelines.
•Delegatesauthoritytoresponsiblepersonneltoassumeresponsibilityfortheschoolintheabsenceoftheprincipal.
•Toursschoolfrequentlytomonitorsafety,securityandeffectivenessofschoolprograms.
•Plansanddirectsbuildingmaintenance.
•Supervisesalloperationsinvolvingthemanagementoftheschoolincludingschoolfunds,payroll,purchases,inventoriesandoffice
operations.
•Preparesandsubmitstheschool’sbudgetaryrequestsandmonitorsexpenditures.
•Preparesorsupervisesthepreparationofreports,records,listsandallotherpaperworkrequiredorappropriatetotheschool’s
administration.
•Plansandsupervisesfiredrills,emergencyreadinessprogramsandensuresasafeschoolenvironment.
•Directspreparationandmaintenanceofclassschedule,cumulativerecordsandattendancereports.
•Ensurespersonnelandstudentrecordsarecompleteandsecure.
•EnsurescompliancewithFederal,state,andlocalregulationsandpolicies.
•Communicateswithsupervisorregularlyabouttheneeds,successes,andgeneraloperationandperformanceoftheschool.
•Supervisesandestablishesschedulesandproceduresforthesupervisionofstudentsinnonclassroomareas,includingbeforeand
afterschool,andstudentpickupanddropoffareas.
•CompletesinatimelyfashionallrecordsandreportsasrequestedbyCSUSA.
•ManagesandadministersCSUSAworkerscompensationprogram.
•Followspolicyfortheschool’sAbusepostingrequirements.
•Adherestostatutory,regulatoryandcompanyhiringguidelines,includingcompletingbackgroundchecksforallschoolpersonnel,
contactingreferencesandverifyingemploymenthistory.
SupervisesandDevelopsStaff
•Motivatesstafftoachieveschoolobjectives.
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•Communicateswithstaffandisresponsivetotheirworkplacerelatedneeds.
•Evaluatesperformanceofstaffandprovidesongoingperformancefeedback.
•CounselsstaffregardinginappropriatebehaviororviolationofCSUSApoliciesand/orpractices.
•AdherestoHumanResourcespoliciesandpractices.NotifiesappropriateCSUSApersonnelofseriousemployeeviolations.
•Maintainsaproductiveandpositiveemployeeclimate.
•Selectsandhiresschoolstaff,includingteachersandschoolbasedsupportstaff.
•Adherestostatutory,regulatoryandcompanyhiringguidelines,includingpoliciesandproceduresforbackgroundcheckand
employmenthistoryverification.
•Ensurestheannualreappointmentprocessofstaffiscompletedtimelyandwithinbudget.
CommunicateswithStakeholders
•Communicatesregularlywithparents,seekingtheirsupportandadvice,tocreateacooperativerelationshiptosupportthe
studentsintheschool.
•Establishesandmaintainsrelationshipswithcolleges,communityorganizationsandotherSCUSAschoolstopromotetheschool.
•Conferswithteachers,students,andparentsconcerningeducationalandbehavioralissuesinschool.
•Maintainsapositive,cooperative,andmutuallysupportiverelationshipwithCSUSA,parentsandcommunity.
•ConferswithBoardMembersandrespondsappropriatelytoissuesthatarise
•RepresentsschoolandSCUSAatcommunityfunctions.
•Useseffectivepresentationskillswhenaddressingstudents,staff,parents,boardmemberandthecommunity.
•Articulatestheschool’svision,values,andgoalsandmodelsthosevalues.
•Attendsspecialeventsheldtorecognizestudentachievement,attendsschoolsponsoredactivities,functionsandathleticevents.
•Promotesschoolincommunity.
SKILLSANDKNOWLEDGE
•Demonstratestheabilitytoleadpeopleandgetresultsthroughothers.
•Hastheabilitytothinkaheadandplanovera12yeartimespan.
•Hastheabilitytoorganizeandmanagemultiplepriorities.
•Possessesproblemanalysisandproblemresolutionatbothastrategicandfunctionallevel.
•Collaboratestoestablishandmanagetheschool’sbudgetsandresources,includingnegotiatingvariancesandrelatedreporting.
•Hasexperiencewithemployeetraininganddevelopment.
•Possessesstrongcustomerandstudentorientation.
•Possessesexcellentcommunicationskills:Oral(includingpresentations),Written,Interpersonal(activelistening),Negotiatingand
Influencing.
•Hasexperienceleadinghighperformanceteamsandisastrongteamplayer.
•Hasastrongtrackrecordforanalyzingcomplexproblems/issues,identifyingpatternsandrecommendingcreativesolutions.
•Possessesbroadconceptualperspectiveandforwardthinkingonbusinessissuesandtheirlongtermimpactonthebusinessunit,
thefinancefunctionandthefirm.Abilitytosystematicallyanalyzecomplexissuesanddata.
•Isproactiveandtakesinitiative.Thinkscreatively.Drivesprojectstocompletion.Insistsonhighestlevelofquality.
•IsdetailedknowledgeofFederal,State,andlocalrequirementsforK12schoolsandcharterschoollawpreferred.
ASSISTANTPRINCIPAL
Requirements:
•Master’sdegree(MA)fromanaccreditedcollegeoruniversityorequivalent.
•ProfessionalCertificationinEducationalLeadership.
•Twotofiveyearsrelevantexperience(inschooladministrationpreferred)and/ortraining.
•Experienceinstudentinstruction.
•Successfulresultsofcriminalandemploymentbackgroundcheck.
Assisttheprincipalinprovidingschoolwideleadershipsoastopromotetheeducationaldevelopmentofeachstudentandto
ensuretheeffectiveoperationoftheassignedschool.
EducationalLeadership
•Assiststheprincipalinestablishingandmaintaininganeffectivelearningclimateintheschool.
•Assiststheprincipalintheoveralladministrationoftheschool.
•Servesasprincipalintheabsenceoftheregularprincipal.
•Assiststheprincipalinthedesignandimplementationofprograms,basedoncurrenteducationaltheoryandresearch,tomeetthe
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specificneedsoftheschoolanditsstudents.
•Facilitatesandevaluates,inassigneddepartments,theCSUSAapprovedinstructionalprograminamannerdesignedtomaximize
thecognitiveandaffectiveprogressofeachstudent.
•Assiststheprincipalintheacquisitionandutilizationofinstructionalsupplies,equipmentandtextbooksfortheschool.
•Assiststheprincipalinfacilitatingservicesforallstudentsintheschoolincluding,butnotlimitedto,thosewithspecialneeds.
•Participates,asrequested,inschoollevelactivitiestodesigneducationalphilosophyandgoalswhichmaximizestudentgrowth.
•Assiststheprincipalinoverseeingthefacilityandgroundsoftheassignedschoolandmakesrecommendationsaboutshortrange
andlongrangeneeds.
•Assistsinthedevelopmentofaschedulewhichmaximizestheeducationalprogramforstudentsandutilizesdistrictresourcesto
theirgreatestadvantage.
•Assiststheprincipalinconductinganongoingassessmentoftheeducationalprogramintheassignedschool,includingthe
strengthsandareasinneedofimprovement;theanalysisoftestresults,attendancerecords,disciplinereports;feedbackfrom
students,staff,administratorsandparents;andotherformalandinformaldata.
ServesasAdministratorofSchool
•Evaluatesperformanceinassigneddepartmentsinaccordancewithstatelawandregulation,andCSUSApolicyandpractices.
•ServesasactingPrincipalresponsibleforbuildingoperationswhenPrincipalisoutofthebuilding.
•AssiststheprincipalintheorientationofnewstaffinaccordancewithstatelawandregulationaswellasCSUSApolicyand
procedures.
•Generatesandmaintainspersonnelrecords,reportsanddocumentationasrequiredbystateandfederallawandregulationas
wellasbyCSUSApolicyandprocedures.
•Workstoachieve/sustain100%ofprojectedstudentenrollmentcapacity.
StudentManagement
•Maintainshighstandardsofstudentconductandenforcesdisciplineasnecessary,accordingdueprocessrightsofthestudents
•Establishesandpublishesguidelinesforproperstudentconductinkeepingwithstatelaw,CSUSApolicyandschoolpracticesin
cooperationwiththeprincipal
•Attendsschoolrelatedactivitiesandeventstooverseestudentbehaviorandachievements
•Generatesandmaintainsaccuratedisciplinerecords
•Workswithstudents,staff,parents,lawenforcementofficialsandothersintheimplementationofstudentbehaviorcodesin
cooperationwiththeprincipal
HumanResources
•Assiststheprincipalintherecruiting,screening,backgroundcheckandreferencechecksandrecommendsandassignsschoolstaff.
Isfamiliarwithhiringstatutorylawsandstateregulations.
•Supportsthenewhire/recruitingprocessbyproperlycompletingjobrequisitionform,offerletterrequest,andotheritemsas
needed,andsecurealltherequiredpaperwork(applicationsandReleaseforms).
•SupportsthePrincipalduringthenewemployeeinterviewprocess,asneeded.
•AssistsHumanResourcesDepartmentinmaintainingcompliancewithcertificationguidelines.
•EnsuresnewhirepaperworkiscoordinatedwiththeBusinessAdministrator/Bookkeeperandonschedulewiththepayroll
calendar.
•Maintainspersonnelfilesinaconfidentialmanner.
•Conductsnewemployeeorientation.InsuresthesignedEmployeeHandbookacknowledgementhasbeenreceived.
•SupportsthePrincipalindisciplinaryactions,coach&counsels,exitinterviews,etc…asrequested.
•AssiststhePrincipalandHumanResourcesDepartmentincoordinatingPerformanceAppraisalprocess,includingmaintainingdata
inSIS&HRonlinesystems.
CommunicateswithStakeholders
•Assiststheprincipalinpromotingongoing,twowaycommunicationswithrelevantaudiences(i.e.,students,staff,parents,
communityresidents)toenhancetheeducationalprogramprovidedbytheschool.
•Assiststheprincipalinutilizingtheresourcesoftheschoolandcommunitytoenhancetheeducationalprogram
•Servesasamemberofsuchcommitteesandattendssuchmeetingsasdirectedbytheprincipaland/orVicePresidentofEducation
**MAYPERFORMOTHERDUTIESASASSIGNED**
DEAN
Requirements:
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•Bachelor’sdegree(BA)fromanaccreditedcollegeoruniversityorequivalent.
•Possessionofvalidteachingcertification(asappropriate).
•Minimumofone(1)tothree(3)yearssuccessfulteachingexperience(mayincludeStudentTeachingInternshipexperience).
•Commandofgrades/subjectspecificcontentandtheoreticalknowledgeoflearningtheory,includingmotivation,reinforcement,
evaluationandfeedbacktechniques.
•Understandingofandcommitmenttocompanyvalues.
•Effectiveinstructionaldeliverytechniquesandexcellentcommunicationskills.
•AdherencetotherequirementsoftheCodeofEthicsfortheEducationProfession.
•SuchalternativestotheaboverequirementsasCSUSAmayfindappropriateandacceptable.
ExternalDescription:JOBPURPOSE
Responsiblefordevelopingandenhancingelectivecourses,afterschoolcollegepreparationprogramsandworkshops,andparent
involvementnetworks.Responsibleforensuringtheoverallsecurity,safety,andwellbeingofstudentsandstaff,andassiststhe
PrincipalintheimplementationofCSUSApoliciesandschooloversight.
EducationResponsibilities
•Ensuresteachersareorganized,managetheirtimewellandcoverpropercurriculumandcoverpropercurriculumconformingto
StateandCSUSAmandates.
•Conducts3minutewalkthrough;reportsnoncompliancetoPrincipal.
•Ensuresteachersfollowcurriculummapstomaximizehighassessmentstestscores.
•WorkswithPrincipal,AssistantPrincipalandLeadTeacherstoobserveandevaluatedesigningandplanningofinstruction,
executionofeducation,classroomenvironment.
•Informsteachersofexpectationspriortoobserving/evaluating.Usesannouncedandunannouncedevaluations.
•Debriefseachobservation/evaluationwithapostconference.
•EnsuresclassroomteachersareusingPersonalLearningPlans(PLP)whichpersonalizeinstructionanddifferentiateCSUSAschools
fromdistrictschools.
•Ensuresteachersmeetwithstudentsindividually.
•ConductsPLPtrainingandchecksPLPsquarterly.
•Supervisesthesettingofgradelevelgoalsforteacherswhosetclassroomgoals.
•Analyzesdatafromformativeandsummativeassessmentsthroughouttheschool.
•WorkswithLeadershipTeamtosetannualschoolgoalsbasedonpreviousyear’sdata.
•Analyzesbenchmarkdata.
•Checksgradebookstoensurecorrectinputofgrades.
•Monitorsthatteachersareusingassessmentdatafortargetedanddifferentiatedinstruction.
•Visitsclassroomsregularly;providecoachingonclassroommanagement.
•ServesasliaisonwithCorporateEducationtoadviseofwhatiseffectiveintheclassroom.
•Providesprofessionaldevelopment/coachingonresearchbasedinstructionalstrategies.
Operations
•Assignsteacherstoarrivalanddismissalduties;creates,postsandupdatesschedules.
•Createsschedulessothatspecializedteachersarescheduledproperly.
•CreatesscheduleandassignsspecialistteachersforspecialareascheduletoensureteachercoverageofPE,Music,Art,Spanish,
Computer,Library.
•Designsscheduletocreatecommonplanningtimesothatclassroomteacherscanattendgradelevelclustermeetings.
•Balancesschedulesothatspecialteachershaveequallydistributedplanningtime.
•Designsschedulesothatgiftedandtalentedstudentshavetimeforkeyactivitiesandhaveavarietyofspecializedteachers.
•Placesstudentstoensurestudentsarewithappropriateteacher.
•Checkscumulativefilesforlearningproblemstoensurestudentisincorrectlearningenvironment.
•Overseesandmonitorsprogressreportsandreportcardsbeforedistributiondatetoensurecompletenessandaccuracy.
•Oversees,interviews,arrangesandorientssubstituteteacherstoensuresmoothtransitionforsubstituteandstudents.
Discipline
•Investigatesproblemsofdisciplinarynature,documentsinformationandreportsfindingsanddecisionstotheappropriate
individuals.
•Reportsoninvestigationsofoffensescommittedbystudents
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•Investigatesreferralswherestudentorschoolpropertyisstolenorreportedmissing.
•Workscloselywiththeschoolguidancecounselor,principalandlocallawenforcementagenciesandmakereferralsasappropriate.
•Recommendsappropriatesanctionsincludingdetentions,campusservice,suspensionsandreferralstothePrincipalfor
appropriateaction.
•Makesperiodictoursofcampustoensurethatschoolandschoolboardpoliciesarebeingenforced.
•Assistswiththeenforcementofschool/stateattendancepolicies.
•Counselsstudentsandparentswherebehavioralproblemsareinvolved.
•Assistswiththesupervisionoforganizedstudentgatheringsandseethatallequipmentisoperative
•Coordinatesschoolbussupervisionbeforeandafterschool.
•Coordinatesthestudentlunchroomandworkdutyassignments.
•Assistswiththesupervisionofstudentsdetainedafterschoolhoursfordisciplinaryreasons
•Providesinformationtotheprincipalregardingteachers'effectivenessinclassroommanagementandpupilcontrol.
•Ensuresschoolcodeofconductisenforcedconsistently.
•Participatesinschoolbasedleadershipopportunities(i.e.:teammeeting,leadteachermeeting,etc).
•ConvenesscheduledmeetingswithGuidanceCounselorsandPrincipaltodiscussindividualcasesandthewellbeingofthestudent
body.
CURRICULUMRESOURCETEACHER
JOBREQUIREMENTS:
•Bachelor’sdegree(BA)fromanaccreditedcollegeoruniversityorequivalent.
•Master’sDegreepreferredandeligibilityforteachingcertification.
•Minimumofthree(3)yearsofK12classroomteachingwithdemonstrablepositiveimpactonachievement.
•Demonstratedevidenceofinvolvementinschoolactivitiesinvolvingleadershipresponsibilities.
•ReadingSpecialistCertification/EndorsementPreferred.
•Effectiveinstructionaldeliverytechniquesandexcellentcommunicationskills.
•Commitmenttocompanyvalues.
•AdherencetotherequirementsoftheCodeofEthicsfortheEducationProfession.
•SuchalternativestotheaboverequirementsasCSUSAmayfindappropriateandacceptable.ExternalDescription:Responsiblefor
providingcurriculumtrainingandsupporttoteachersandassistingwithcurriculumimplementation.Conductsongoingstaff
development,performsperiodicclassroomvisitations,collectsandreportsquarterlystudentdata,andmonitorsprograms.
•Developsandconductsinservicetrainingforallteachersregardingthecurriculum,researchedbasedinstructionalstrategies,and
bestpractices.
•Performsperiodicclassroomvisitations,assiststeachersintheimprovementofinstructionalperformance,performsperiodic
binderreviews,andmonitorsimprovement.
•Demonstrateslessonsinclassroomsituationsforobservationbyteachers.
•TrainsnewteachersintheuseofStudentInformationSystem(SIS)andschoolbasedresourcesandprocedures.
•Facilitatesgradeleveland/orsubjectareateammeetings.
•Servesasaresourcetoschooladministratorsandcontentareateachersinidentifyingreadingneeds,adaptinginstructional
techniques,andimplementingreadingstrategiesacrossthecurriculum.
•Assistswiththedevelopmentofschoolliteracyinitiatives.
•Collects,analyzes,andreportsschoolandstudentbenchmarkdata.
•InitiatesandmaintainseffectiveliaisonswithdistrictandprofessionalassociationstomaintainacurrentknowledgeofReadingand
instructionalbestpractices.
•AttendsmonthlyCSUSACurriculumCadres.
DISCLAIMER
Theabovestatementsareintendedtodescribethegeneralnatureandlevelofworkbeingperformedbypeopleassignedtothisjob.
Theyarenotintendedtobeanexhaustivelistofallresponsibilities,dutiesandskillsrequiredofpersonnelsoclassified.
SKILLSANDKNOWLEDGE
•Demonstratesenthusiasmandcommitmenttowardthepositionandthemissionofthecompany;supportthecompany’svaluesin
Page 144 of 419
thestrategicareasofacademicexcellence,operationalperformance,superiorculture,andfinancialhealthandgrowth,asoutlined
intheEmployeeHandbook.
•Possessesstrongtimemanagementandorganizationalskillsandtheabilitytoprioritizeeffectively.
•Hastheabilitytoestablishandmaintaineffectiveworkingrelationshipswithteachers,students,parents,thecommunity,and
administrativestaff.Issensitivetocorporateneeds,employeegoodwill,andthepublicimage,asuniquesituationspresent
themselves.
•Possessesexcellentinterpersonalskillsanddisplayssuchbetweenallstakeholders:beingcourteous,professional,andhelpful.
•Possessesexcellentcommunicationskills:Oral(includingpresentations),Written,Interpersonal(activelistening),Negotiatingand
Influencing.
•Hastheabilitytobeatworkconsistently,tobeontime,tofollowinstructions,torespondtomanagementdirectionandtosolicit
feedbacktoimproveperformance.
•DemonstratesproficientexperiencewithMicrosoftOffice(Word,Excel,PowerPoint),StudentInformationSystem(SIS)andemail
communications.
•Looksforwaystoimproveandpromotequalityanddemonstratesaccuracyandthoroughness.
•Strivestoimplementbestpracticesandpositivecharactereducationconsistently.
•DemonstratesandarticulatesathoroughunderstandingofTheArt&ScienceofTeaching(RobertMarzano).
STUDENTSERVICESCOORDINATOR
Requirements:
•Bachelor’sdegreefromanaccreditedcollegeoruniversityorequivalent.
•Possessionofvalidteachingcertification.
•Minimumthree(3)yearsexperienceofsuccessfulteachingorcounselingservices.
•Looksforwaystoimproveandpromotequalityanddemonstratesaccuracyandthoroughness.Strivestoresearch,evaluateand
implementbestpractices.
•Effectivecommunicationskills.
•ProficientexperiencewithMicrosoftOffice(Word,Excel,PowerPoint),StudentInformationSystem(SIS).
•Commitmenttocompanyvalues.
Tohelpstudentsachievepersonalfulfillmentbyprovidingthemwithservicestomakesuccessfulpersonal,educationaland
occupationallifeplans.
Instruction
•Preparesforandconductparentandstudentconferencingaccordingtoschoolpolicy.
•Studentinstructioninmodalitiesinstitutedbyschoolandassignedprogram(mayincludebutarenotlimitedto:Individualor
GroupDirectSynchronousInstruction,LearningSupport,LifeSkillsSupport,ItinerantSupport,ResourceRoomSupport,coteaching,
writinglessonplans,telephoneconferencingandinstruction,ParentLearningOpportunities).
•Collectsdataandappropriateworksamples.
•Plansandconductappointmentswithparentsasneeded.
•Assistsregulareducationteacherswithspeciallydesignedinstructionwhennecessary.
•Participatesatmonthlyoutingsencouraged.
•ProvidessupportforESEstudentachievementinthegeneralclassthroughtrainingteachersandassistingwithimplementationof
schoolinclusionplans.
•Arrangesforandassistwithtrainingforinclusionarypractices.
•Actsasinformationalliaisonforinclusionasappropriate.
•Assistswithplanningforclassroomandtestingaccommodationsforstudentswithdisabilities.
•Modelsstrategiesforinclusionarypracticesasappropriate.
•Providesassistancewithdevelopingandadaptingcurriculummaterialsandeducationalpracticestomeettheneedsofstudents
andteachers.
IndividualStudentCounseling
•Assistsstudentsinevaluatingtheiraptitudesandabilitiesthroughtheuseofteachercomments,interpretationofindividual
standardizedtestscoresandotherpertinentdata.Workswithstudentsinevolvingeducationalandcareerplansintermsofsuch
evaluation
Page 145 of 419
•Providesindividualcounselingsessionsforassignedstudentsindealingwiththeirpersonalneedsastheyaffectschool
performance,aswellastheireducationalandcareerplans.
•Providessmallandlargegroupcounselingsessions,asneeded,toaddressstudents’personaleducationalandcareerplans.
•Assistsstudentsincourseselectionsandtheschedulingprocess.Workstopreventstudentsfromdroppingoutofschool,and
assiststhosethatdoinfindingalternativeeducationalprograms.
•Assistsinmakingarrangementsforenrollmentinsummerschoolprogramstomakeupnoteddeficiencies.
•Participatesinfollowupstudiesofformerstudentsforthepurposeofimprovingservicesandevaluatingtheeffectivenessofthe
educationalprogrambeingofferedbytheschool
•Providesemergencysupporttostudentsasneededduringcrises.
•Providesstudentswithcollegefinancialaid/scholarshipresourcesandassistswithcollegeselection(HighSchool).
StaffConsultation
•Servesasaconsultanttothefacultyconcerningmattersrelatedtoguidanceservices
•Conferswithstaffregardingstudentswithproblemsand/orspecialneeds.
•Servesasaresourcepersonforadministrationinmattersrelatingtostudentsandguidanceservices;providesthoroughandtimely
reports,data,etc.asrequestedbyadministration.
StudentandParentOrientation
•Providesstudentsnewtotheschoolorientationandinformationrelativetoschoolprocedures,curriculumandextracurricular
opportunities.
•Participatesinplanningandimplementingprogramswhichcontributetoasmoothtransitionbetweengradelevelsand/ortopost
secondaryeducation,whichmayincludeorientationprogramsforstudentsandparents.
•Servesasaresourceforinformationregardingtheeducationalprogram,activitiesandservicesoftheschool.
RecordKeeping
•Supervisesthemaintenanceofcumulativerecordsforassignedstudentsinaccordancewithstateandfederallawsandregulations
aswellasCSUSApolicy.
•Providesinformationandpreparesrecommendationstocollegesforadmissionsandscholarshipsaswellastopotentialemployers
andotheragenciesforassignedstudents.
•Maintainscounselingrecord(i.e.,summary,log)regardingconferencesorothersessionswithassignedstudents.
Assessment
•AssistsintheadministrationofstatemandatedandCSUSAassessmentprograms.
•Reviewsandinterpretsresultsofassessmentprogramsforassignedstudentsandutilizesresultsforcounselingpurposes.
•Contributestotheevaluationofcurrentcurriculumofferings.
•Assistsindevelopingandimplementinganevaluationplanfortheguidanceprogramandutilizingresultstodeterminestrengths
andareasinneedofimprovement.
SchoolandCommunityRelations
•Strivestoestablishcooperativerelationsandmakesareasonableefforttocommunicatewithparentswhennecessaryand
appropriate.
•Utilizestheresourcesofthecommunityindevelopingandenhancingguidanceservicesandactivities.
•Cooperatesandsharesprofessionallywithmembersofthestaff.
•AssistsininterpretingtheGuidanceServicesProgramwithintheschoolandcommunity.
•Assistscommunityagenciesandresourcepeoplewhodealwithstudents’needs.
DISCLAIMER:Theabovestatementsareintendedtodescribethegeneralnatureandlevelofworkbeingperformedbypeople
assignedtothisjob.Theyarenotintendedtobeanexhaustivelistofallresponsibilities,dutiesandskillsrequiredofpersonnelso
classified.
SKILLSANDKNOWLEDGE
1.Abilitytoworkandinteractwithindividualatallleveloftheorganization.
2.Abilitytoorganize,prioritizeandmanagemultiplepriorities.
3.Abilitytopreparecomprehensivebusinessreports,includingwritingreportsections,integratingcontent,andformattingbusiness
documents.
4.Abilitytoestablishasetofoperatingprinciplesandroutines;drivingprojectstocompletion,whileinsistingonhighestlevelof
Page 146 of 419
quality.
5.Abilitytoconsistentlybeatwork,beontime,followinstructions,respondtomanagementdirectionandsolicitfeedbackto
improveperformance.
6.Establishexcellentinterpersonalskillsbetweenallconstituents:beingcourteous,professional,andhelpful;Oral(including
presentations),Written,Interpersonal(activelistening),NegotiatingandInfluencing.
7.ComputerBasics:Windows,MSWord,Excel,Outlook,PowerPoint;StudentInformationSystem(SIS).
8.Goodknowledgeoforganization’spoliciesandprocedures.
9.DetailedknowledgeofFederal,State,andlocalrequirementsforK12schoolsandcharterschoollaw.
PHYSICALDEMANDSThephysicaldemandsdescribedherearerepresentativeofthosethatmustbemetbyanemployeeto
successfullyperformtheessentialfunctionsofthisjob.Reasonableaccommodationsmaybemadetoenableindividualswith
disabilitiestoperformtheessentialfunctions.
•Nophysicalexertionrequired.
•Requiredtositforlongperiodsoftime.
•Somewhatstressfulduetofrequentstudentactivity.
•Lightwork:Exertingupto20poundsofforceoccasionally,and/orupto10poundsofforceasfrequentlyasneededtomove
objects.
WORKENVIRONMENTTheworkenvironmentcharacteristicsdescribedherearerepresentativeofthoseanemployeeencounters
whileperformingtheessentialfunctionsofthisjob.Reasonableaccommodationsmaybemadetoenableindividualswithdisabilities
toperformtheessentialfunctions.
•Thenoiselevelintheworkenvironmentismoderate;itmayriseduringperiodsofheavystudenttraffic.
TERMSOFEMPLOYMENT:•SalaryandbenefitsshallbepaidconsistentwithCSUSAsalaryandbenefitpolicy.Lengthofthework
yearandhoursofemploymentshallbethoseestablishedbyCharterSchoolsUSA.
•Thisdocumentdoesnotcreateanemploymentcontract,impliedorotherwise,otherthanan“atwill”relationship.
FLSAOVERTIMECATEGORY:JobisexemptfromtheovertimeprovisionsoftheFairLaborStandardsAct(FLSA).
EVALUATION:PerformancewillbeevaluatedinaccordancewithCharterSchoolsUSAPolicy.
DECLARATIONTheCharterSchoolsUSAHumanResourcesDepartmentretainsthesolerightanddiscretiontomakechangestothis
jobdescription.AnyemployeemakingchangesunauthorizedbyHumanResourcesDepartmentwillbesubjecttodisciplinaryaction
uptoandincludingtermination.
Page 147 of 419
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Assist the principal in providing school-wide leadership so as to promote the educational
development of each student and to ensure the effective operation of the assigned
school.
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Assists the principal in establishing and maintaining an effective learning climate in
the school.
Assists the principal in the overall administration of the school.
Serves as principal in the absence of the regular principal.
Assists the principal in the design and implementation of programs, based on current
educational theory and research, to meet the specific needs of the school and its
students.
Facilitates and evaluates, in assigned departments, the CSUSA-approved
instructional program in a manner designed to maximize the cognitive and affective
progress of each student.
Assists the principal in the acquisition and utilization of instructional supplies,
equipment and textbooks for the school.
Assists the principal in facilitating services for all students in the school including, but
not limited to, those with special needs.
Participates, as requested, in school-level activities to design educational philosophy
and goals which maximize student growth.
Assists the principal in overseeing the facility and grounds of the assigned school
and makes recommendations about short-range and long-range needs.
Assists in the development of a schedule which maximizes the educational program
for students and utilizes district resources to their greatest advantage.
Assists the principal in conducting an on-going assessment of the educational
program in the assigned school, including the strengths and areas in need of
improvement; the analysis of test results, attendance records, discipline reports;
feedback from students, staff, administrators and parents; and other formal and
informal data.
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Evaluates staff in assigned departments in accordance with state law and regulation,
and CSUSA policy and practices.
Assistant Principal
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
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Assists the principal in the recruiting, screening, recommending and assigning of
school staff. Is familiar with hiring statutory laws and state regulations.
Assists the principal in the orientation of new staff in accordance with state law and
regulation as well as CSUSA policy and procedures.
Assists the principal in generating and maintaining personnel records, reports and
documentation as required by state and federal law and regulation as well as by
CSUSA policy and procedures.
Works to achieve/sustain 100% of projected student enrollment capacity.
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Maintains high standards of student conduct and enforces discipline as necessary,
according due process rights of the students
Establishes and publishes guidelines for proper student conduct in keeping with state
law, CSUSA policy and school practices in cooperation with the principal
Attends school-related activities and events to oversee student behavior and
achievements
Generates and maintains accurate discipline records
Works with students, staff, parents, law enforcement officials and others in the
implementation of student behavior codes in cooperation with the principal
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Assists the principal in promoting on-going, two-way communications with relevant
audiences (i.e., students, staff, parents, community residents) to enhance the
educational program provided by the school.
Assists the principal in utilizing the resources of the school and community to
enhance the educational program
Serves as a member of such committees and attends such meetings as directed by
the principal and/or Superintendent
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The above statements are intended to describe the general nature and level of work
being performed by people assigned to this job. They are not intended to be an
exhaustive list of all responsibilities, duties and skills required of personnel so classified.
Assistant Principal
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 351 of 600
Page 332
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1. Demonstrates enthusiasm and commitment toward the job and the mission of the
company; supports the company’s values in the strategic areas of academic
excellence, operational performance, superior culture, and financial health and
growth, as outlined in the Employee Handbook.
2. Demonstrated ability to lead people and get results through others.
3. Establishes excellent interpersonal skills between all constituents: being courteous,
professional, and helpful; demonstrates high level of interpersonal skills to handle
sensitive and confidential situations. Position continually requires demonstrated
poise, tact and diplomacy.
4. Work and interact with individual at all levels of the organization.
5. Think ahead and plan over a 1-2 year time span.
6. Ability to organize and manage multiple priorities.
7. Ability to consistently be at work, to arrive on time, to follow instructions, to respond
to management direction and solicit feedback to improve performance.
8. Looks for ways to improve and promote quality and demonstrates accuracy and
thoroughness. Strives to research, evaluate and implement best practices.
9. Ability to work with large amounts of data, to interpret data, to detect errors, and
prepare reports.
10. Strong customer and student orientation.
11. Proactive and takes initiative. Thinks creatively. Drives projects to completion.
Insists on highest level of quality.
-2%5(48,5(0(176
Master’s degree (MA) from an accredited college or university or equivalent.
Florida Professional Certification in Educational Leadership.
2 - 5 years relevant experience (in school administration preferred) and/or training.
Experience in student instruction.
Equivalent combination of education and experience.
Such alternatives to the above requirements as CSUSA may find appropriate and
acceptable.
:25.(19,5210(17
While performing the responsibilities of this position, the work environment
characteristics listed below are representative of the environment the employee will
encounter:
Usual school working conditions.
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No physical exertion required.
Travel within or outside of Florida.
Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10
pounds of force as frequently as needed to move objects.
Assistant Principal
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 352 of 600
Page 333
150 of 504
419
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Salary and benefits shall be paid consistent with CSUSA salary and benefit
policy. Length of the work year and hours of employment shall be those
established by Charter Schools USA.
This document does not create an employment contract, implied or otherwise,
other than an “at will” relationship.
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Job is exempt from the overtime provisions of the Fair Labor Standards Act.
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Performance will be evaluated in accordance with Charter Schools USA’s policy.
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Human Resources retains the sole right and discretion to make changes to this job
description. Any employee making changes unauthorized by the CEO or the Senior
Director of Human Resources will be subject to disciplinary action up to and including
termination.
Assistant Principal
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 353 of 600
Page 334
151 of 504
419
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The Business Administrator administers the business affairs of a school by personally
performing the duties below listed or by means of delegation to/through subordinate
supervisors.
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a. Keep financial records and help staff accountants prepare monthly financial
statements.
b. Make bank deposits in accordance with company policy.
c. Submit documentation for all receipts and disbursements made at the school
level on a timely basis.
d. Monitor and reconcile balances of school-based checking accounts.
e. Follow-up on outstanding checks of school-based checking accounts. Assist
payroll in resolving outstanding payroll checks.
f.
Follow up and collect returned checks received on a timely basis.
g. Prepare and submit purchase orders. Obtain proper approvals based on
company policy.
h. Prepare and submit check requests with proper approvals to accounts payable.
i.
Review and approve expenditure invoices, in coordination with school Principal.
j.
Maintain reconciliation of internal funds accounts.
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a. Assist in the establishment of budgets and budget procedures.
b. Advise, assist and provide leadership to school Principal on budget line items,
invoice processing, cash management, purchasing and other general financial
items.
Lake
Charles
Charter
High School
Magnolia
School
of
Excellence
Business
Administrator
Page 354 of 600
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a. Responsible for assisting all personnel in completing Human Resources (“HR”)
paperwork, including but not limited to, new employee paperwork, benefit
applications, HR on-line, Payroll information, etc.
b. Conduct new employee orientation as needed.
c. Enter new hire information into Student Information System (SIS) and Time &
Attendance systems; maintain employee data in both systems.
d. Maintain personnel files in a confidential manner.
e. Assist HR Department in maintaining compliance with certification guidelines.
f.
Support the Principal in disciplinary actions, coach & counsels, exit interviews,
etc… as requested.
g. Assist Principal and HR Department in coordinating Performance Appraisal
process, including maintaining data in SIS & HR On-line systems.
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a. Support the new hire/recruiting process by properly completing job requisition
form, offer letter request, and other items as needed, and secure all the required
paperwork.
b. Support the Principal during the new employee-interview process, as needed.
c. Work with Principal, Finance and HR to ensure that the school stays within the
approved staffing budget.
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a. Assist the HR Department in setting up and executing open enrollments and
other Benefit meetings.
b. Support employees’ effective date of eligibility for 401K and other benefits and
submit completed enrollment forms in a timely manner.
c. Coordinate employee family status changes and collect the appropriate
paperwork for timely submission to HR Department.
d. Serve as the liaison between HR and the employees in FMLA, STD & LTD
matters, including forwarding employee requests to HR and assisting employees
in completing paperwork, if necessary.
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a. Liaison to Workers’ Compensation Manager in relation to respective employee
injuries.
Lake
Charles
Charter
High School
Magnolia
School
of
Excellence
Business
Administrator
Page 355 of 600
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b. Ensure adherence to good safety procedures.
c. Oversee, maintain and process all student accident claims.
d. Liaison to Facilities and Finance departments on property and casualty claims.
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a. Submit Personnel Action Forms (PAF), except employee absentee forms to the
Payroll Department in accordance with the Payroll Cycle Calendar.
b. Review entries to time and attendance system for accuracy. Make corrections
when necessary as the time and attendance system administrator, and ensure
proper authorization of the correction.
c. Review payroll register presented by Payroll Department to authorize processing
of payroll.
d. Distribute payroll checks to employees.
e. Keep all payroll information confidential.
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a. Liaison to Facilities Department. Responsible for monitoring the facility as per the
Facilities Handbook.
b. Oversee all vendors and contracted services to ensure contract compliance.
Notify Facilities if any contractor is not in compliance.
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Serve as acting building Administrator when Principal and Assistant Principal are
out of the building.
Prepare periodic reports for administrators, Finance and HR.
Receive equipment and materials and arrange for distribution to the proper
department.
Interact effectively with the general public, staff members, students, teachers,
parents and administrators, using tact and good judgment.
Ensure that independent contractors adhere to the terms of their respective
contracts and communicate deviances from the contracts to the respective
departments.
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To perform this job successfully, an individual must be able to perform each essential
duty satisfactorily. The requirements listed below are representative of the knowledge,
skill, and/or ability required. Reasonable accommodations may be made to enable
individuals with disabilities to perform the essential functions.
Lake
Charles
Charter
High School
Magnolia
School
of
Excellence
Business
Administrator
Page 356 of 600
Page 337
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Associate's degree (A.A.) or equivalent from 2-year College or Technical school, or 3-5
years experience and/or training in bookkeeping; or equivalent combination of education
and experience.
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Ability to read and interpret documents such as safety rules, operating and maintenance
instructions, and procedure manuals; ability to write routine reports and correspondence;
ability to speak effectively before groups of customers or employees of organization.
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Ability to work with mathematical concepts such as probability and statistical inference,
and fundamentals of plane and solid geometry and trigonometry; ability to apply
concepts such as fractions, percentages, ratios, and proportions to practical situations.
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Ability to solve practical problems and deal with a variety of concrete variables in
situations where only limited standardization exists; ability to interpret a variety of
instructions furnished in written, oral, diagram, or schedule form.
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To perform this job successfully, an individual should have knowledge of Accounting
software; database software; HR systems; inventory software; order processing
systems; payroll systems; spreadsheet software and word processing software.
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The physical demands described here are representative of those that must be met by
an employee to successfully perform the essential functions of this job. Reasonable
accommodations may be made to enable individuals with disabilities to perform the
essential functions.
While performing the duties of this job, the employee is regularly required to use hands
to finger, handle, or feel and talk or hear. The employee is frequently required to walk
and sit. The employee is occasionally required to stand and reach with hands and arms.
The employee must frequently lift and/or move up to 20 pounds and occasionally lift
and/or move up to 10 pounds. Specific vision abilities required by this job include close
vision, distance vision, color vision, peripheral vision, depth perception and ability to
adjust focus.
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The work environment characteristics described here are representative of those an
employee encounters while performing the essential functions of this job. Reasonable
The noise level in the work environment is usually moderate except during periods of
heavy student activity.
Lake
Charles
Charter
High School
Magnolia
School
of
Excellence
Business
Administrator
Page 357 of 600
Page 338
155 419
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Job is exempt from the overtime provisions of the Fair Labor Standards Act (FLSA).
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Performance will be evaluated in accordance with Charter Schools USA Policy.
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termination.
Lake
Charles
Charter
High School
Magnolia
School
of
Excellence
Business
Administrator
Page 358 of 600
Page 339
156 419
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Ensure the smooth and efficient operation of the school office so that the office's
maximum positive impact on the education of children can be realized.
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Takes and transcribes dictation of various types, including reports, correspondence,
observation and evaluation reports, letters, memos, newsletters, and other
documents
Maintains the schedule of appointments for the principal and makes arrangements
for meetings, conferences, interviews and other activities
Types evaluations, memos, newsletters and other documents as required
Coordinates the assignment and work of substitute teachers
Performs office routines and practices such as sorting mail, operating the copy
machine, serving as telephone receptionist and others
Prepares, processes and maintains oversight of purchase orders
Maintains an appropriate filing system and readily retrieves documents through the
use of this system
Manages the school office and communicates administratively-assigned duties to
other office personnel in the building as required
Maintains the confidentiality of school business
Ability to organize and manage multiple priorities.
Extremely organized, process driven, and detail oriented.
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Administrative Assistant
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 359 of 600
Page 340
157 of 504
419
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Demonstrates enthusiasm and commitment toward the job and the mission of the
Ability to consistently be at work, to arrive on time, to follow instructions, to respond
Establishes excellent interpersonal skills between all constituents: being courteous,
Demonstrates excellent oral (including presentations), written, interpersonal (active
listening), skills and ability in negotiating and influencing; great phone etiquette.
Proactive and takes initiative. Thinks creatively. Drives projects to completion.
Works and interacts with staff and relates to individuals at all levels of the
organization; relates to individuals at all levels. As unique situations present
themselves, the incumbent must be sensitive to corporate needs, employee goodwill,
and the public image.
Holds strong customer orientation.
Ability to work with large amounts of data, to research and interpret records, to detect
errors, and make the necessary corrections.
Looks for ways to improve and promote quality and demonstrates accuracy and
thoroughness. Strives to implement best practices.
-2%5(48,5(0(176
High School diploma or equivalent.
Proficiency in secretarial and clerical skills.
Bilingual ability may be required per advertised vacancy specifications.
Proficiency in MS Word, Outlook, and Student Information System (SIS). Working
knowledge of MS PowerPoint, Excel and Access.
Commitment to company values.
acceptable.
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None
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Usual school working conditions
7(5062)(03/2<0(17
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 360 of 600
Page 341
158 of 504
419
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Job is non-exempt from the overtime provisions of the Fair Labor Standards Act.
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Performance will be evaluated in accordance with Charter Schools USA’s Policy.
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termination.
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 361 of 600
Page 342
159 of 504
419
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Coordinates and performs student registration and other school-related activities. Must
be customer focused both internally with peers and externally with Parents and
Students.
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Consults with appropriate CSUSA personnel to devise student registration
schedules and procedures.
Supervises the registration process at appropriate times.
Registers individual students as needed and directed by CSUSA or Principal.
Processes student withdrawals from school.
Analyzes statistical data on registration for administrative use in formulating
policies.
Prepares and transmits requests for student transcripts and other official
documents related to students to facilitate registration.
Evaluates transcripts of incoming students and takes appropriate action to insure
completeness.
Issues official student transcripts.
Maintains records of grades and absences for each student’s file.
Prepares statistical reports on educational activities for government and
educational agencies and interprets registrations policies to faculty and students.
Assists in clerical and administrative functions to ensure the smooth operation of
school.
Assists with marketing efforts for student recruiting and hosting our enrollment
sessions biweekly.
Maintains the state student database system (TERMS, ISIS, etc.) with proper
coding/master scheduling to effectively monitor and update information for the
four FTE cycles that create school and corporate budgets.
Entering recommitments into SIS.
Mailing recommitment forms and reminder letters.
Compiling sibling list for Lottery.
Updates waitlists.
Updates immunization records.
Process Free and Reduced Lunch applications.
Demonstrates excellent oral (including presentations), written, interpersonal
(active listening), skills and ability in negotiating and influencing; great phone
etiquette.
Registrar
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 362 of 600
Page 343
160 of 504
419
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1. Ability to work and interact with individual at all level of the organization.
2. Ability to organize, prioritize and manage multiple priorities.
3. Ability to prepare comprehensive business reports, including writing report sections,
integrating content, and formatting business documents.
4. Ability to establish a set of operating principles and routines; driving projects to
completion, while insisting on highest level of quality.
5. Ability to consistently be at work, be on time, follow instructions, respond to
management direction and solicit feedback to improve performance.
6. Establish excellent interpersonal skills between all constituents: being courteous,
professional, and helpful; Oral (including presentations), Written, Interpersonal
(active listening), Negotiating and Influencing.
7. Computer Basics – Windows (Word, Excel, Outlook, PowerPoint); Student
Information System (SIS).
8. Good knowledge of company and departmental policies and procedures.
9. Detailed knowledge of Federal, State, and local requirements for K-12 schools and
charter school law preferred.
3+<6,&$/'(0$1'6
No physical exertion required. Required to sit for long periods of time.
-2%5(48,5(0(176
High School Diploma or equivalence.
General clerical skills including proficiency in typing and word processing, filing and
preparing accurate reports.
Bilingual ability may be required per advertised vacancy specifications.
Computer data entry / office experience preferred.
acceptable.
:25.(19,5210(17
Registrar
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 363 of 600
Page 344
161 of 504
419
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The noise level in the work environment is moderate.
7(5062)(03/2<0(17
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Job is non-exempt from the overtime provisions of the Fair Labor Standards Act (FLSA).
(9$/8$7,21
'(&/$5$7,21
termination.
Registrar
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 364 of 600
Page 345
162 of 504
419
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Oversee maintaining an orderly, safe and pleasant atmosphere in the cafeteria, on the
playground and in other designated locations by helping and supervising staff and
students during authorized before or after school programs in accordance with CSUSA
policy and established school procedures.
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Oversees registration of students into program.
Monitors staff and students.
Oversees proper student sign-in and dismissal procedures for Before Care.
Oversees proper student check-in and dismissal procedures for After Care.
Observes who enters and leaves child care area.
Oversees and/or assists students with homework.
Oversees and/or passes out snacks.
Oversees and /or plays with students on playground.
Coordinates field trips.
Ensures Proper Infrastructure of Before and Aftercare Program
Ensures background check work references have been conducted on staff.
Organizes and plans for age specific craft/entertainment programs.
Purchases crafts and snacks.
Organizes and plans for Spring/Summer Camp Programs.
Submits reports and maintain records.
Oversees Finances of Before and Aftercare Program
Plans budget.
Ensures compliance to Budget.
Receives and handles money in accordance with CSUSA guidelines.
Oversees collection of A/R and NSF checks.
Maintains accurate financial records.
Maintains up to date data base of customers.
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Before/After Care Director
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 365 of 600
Page 346
163 of 504
419
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Demonstrated ability to lead people and get results through others.
Strong customer and student orientation.
Ability to be courteous and professional when dealing with parents, children and
other co-workers.
Supervisory Skills
-2%5(48,5(0(176
High School Diploma, or higher.
Three (3) years experience in childcare management.
Special certifications, i.e. CPR training, preferred.
Computer literacy; proficient with Microsoft Office (Word, Excel, PowerPoint),
Student Information System (SIS).
acceptable.
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Frequent reaching and stretching to pass out snacks.
Frequent bending and flexing of arms and legs to play active games with children.
Light work: Exerting up to 40 pounds of force occasionally (ice coolers), and/or up to 20
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Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 366 of 600
Page 347
164 of 504
419
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None
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Usual child care working conditions
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termination.
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 367 of 600
Page 348
165 of 504
419
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Assist in maintaining an orderly, safe and pleasant atmosphere in the cafeteria, on the
playground and in other designated locations by helping and supervising students during
authorized before or after school programs in accordance with CSUSA policy and
established school procedures.
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This position is one that is in the public eye and program assistants must always reflect
a professional manner as well as provide excellent customer service.
Candidates must be able to resolve conflicts with children and parents, possess the
ability to be firm but friendly, and must be able to be courteous and professional when
dealing with parents, children and other co-workers. Program assistant report to the
Director of the Before and After Care Program and to the school principal.
Follows proper student sign in and dismissal procedures for Before Care
Follows proper student check in and dismissal procedures for After Care
Monitors students
Observes who enters and leaves child care area
Assists students with homework
Passes out snacks
Plays with students on playground
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Tutor and assist students with homework.
Resolve conflict with children and parents.
Ability to be firm but friendly.
Ability to be courteous and professional when dealing with parents, children and
other co-workers.
Before/After Care Worker
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 368 of 600
Page 349
166 of 504
419
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High school diploma or higher education credential.
Previous experience as daycare assistant or summer camp counselor, preferred
Must like children.
acceptable.
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Frequent reaching and stretching to pass out snacks.
Frequent bending and flexing of arms and legs to play active games with children.
Light work: Exerting up to 40 pounds of force occasionally (ice coolers), and/or up to 20
3(5621$/3527(&7,9((48,30(17
None
7(5062)(03/2<0(17
Hourly rate shall be paid consistent with CSUSA salary and benefit policy. Length of the
work year and hours of employment shall be those established by Charter Schools USA.
This document does not create an employment contract, implied or otherwise, other than
an “at will” relationship.
)/6$29(57,0(&$7(*25<
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Usual child care working conditions
'(&/$5$7,21
termination.
Before/After Care Worker
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 369 of 600
Page 350
167 of 504
419
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Support the school’s instructional program by directing ESE Teachers and the school’s
ESE program for children with educational disabilities in accordance with state law and
regulation as well as CSUSA curriculum.
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Supervise, direct and manage ESE Teachers and school’s ESE program.
Compile and review comprehensive evaluation data required to determine the
appropriate eligibility of individual exceptional students.
Assure confidentiality of any personally identifiable data.
Provide consultant services to school-level staff which directly relate to the
eligibility, placement and provision of services.
Provide parent education information about types of programs, the locations of
such programs, the district’s policies and procedures for determining eligibility
and placement, and their rights as a parent of an ESE student.
Serve as liaison among Exceptional Student Education (ESE), regular education,
and parents.
Utilize resources from school(s), CSUSA, the district and the community
Facilitate effective communication and articulation between school(s) staff
members.
Schedule and conduct Individual Education Plans (IEPs), Individual Transition
Plans (ITPs), Family Support Plans (FSPs), and Education Plans (EPs) for
exceptional students in accordance with state requirements.
Assist with the development and implementation of inclusive procedures for
CSUSA schools.
Implement of least Restrictive Environment Instruction for ESE students.
Provide technical assistance to schools in identification, evaluation/placement,
and/or IEP, ITP, FSP, or EP disputes.
Provide assistance in problem-solving.
Travel to assigned CSUSA school sites as required.
Report FTE data to appropriate bodies.
Make recommendations for procedural and/or program improvement based on
data analysis.
Establish and maintain collaborative relationship with district’s ESE department.
0$<3(5)25027+(5'87,(6$6$66,*1('
ESE Director/Specialist
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 370 of 600
Page 351
168 of 504
419
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Demonstrate enthusiasm and commitment toward the job and the mission of the
company; support the company’s values in the strategic areas of academic
Work and interact with staff and relates to individuals at all levels of the organization;
relate to individuals at all levels. As unique situations present themselves, the
incumbent must be sensitive to corporate needs, employee goodwill, and the public
image.
Strong time management & organizational skills and the ability to prioritize wisely.
Ability to establish and maintain effective working relationships with teachers,
students, parents, the community, and administrative staff.
Establish excellent interpersonal skills between all constituents: being courteous,
Ability to consistently be at work, be on time, follow instructions, respond to
Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student
Look for ways to improve and promote quality and demonstrates accuracy and
-2%5(48,5(0(176
BS/BA degree or equivalent experience.
Master’s degree from an accredited educational institution preferred.
Certified in one area of Exceptional Education (two areas preferred).
Minimum of three (3) years successful teaching experience.
Effective instructional delivery techniques and excellent communication skills.
acceptable.
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Required to sit for long periods of time.
Somewhat stressful due to frequent student activity.
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 371 of 600
Page 352
169 of 504
419
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The noise level in the work environment is moderate; it may rise during periods of
heavy student traffic.
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)/6$29(57,0(&$7(*25<
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'(&/$5$7,21
termination.
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 372 of 600
Page 353
170 of 504
419
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Supports the school’s instructional program by identifying students of limited English
proficiency, planning an appropriate developmental program for them and implementing
instruction in accordance with state law and regulation as well as CSUSA curriculum.
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Identifies students as limited English proficient (LEP) in accordance with state law
and regulation as well as CSUSA policy by evaluation of available test and
observational data, by consultation with staff members, by reviewing relevant
registration forms and by recommendations made by other personnel.
Uses appropriate standardized test instruments, informal diagnostic tasks, and
observations to assess the student’s level of English proficiency.
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Develops instructional program that will increase the acquisition of oral and written
communication skills.
Selects appropriate instructional materials and media to achieve the goals of the
program.
In cooperation with the principal, properly groups students for instruction after
consideration of the level of each student’s English proficiency.
Prepares for assigned classes and shows evidence of preparation upon request of
administrative and supervisory personnel.
Participates with other staff members in curriculum planning during designated
meetings.
Takes all necessary and reasonable precautions to protect supplies, equipment,
materials and facilities needed to implement effectively the planned instructional
program.
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Meets with and instructs students in accordance with schedules previously devised.
Employs instructional media and techniques which are appropriate to the
achievement of increasing oral and written communication skills in English.
Assesses, on a regular basis, the extent to which students have increased English
proficiency.
Strives to maximize the educational achievement of each student.
ESOL Teacher
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
1
Page 373 of 600
Page 354
171 of 504
419
Maintains accurate and complete records as required by CSUSA policy and state
regulations.
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Creates a classroom environment that is conducive to learning and appropriate to
the maturity and interests of the students.
Implements all relevant policies and rules governing student life and conduct.
Develops reasonable rules of classroom behavior in accordance with district policy
and guidelines, and maintains order in the classroom in a fair and just manner.
Maintains confidentiality about students.
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Strives to establish cooperative relations and makes a reasonable effort to
communicate with parents/guardians when necessary and as required by state law
and CSUSA policy.
Cooperates and shares professionally with members of the administration and other
staff.
Maintains confidentiality about students in accordance with state and federal law as
well as district policy.
Attends parent communication activities (i.e., Back-to-School Night, conferences) as
directed by the principal.
In accordance with prescribed state law as well as with CSUSA procedures, informs
parents of placement in the ESOL (English for Speakers of Other Languages)
Program.
Provides progress reports on students assigned to the program to both classroom
teachers and parents as required.
Communicates with classroom teachers regarding objectives devised for each
student and the materials being used to accomplish those objectives.
Provides appropriate levels of consultation and training to staff about cultural
background of LEP (Limited English Proficiency) pupils.
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ESOL Teacher
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
2
Page 374 of 600
Page 355
172 of 504
419
Strong student orientation.
acceptable.
-2%5(48,5(0(176
Bachelor’s degree from an accredited college or university or equivalent.
Possession of valid teaching eligibility in ESOL.
3 years of relevant experience.
Previous experience in student instruction.
acceptable.
:25.(19,5210(17
encounter:
Usual schools working conditions.
May be noisy during high student traffic.
7(5062)(03/2<0(17
ESOL Teacher
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
3
Page 375 of 600
Page 356
173 of 504
419
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termination.
ESOL Teacher
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
4
Page 376 of 600
Page 357
174 of 504
419
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Administer the food service program at school level in an efficient and effective manner
to meet nutritional needs and program acceptability of students and staff in accordance
with federal, state, and local regulations and CSUSA guidelines.
(66(17,$/'87,(6$1'5(63216,%,/,7,(6
Ensures daily lunch count from teachers
Oversees/conducts food preparation
Oversees/conducts stocking of supplies for the day
Functions as cashier
Oversees/conducts kitchen and cafeteria clean up and preparation for next day
Oversees/conducts the ordering of supplies
Oversees/conducts receiving of deliveries
Supervises and evaluates food
service perso nnel. Reco mmends e mployees for
appointment, re-appointment, transfer, and termination
Maintains high st andards of sanit ation and safety and co mplies with all applicable
CSUSA policies and procedures, state and federal regulations
Submits rep orts and maint ains records as required, especially regarding free and
reduced lunch
Controls labor, food, and non-food costs
Recommends purchases of equipment
Communicates with parents regarding their cafeteria questions/concerns
Serves as resource person for school health and nutrition education activities
Manages the collection of monies and makes daily deposit
Maintains accurate financial records
Inputs new student s, processes withdrawing student s and ensures stu dent count on
MicroCheck matches Registrar’s (National School Lunch Program compliance)
Allows/includes print rich environment in cafeteria to support curriculum
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Food Service Supervisor
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 377 of 600
Page 358
175 of 504
419
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Time Management – Prioritizing, Organizing, Scheduling
Communication – Oral, Written, Interpersonal (active listening), Negotiating and
Influencing
Safety and sanitation procedures regarding food handling
Organization skills for paperwork
-2%5(48,5(0(176
High School Diploma, GED or equivalent.
Three (3) years experience in Institutional Food Service preferred.
Two (2) years experience in Food Service Supervision and/or successful completion
of recognized Food Service Manager Trainee Program (or equivalent) preferred.
acceptable.
acceptable.
3+<6,&$/'(0$1'6
Stand for long lengths of time.
Lift up to 40 pounds.
Put away deliveries and stock; keep area tidy; sweep floors.
Physical agility to break down boxes and carry trash to dumpster.
3(5621$/3527(&7,9((48,30(17
Heat resistant mitts
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Room temperature may be warm while the ovens are working.
Noise level is moderate but it may rise during meals due to heavy student traffic.
7(5062)(03/2<0(17
)/6$29(57,0(&$7(*25<
(9$/8$7,21
Food Service Supervisor
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 378 of 600
Page 359
176 of 504
419
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Prepare and serve meals at the school level in an efficient and effective manner to meet
the nutritional needs and program acceptability of students and staff in accordance with
federal, state and local regulations and CSUSA guidelines.
(66(17,$/'87,(6$1'5(63216,%,/,7,(6
Receives deliveries properly – including accuracy of delivery compared to what was
ordered, rotating stock, and putting delivery away
Stocks the food serving line for that day
Ensures proper, safe temperature of foods before serving
Prepares and serves meals in a timely manner
Cleans up kitchen, serving line, and tables including sweeping the floor
Takes trash (including breaking down boxes) to dumpster
Stocks for the next day including pulling appropriate food items from freezer
Deals courteously with the public
Maintains an effective working relationship with school faculty, staff and students
Maintains high standards of work habits, sanitation and safety
Maintains records and reports as required by supervisor
Understands, follows, and gives oral and written directions
Ensures cash drawer is in balance
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Time Management – Prioritizing, Organizing.
Communication – Oral, Written, Listening.
Proper food handling procedures.
Understands and practices safety and sanitation.
Food Service Worker
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 379 of 600
Page 360
177 of 504
419
-RE'HVFULSWLRQ
-2%5(48,5(0(176
High School Diploma or the equivalent preferred.
Two years (2) experience in food service preferred.
Knowledge of computer, cash register, and/or food processing machinery as related to
specific job functions preferred
acceptable
acceptable.
3+<6,&$/'(0$1'6
Stand for long lengths of time
Lift up to 40 pounds.
Stock deliveries and keep the area free of obstacles.
Sweep floors.
Ability to break down boxes and carry trash to dumpster.
3(5621$/3527(&7,9((48,30(17
Heat resistant mitts
:25.(19,5210(17
Room temperature may be warm when the ovens are working.
May be noisy during meals due to heavy student traffic.
7(5062)(03/2<0(17
)/6$29(57,0(&$7(*25<
(9$/8$7,21
Performance will be evaluated in accordance with Charter School USA’s Policy.
'(&/$5$7,21
termination.
Food Service Worker
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 380 of 600
Page 361
178 of 504
419
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Create and implement a flexible program and classroom environment favorable to
student learning and personal growth. Develop lesson plans consistent with established
guidelines. Establish effective rapport with students, staff members and parents.
Motivate students to develop skills, attitudes and knowledge to provide an effective
educational foundation, in accordance with each student’s ability.
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,QVWUXFWLRQ(GXFDWLRQ5HVSRQVLELOLWLHV
Present subject matter to students to maximize learning opportunity.
Review student records in order to develop a foundation of understanding regarding
each student’s abilities and needs.
Maintain accurate and complete student records.
Strive to maximize the educational achievement of each student.
Demonstrate a variety / range of student learning modalities in each lesson.
Frequently utilize diagnostic assessment of student learning.
Frequently assess student strengths and weaknesses, provide appropriate activities
to address student needs and generates progress reports as required.
Refer students with suspected learning problems to appropriate support personnel.
Assign lessons, correct student work product and review oral presentations.
Coordinate class field trips.
Prepare students for state required achievement assessments.
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Create a classroom environment that is conducive to learning and appropriate to the
maturity and interests of students.
Ensure classroom is clean, safe and includes student generated work on display as
appropriate.
Implement all relevant policies governing student conduct.
Develop reasonable rules of classroom/playground behavior in accordance with
CSUSA policy and guidelines, and maintains order in the classroom in a fair and
consistent manner.
Develop lesson plans consistent with established guidelines and goals.
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 381 of 600
Page 362
179 of 504
419
Plan individual and / group learning activities designed to meet instructional objective
and students needs.
Prepare for classes assigned and shows evidence of preparation upon request of
supervisory personnel.
Participate with other staff members in curriculum planning during designated
meetings.
Incorporate into planning all diagnostic information as required in the student’s
Individual Education Plan (IEP).
Take all necessary and reasonable precautions to protect supplies, equipment,
program.
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Strive to establish cooperative relations and makes reasonable effort to
communicate with parents/guardians when appropriate.
Communicate clearly, consistently and positively with parents via all appropriate
mediums.
Cooperate with members of the administration and other staff.
Maintain confidentiality about students.
Attend parent communication activities.
Participate in extracurricular activities as required.
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Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 382 of 600
Page 363
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acceptable.
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Possession of valid teaching certification in Middle School Math.
acceptable.
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encounter:
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termination.
Lake
Charles
Charter
High
SchoolSchool)
Magnolia
School
of Excellence
Math
Teacher
(Middle
Page 383 of 600
Page 364
181 3
419
of 504
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To help students achieve personal fulfillment by providing them with support and
counseling services to make successful personal, educational and occupational life
plans.
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,QGLYLGXDO6WXGHQW&RXQVHOLQJ
Assists students in evaluating their aptitudes and abilities through the use of
teacher comments, interpretation of individual standardized test scores and other
pertinent data. Works with students in evolving educational and career plans in
terms of such evaluation
Provides small and large group counseling sessions, as needed, to address
students’ personal educational and career plans
Assists students in course selections and the scheduling process. Works to
prevent students from dropping out of school, and assists those that do in finding
alternative educational programs.
Assists in making arrangements for enrollment in summer school programs to
make up noted deficiencies
Provides emergency support to students as needed during crises
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Serves as a consultant to the faculty concerning matters related to support
services
Confers with staff regarding students with problems and/or special needs
Serves as a resource person for administration in matters relating to students
and support services; provides thorough and timely reports, data, etc. as
requested by administration.
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Provides students new to the school orientation and information relative to school
procedures, curriculum and extra-curricular opportunities
Participates in planning and implementing programs which contribute to a
smooth transition between grade levels and/or to post-secondary education,
which may include orientation programs for students and parents
Serves as a resource for information regarding the educational program,
activities and services of the school.
Student Services Coordinator
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 384 of 600
Page 365
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Supervises the maintenance of cumulative records for assigned students in
accordance with state and federal laws and regulations as well as CSUSA policy
Maintains support services record (i.e., summary, log) regarding conferences or
other sessions with assigned students
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Assists in the administration of state-mandated and CSUSA assessment
programs
Reviews and interprets results of assessment programs for assigned students
and utilizes results for counseling purposes
Contributes to the evaluation of current curriculum offerings
Assists in developing and implementing an evaluation plan for the support
services program and utilizing results to determine strengths and areas in need
of improvement.
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Strives to establish cooperative relations and makes a reasonable effort to
communicate with parents when necessary and appropriate.
Utilizes the resources of the community in developing and enhancing support
services and activities.
Cooperates and shares professionally with members of the staff.
Assists in interpreting the Support Services Program within the school and
community.
Assists community agencies and resource people who deal with students’ needs.
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1. Ability to work and interact with individual at all level of the organization.
2. Ability to organize, prioritize and manage multiple priorities.
3. Ability to prepare comprehensive business reports, including writing report sections,
integrating content, and formatting business documents.
4. Ability to establish a set of operating principles and routines; driving projects to
5. Ability to consistently be at work, be on time, follow instructions, respond to
6. Establish excellent interpersonal skills between all constituents: being courteous,
7. Computer Basics: Windows, MS Word, Excel, Outlook, PowerPoint; Student
8. Good knowledge of organization’s policies and procedures.
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 385 of 600
Page 366
183 of 504
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9. Detailed knowledge of Federal, State, and local requirements for K-12 schools and
charter school law.
-2%5(48,5(0(176
Possession of valid Florida certification.
Minimum three (3) years experience of successful teaching or counseling services.
Effective communication skills.
acceptable.
3+<6,&$/'(0$1'6
Required to sit for long periods of time.
Somewhat stressful due to frequent student activity.
:25.(19,5210(17
The noise level in the work environment is moderate; it may rise during periods of
heavy student traffic.
7(5062)(03/2<0(17
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 386 of 600
Page 367
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)/6$29(57,0(&$7(*25<
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description. Any employee making changes unauthorized by the CEO or the Vice
President of Employee Services will be subject to disciplinary action up to and including
termination.
3OHDVH5HDGDQG,QLWLDO
I have been given a copy of this job description: _____ (please initial)
I have read and understand the requirements needed as outlined above _____ (please
initial)
,DJUHHDQGXQGHUVWDQGWKHMREUHVSRQVLELOLWLHVOLVWHGDERYH
_________________________________________
_____________
Applicant Signature
Date
_________________________________________
Human Resource Signature
Date
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
_____________
Page 387 of 600
Page 368
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Organize, administer, and coordinate the school’s library media center/facility and its
programs.
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Plan, organize, implement, and supervise the program, collection, and staff of the
school library media center.
Direct the activities of library media center support staff (if appropriate).
Establish and maintain an accurate circulation system for media and equipment.
Schedule use of equipment, materials, and space of the library media center.
Maintain and update written goals, objectives, policies, and procedures.
supporting both the educational objectives of the total school program and those
of the library media program.
Plan for and provide instruction for students and staff in the use of materials,
equipment, and services.
Provide instruction and assistance to faculty and students for the production of
media.
Provide instruction following a scope and sequence of information skills
Plan with staff to integrate information skills within the school’s curriculum
Evaluate and select a variety of materials and equipment based upon the
curriculum, needs and interests of the students and the staff
Assist staff and students with selection, development, and preparation of
library/media materials.
Maintain accurate inventories and indexes of the library media center’s collection
of materials and equipment.
Explain the school library media program and resources to the students, staff,
and community.
Involve students, staff, and school community personnel in planning,
implementing, and evaluating the library media program.
Perform and/or coordinate the ordering, cataloguing, processing, and
maintenance of media and equipment for circulation.
Assist the Principal with the development of the library media center budget.
Provide an environment conducive to inquiry, research, study, and personal use
by students and staff.
Prepare bulleting boards and other displays that are related to the curriculum.
Implement requirements of state law, county policies, and school building
procedures.
Coordinate with community libraries for additional resources to support
educational objectives.
Media Specialist
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 388 of 600
Page 369
186 of 504
419
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Demonstrate enthusiasm and commitment toward the job and the mission of the
company; support the company’s values in the strategic areas of academic
Work and interact with staff and relate to individuals at all levels of the organization;
relate to individuals at all levels. As unique situations present themselves, the
incumbent must be sensitive to corporate needs, employee goodwill, and the public
image.
Look for ways to improve and promote quality and demonstrates accuracy and
-2%5(48,5(0(176
Certification in Educational Media Specialist (Grades PK-12) preferred.
Proficient in media technology and instructional applications of library science.
acceptable.
3+<6,&$/'(0$1'6
Media Specialist
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 389 of 600
Page 370
187 of 504
419
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Required to sit and/or stand for long periods of time.
:25.(19,5210(17
The noise level in the school is moderate except during periods of high student
traffic.
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)/6$29(57,0(&$7(*25<
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'(&/$5$7,21
termination.
Media Specialist
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 390 of 600
Page 371
188 of 504
419
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Position is responsible for providing training and support to teachers and assisting with
Reading program implementation. Position conducts staff development, performs
classroom visitations, collects and reports student data, and monitors program.
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1. Develops and conducts in-service training for Reading teachers regarding the
program, instructional strategies, and best practices.
2. Performs classroom visitations, assists teachers in the improvement of
instructional performance, and monitors improvement.
3. Demonstrates lessons in classroom situations for observation by teachers.
4. Coordinates the testing of students.
5. Coordinates Reading schedules with existing instructional programs.
6. Monitors the progress of students
7. Serves as a resource to school administrators and content area teachers in
identifying reading needs, adapting instructional techniques, and implementing
Reading program.
8. Assists with the development of school literacy teams.
9. Collects and reports student data.
10. Initiates and maintains effective liaisons with district and professional
associations to maintain a current knowledge of Reading and instructional best
practices.
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themselves, the incumbent must be sensitive to corporate needs, employee
goodwill, and the public image.
Reading Specialist
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 391 of 600
Page 372
189 of 504
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Strong time management & organizational skills and the ability to prioritize
wisely.
Ability to guide and train teachers in effective instructional techniques and
strategies.
Establishes excellent interpersonal skills between all constituents: being
courteous, professional, and helpful; Oral (including presentations), Written,
Interpersonal (active listening), Negotiating and Influencing.
Ability to organize, prioritize and manage multiple priorities.
Ability to establish a set of operating principles and routines; driving projects to
Good knowledge of company and departmental policies and procedures.
Detailed knowledge of Federal, State, and local requirements for K-12 schools
and charter school law.
-2%5(48,5(0(176
1. Master’s degree and eligibility for Florida teaching certification.
2. Demonstrated evidence of involvement in school activities involving leadership
responsibilities.
3. Reading Specialist Certification.
4. Effective instructional delivery techniques and excellent communication skills.
5. Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student
6. Commitment to company values.
7. Such alternatives to the above requirements as CSUSA may find appropriate and
acceptable.
:25.(19,5210(17
Duties may be occasionally performed on field trips away from school.
The noise level in the work environment is usually moderate.
3+<6,&$/'(0$1'6
Must have the ability to sit and stand for extended periods of time.
Exhibit manual dexterity to dial a telephone, to enter data into a computer; to see
and read a computer screen and printed material with or without vision aids; hear
Reading Specialist
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 392 of 600
Page 373
190 of 504
419
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and understand speech at normal classroom levels, outdoors and on the
telephone.
Speak in audible tones so that others may understand clearly in normal
classrooms, outdoors and on the telephone.
Physical agility to lift up to 25 pounds to shoulder height; ability to bend, stoop,
climb stairs, and reach overhead.
7(5062)(03/2<0(17
)/6$29(57,0(&$7(*25<
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termination.
Reading Specialist
Lake
Charter
High School
Magnolia
School
of Excellence
Charles
Page 393 of 600
Page 374
191 of 504
419
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Serves as primary reception and information resource for the assigned location by
assisting walk-in traffic and by answering telephone inquiries. May provide
supplementary clerical, computer, and operational support to school. This position is the
focal point for the school.
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Greets and directs walk-in traffic providing general information and making referrals
to offices and services as appropriate.
Answers phone inquiries by providing general information and/or connecting calls to
offices and services as appropriate.
Maintains a master guide of activities, events, and related information for the school.
Performs a variety of clerical tasks which may include scheduling and maintaining
records of school activities, tracking student attendance,check-in/check-out of
supplies and materials, photocopying, typing, data input, sorting mail,making up file
folders, and/or transmitting/receiving fax documents and email.
Schedules appointments and meetings, which may include reserving conference
rooms and facilities, organizing materials, sending out meeting notices, arranging for
catering services, and maintaining calendars.
Responds to telephone requests for specific materials to be mailed and assists with
mailing general school information to parents.
Responds to telephone and written requests for school information.
Maintains confidentiality of records as appropriate.
Serves as liaison for administrators and teachers.
Ensures Front Office is picked up and information sheets for parents is stocked.
Maintains inventory of office supplies, ordering from outside vendors or bookstores,
as needed within available budget with direction from Principal or Business
Administrator.
Provides passes to students as appropriate.
Orients and situates substitute teachers.
Calls parents on waiting list when an opening at the school arises.
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Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 394 of 600
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192 of 504
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Strong customer orientation.
-2%5(48,5(0(176
High school diploma/GED or equivalent.
Six (6) months directly related full-time work experience preferred.
Ability to relate quickly and tactfull y to a variety of people, including the general
public, students, and fellow employees.
Knowledge of business telephone procedures, techniques, and etiquette.
Must like children.
Such altern atives to th e above requirements as CSUSA may find appropriate an d
acceptable.
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Stressful environment.
Pleasantly answering the phone during busy in-bound call traffic.
Sitting for long periods of time.
Must be able to remain calm in fast paced environment.
3(5621$/3527(&7,9((48,30(17
None
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Fast paced
Open environment with extended periods of time where almost constant activity is
vying for your attention.
Noise level is moderate, but it can rise during periods of high student traffic.
6FKRRO5HFHSWLRQLVW
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 395 of 600
Page 376
193 of 504
419
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termination.
6FKRRO5HFHSWLRQLVW
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 396 of 600
Page 377
194 of 504
419
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Enable children to pursue their education as smoothly and completely as possible in the
absence of the regular teacher
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Reviews with the principal, supervisor and/or designated teacher the plans and
schedule to be followed during the teaching day.
Teaches the lessons prepared by the absent teacher.
Reports in writing the day’s activities at conclusion of each day and provides other
feedback as requested by the building principal.
Follows all school and CSUSA policies, rules, and procedures to which regular
teachers are subject and which good teaching practice dictates.
Consults, as appropriate, with the building principal and/or supervisor before initiating
any lesson or other procedure not specified in the teacher’s plans.
6WXGHQW0DQDJHPHQW
Maintains as fully as possible the established routines and procedures of the school
and classrooms to which they are assigned.
Assumes responsibility for overseeing pupil behavior in class and at other times
during the school day as requested.
Maintains appropriate student behavior at all times throughout the school day for
assigned students.
Maintains good relations with the faculty and staff of the district.
Treats information about students and staff with utmost confidence.
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exhaustive list of all responsibilities, duties and skills required personnel so classified.
Substitute Teacher
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 397 of 600
Page 378
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Time Management – Prioritizing, Organizing, Scheduling
Computer Basics – Windows (Word, Excel, Outlook).
Communication – Oral (including presentations), Written, Interpersonal (active
listening), Negotiating and Influencing.
-2%5(48,5(0(176
BS/BA degree or equivalent experience.
Completion of District’s Substitute Workshop.
acceptable.
:25.(19,5210(17
encounter:
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)/6$29(57,0(&$7(*25<
(9$/8$7,21
'(&/$5$7,21
termination.
Substitute Teacher
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 398 of 600
Page 379
196 of 504
419
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Create and implement a flexible program and classroom environment favorable to
student learning and personal growth. Develop lesson plans consistent with established
guidelines. Establish effective rapport with students, staff members and parents.
Motivate students to develop skills, attitudes and knowledge to provide an effective
educational foundation, in accordance with each student’s ability.
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,QVWUXFWLRQ(GXFDWLRQ5HVSRQVLELOLWLHV
Present subject matter to students to maximize learning opportunity
Reviews student records in order to develop a foundation of understanding regarding
each student’s abilities and needs.
Strives to maximize the educational achievement of each student
Demonstrate a variety / range of student learning modalities in each lesson
Frequently utilize diagnostic assessment of student learning
Maintains accurate and complete student records
Frequently assess student strengths and weaknesses, provide appropriate activities
to address student needs and generates progress reports as required
Refer students with suspected learning problems to appropriate support personnel
Assigns lessons, corrects student work product and reviews oral presentations
Coordinates class field trips
Prepare students for state required achievement assessments
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Creates a classroom environment that is conducive to learning and appropriate to
the maturity and interests of students
Ensures classroom is clean, safe and includes student generated work on display as
appropriate
Implements all relevant policies governing student conduct
Develops reasonable rules of classroom/playground behavior in accordance with
CSUSA policy and guidelines, and maintains order in the classroom in a fair and
consistent manner
Develop lesson plans consistent with established guidelines and goals.
Plans individual and / group learning activities designed to meet instructional
objective and students needs.
Teacher
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 399 of 600
Page 380
197 of 504
419
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Prepares for classes assigned and shows evidence of preparation upon request of
supervisory personnel.
Participates with other staff members in curriculum planning during designated
meetings.
Incorporates into planning all diagnostic information as required in the student’s
Individual Education Plan (IEP).
Takes all necessary and reasonable precautions to protect supplies, equipment,
program.
Strives to establish cooperative relations and makes reasonable effort to
communicate with parents/guardians when appropriate.
Communicates clearly, consistently and positively with parents via all appropriate
mediums.
Cooperates with members of the administration and other staff.
Maintains confidentiality about students.
Attends parent communication activities.
Participates in extracurricular activities as required.
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Teacher
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 400 of 600
Page 381
198 of 504
419
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acceptable.
-2%5(48,5(0(176
Bachelor’s degree (BA) from an accredited college or university or equivalent.
Possession of valid teaching certification (as appropriate).
Equivalent combination of education and experience.
acceptable.
:25.(19,5210(17
encounter:
7(5062)(03/2<0(17
)/6$29(57,0(&$7(*25<
(9$/8$7,21
'(&/$5$7,21
termination.
Teacher
Lake
Charles
Charter
High School
Magnolia
School
of Excellence
Page 401 of 600
Page 382
199 of 504
419
AppendixD–ResumesforallIdentifiedLeadershipTeamMembers
Applicant has not yet identified leadership team members
Page 200 of 419
AppendixE–Quotelettersfrompossibleinsuranceproviders
Page 201 of 419
Page 202 of 419
Page 203 of 419
AppendixF–SchoolOrganizationChart
Page 204 of 419
Page 205 of 419
AdministrativeStaff
MediaClerk
Year1
Teachers
HighSchool
Teachers
912
Year1
Special
Education
TeacherYear1
Music/Chorus
Teacher
Year1
MathSpecialist
Year1
Asst.Principal
Year1
StudentServices
Coordinator
Year1
DeanofStudent
Year1
PEAideYear1
PETeacher
Year1
Reading
Specialist
Year1
ForeignLang.
Teacher
Year1
ArtTeacher
Year1
FoodService(2)
Year1
ESOL/
Paraprofessional
Year1
Technology
Teacher
Year1
Admin.Asst.
Year1
Business
Administrator
Year1
Curric.Resource
Teacher
Year1
InstructionalStaff
School
Receptionist
Year1
Registrar
Year1
SchoolPrincipal
Year1
CharterSchools
USA
GoverningBoard
SchoolOrganizationChart
Page 206 of 419
Facilities Director
RAD Director
Education
Directors
Principals
School Operations
Red Apple
Development (RAD)
Scott Woodrey, VP
Education
Sherry Hage, VP
Marketing &
Enrollment
Director
Payroll Mgr.
Carlos Acosta
HR Team
Business
Development
Director
Applications/Board
Liaison
Human Resources
Rosanne Matthews, HR
Consultant
Business
Development
Richard Page, VP
EVP/COO
Debbie Von Behren
President & CEO
Jonathan K. Hage
CHARTER SCHOOLS USA
ORGANIZATION CHART
2011
Strategic Planning
Alesha Arscott, Dir
IT
David Morgan, Dir.
Ed Pozzuoli
Legal Counsel
Regional Business
Administrators
Financial Analysts
Corporate Finance/
Accounting
Lorrie Davidson, VP
CFO
Richard Garcia
Page 190 of 419
Controller
Hillary Daigle
CTO
TBD
AppendixG–StaffRoster
Page 207 of 419
Staffing Matrix
Total Number of Students - Full Enrollment
Administration Staff
Principal
Assistant Principal
Dean of Students
Business Administrator
Receptionist
Registrar/DPC
Guidance Counselors
Media Specialist
Media Assistant (Clerk)
Food Service-Director
Food Service
Before/Aftercare Director
Before/Aftercare
per hour
per hour
per hour
per hour
per hour
per hour
per hour
Instruction Staff
Teachers (K-5)
Teachers (9-12) (Math, Sci, SS, LA, Reading)
General Music / Chorus Teacher
Art Teacher
PE Teacher
Foreign Language Teacher
Technology Teacher
PE Aide
per hour
ESOL/Co-Teacher
per hour
Special Education Teacher
Reading Specialist
Math Specialist
Co-Teacher
Curriculum Resource Teacher
TOTAL Staffing
90,000
65,000
45,000
45,000
10.00
10.00
26,000
42,000
39,000
14.00
12.00
9.00
12.00
9.00
40,900
40,900
40,900
40,900
40,900
40,900
40,900
11.00
11.00
40,900
40,900
40,900
40,900
40,900
Yr1
Yr2
Yr3
Yr4
Yr5
300
600
900
1,200
1,200
1.00
1.00
1.00
1.00
2.00
1.00
1.00
1.00
1.00
1.00
2.00
1.00
1.00
1.00
1.00
3.00
1.00
1.00
1.00
1.00
1.00
2.00
1.00
2.00
1.00
1.00
3.00
1.00
1.00
1.00
2.00
1.00
3.00
1.00
2.00
1.00
1.00
3.00
1.00
1.00
1.00
2.00
1.00
3.00
1.00
2.00
1.00
1.00
3.00
1.00
1.00
1.00
2.00
1.00
3.00
13.00
14.00
17.00
17.00
17.00
10.00
1.00
1.00
1.00
1.00
1.00
1.00
2.00
1.00
1.00
1.00
21.00
20.00
2.00
1.00
2.00
2.00
2.00
1.00
4.00
1.00
1.00
2.00
2.00
40.00
30.00
2.00
2.00
3.00
3.00
2.00
2.00
5.00
1.00
1.00
3.00
3.00
57.00
40.00
2.00
2.00
3.00
4.00
2.00
2.00
8.00
1.00
1.00
3.00
3.00
71.00
40.00
2.00
2.00
3.00
4.00
2.00
2.00
8.00
1.00
1.00
3.00
3.00
71.00
34.00
54.00
74.00
88.00
88.00
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AppendixH–PersonnelPoliciesorEmployeeManual
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CSUSA • E MPLOYEE H ANDBOOK
INTRODUCTION
“PUTTING STUDENTS FIRST BY PUTTING PEOPLE FIRST”
A commitment to engage our teachers, staff and administrators in the discussion, planning and creation of learning environments that foster a community of students and teachers that extends far beyond the classroom.
ABOUT YOUR HANDBOOK
This Handbook was developed to acquaint you with Charter Schools USA (“CSUSA” or the “Company”)
and to provide you with information about working conditions, employee benefits, and some of the policies affecting your employment. You should read, understand, and comply with all provisions of the
Handbook. It describes many of your responsibilities as an employee and outlines the programs developed by CSUSA to benefit employees. It is our desire to create a safe and meaningful work environment
that is conducive to both personal and professional growth, to recognize individual contribution, and to
make open, direct and personal communication a part of our organization.
This Handbook summarizes CSUSA’s personnel policies and plans that are now in effect and controlling. It is intended only as a guideline and is certainly not all-inclusive. We welcome and encourage any
suggestions you may have for improving your work environment and any aspect of our policies.
CSUSA’s management specifically reserves the right to amend the policies contained herein at its sole
discretion with or without notice to CSUSA employees.
This Handbook contains rules, regulations and general information regarding CSUSA. Read the Handbook carefully. You will be required to sign a “Receipt of Handbook, Acknowledgement of At-Will Employment and Disclaimer of Contract.” You are expected to read and understand the Handbook so it is
very important that you do in fact read the entire Employee Handbook, understand its contents and ask
for an explanation if you have any questions.
Employment “At Will”
Your employment with CSUSA is “at-will”, which means that you voluntarily entered into it and are free
to resign “at will” at any time, with or without cause. Similarly, CSUSA may terminate the employment
relationship “at will” at any time, with or without notice, cause or reason. Should you be employed
within a state other than Florida, the laws of that state will be followed.
NONE OF THE POLICIES OR GUIDELINES CONTAINED IN THIS EMPLOYEE HANDBOOK CREATES EITHER AN EXPRESS OR IMPLIED CONTRACT WITH REGARD TO THE SPECIFIC POLICIES CONTAINED IN THIS EMPLOYEE HANDBOOK. THIS EMPLOYEE HANDBOOK DOES NOT
CREATE A CONTRACT OF EMPLOYMENT.
No representative of CSUSA, other than the CEO, has any authority to enter into any employment
agreement for any specified period of time.
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Revisions, Additions and Confidentiality
No employee handbook can anticipate every circumstance or question about a policy. As CSUSA continues to grow, the need may arise and CSUSA reserves the right to revise, supplement, or rescind any
policies or portion of the Handbook from time to time as it deems appropriate, at its sole and absolute
discretion.
These provisions supersede all existing policies and practices.
Some of the subjects described here are covered in detail in official policy or benefit documents. You
should request and refer to these other documents for specific information since this Handbook only
briefly summarizes those benefits. Please note that the terms of the written insurance policies or benefit
plan documents are controlling.
Please treat this Handbook and the information in it as confidential. No portion of this Handbook
should be disclosed to others, except CSUSA employees and others affiliated with CSUSA whose knowledge of the information is required in the normal course of business.
MISSION
We have developed a mission and vision to help us achieve our goals and uphold our values. This mission should guide how we do business and how to make decisions when faced with choices.
Our Mission Statement
CSUSA designs, develops and operates high performing public schools:
• Committed to student achievement
• Supported by sound business practices
Providing a choice for communities, parents, students, and professionals that fosters educational excellence in America.
Our Values
• Students – A student centered organization
• High Standards – Quality and professionalism
• Integrity – Honesty, loyalty and personal accountability
• Fiscal Responsibility – Building a sustainable, long-term investment in the future
• Learning – Continual improvement and innovation
• People – Empowering people with courage, talent and vision
• Teamwork – Partnership and fostering a respectful, family atmosphere
• Commitment – A life of purposefulness to a greater cause. Giving back and making a difference
• Accountability – To disciplined processes and required outcomes
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OPEN COMMUNICATIONS & OPEN DOOR POLICY
Our experience has shown that when employees deal openly and directly with Administrators /Managers, the work environment can be excellent, communications can be clear, and attitudes can be positive. We believe that CSUSA amply demonstrates its commitment to employees by responding
effectively to employee concerns.
Problem Solving Procedure
We realize that misunderstandings and differences of opinion sometimes develop in the daily work situation. Should a problem or concern arise, the following problem solving procedure will assist with its
resolution:
Discuss your problem or concern with your Administrator/Manager, who will listen and investigate or
make recommendations as to how your problem might be resolved. We encourage you to try to resolve
such matters through open discussion with your Administrator/Manager.
• If you are uncomfortable taking your concern to your Administrator/Manager, or if he/she
does not help you to your satisfaction, you can take your concern directly to the next level of
management or to Human Resources.
By bringing any dissatisfaction or complaint of any nature out into the open, most problems can be improved, if not resolved. We will work to resolve problems in the best interest of both you and CSUSA.
SUGGESTIONS
If you have any suggestions or ideas that you feel would benefit CSUSA, we would encourage you to tell
us about them. We are always looking for suggestions that improve methods, procedures and working
conditions, reduce costs or errors, and benefit the Company and its employees.
Persons who make suggestions, which are used to substantially benefit the Company and its employees,
might (at the sole discretion of CSUSA) be considered for a one-time appreciation award.
Public Media Policy
It is the policy of Charter Schools USA to communicate with the media in the following manner:
At the school level the employee who receives the call, or is visited in person by a member of the media,
is to contact the principal’s office immediately. At that time they will in turn refer the contact to our
Public Relations Firm or Corporate Office.
At the Corporate Office location the employee who receives the call, or is visited in person by a member
of the media, is to engage a member of the executive team.
Under NO circumstance should any employee give a statement, or answer questions to any member of the
media, unless given permission and direction by an Executive Team Member or the Public Relations Firm.
Media is defined as any broadcast system, i.e Radio, Television, Newspaper etc.
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EMPLOYMENT POLICIES AND PROGRAMS
EQUAL OPPORTUNITY
CSUSA is an equal opportunity employer. In order to provide equal employment and advancement opportunities to all individuals, employment decisions at CSUSA will be based on merit, qualifications,
and abilities. CSUSA does not unlawfully discriminate in employment opportunities or practices on the
basis of race, color, religion, sex, pregnancy, national origin, citizenship, age, veteran status, disability,
or any other characteristic protected by law. CSUSA will not unlawfully discriminate against any qualified employee or applicant on the basis of a physical or mental disability.
All supervisory personnel shall, in advertising and posting job opportunities, make reasonable efforts to
ensure that the information regarding those job opportunities is properly and effectively disseminated
internally within the organization. All advertisements shall state in clearly distinguishable type that
CSUSA is an “Equal Opportunity Employer.”
When opportunities for job advancement occur and persons who are already employed by the Company
are qualified to fill such positions, the job posting process and selection procedure shall allow all qualified employees to apply and be considered for the advancement opportunity.
It is the responsibility of all supervisory personnel to see that this policy is continued in its full spirit
and intent.
If you believe you have witnessed or experience any form of discrimination, or if you have questions
concerning this policy, you should notify your supervisor/Administrator or Human Resources immediately. If you believe it would be inappropriate to discuss the matter with your supervisor with whom you
work, you may bypass that individual and report it directly to the next higher level of management. Reports will be investigated, and appropriate corrective action will be taken. Complaints will be handled
confidentially, except as necessary for investigation and resolution. This policy prohibits retaliation, harassment or other adverse action being taken against you because of making a complaint of discrimination, assisting in an investigation, opposing discrimination or otherwise exercising rights protected by
law.
NON DISCRIMINATION / HARASSMENT
CSUSA is committed to maintaining a work environment in which all individuals are treated with respect and dignity. In keeping with this commitment, we will not tolerate harassment of our employees
by anyone, including supervisors, co workers, vendors, clients, or clients of the Company. Harassment
in employment is prohibited, both in the workplace and off the premises, including at social activities
conducted or sponsored by the Company. Human Resources has overall responsibility for this policy
and maintains reporting and monitoring procedures. Employees’ questions or concerns should be referred to Human Resources. Appropriate disciplinary action may be taken against any employee willfully violating this policy.
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Harassment Defined
Harassment is defined as verbal, physical, or visual conduct which:
1. Denigrates or shows hostility or aversion toward an individual because of his/her protected
status, or that of his/her relatives, friends or associates
2. Has the purpose or effect of creating an intimidating, hostile or offensive working environment
3. Has the purpose or effect of unreasonably interfering with an individual’s work performance or
4. Otherwise adversely affects an individual’s employment opportunities
Prohibited harassment includes, but is not limited to, epithets, slurs, jokes, emails, negative stereotyping, or threatening, intimidating or hostile acts that relate to any protected status. Prohibited harassment also includes written or graphic material that is placed on walls, bulletin boards or elsewhere on
the premises, or circulated in the workplace. Harassment can consist of unwelcome conduct, whether
verbal, physical, or visual, that is based upon a person’s protected status, such as gender, color, race, ancestry, religion, national origin, age, physical handicap, medical condition, disability, marital status,
veteran status, citizenship status, or any protected personal characteristic. The Company will not tolerate prohibited or unlawful harassment.
Sexual harassment deserves special mention. Unwelcome sexual advances, requests for sexual favors,
and other physical, verbal, or visual conduct based on gender can constitute sexual harassment, particularly when:
• Submission to the conduct is an explicit or implicit term or condition of employment
• Submission to or rejection of the conduct is used as the basis for an employment decision or
• The conduct has the purpose or effect of unreasonably interfering with an individual’s work
performance or creating an intimidating, hostile, or offensive working environment
Sexual harassment may include, but is not limited to the following:
• Repeated unwelcome requests for a romantic relationship
• Explicit sexual propositions, sexual innuendo, suggestive comments
• Sexually oriented “kidding” or “teasing,” “practical jokes,” jokes about gender specific traits,
• Foul or obscene language or gestures
• Display or circulation in the workplace of sexually suggestive objects or pictures (including
through email) and
• Physical contact, such as patting, pinching, or brushing against another’s body
CSUSA requires that all incidents of discrimination, harassment or retaliation be reported, regardless of
the offender’s identity or position. Individuals who believe they have witnessed or experienced conduct
that they believe is contrary to the Company’s harassment or discrimination policy or who have concerns about such matters should file their complaints with their immediate Administrator/Manager,
next level of management, or Human Resources. Individuals should not feel obligated to file their complaints with their Administrator/Manager first before bringing the matter to the attention of one of the
other Company’s designated representatives identified above.
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Procedure for Complaints
The Company’s policy is to investigate all such complaints thoroughly and promptly. To the extent practicable, the Company will keep complaints and the terms of their resolution confidential. If an investigation confirms that a violation of Company policy has occurred, the Company will take corrective action,
including such discipline up to and including immediate termination of employment as is appropriate.
CSUSA prohibits retaliation against any individual who makes a good-faith report of discrimination or
harassment or participates in an investigation of such reports. Retaliation against an individual for reporting harassment or discrimination or for participating in an investigation of a claim of harassment
or discrimination is in violation of this policy and, like harassment or discrimination itself, will be subject to disciplinary action up to and including termination.
All Company employees are responsible for helping to assure that we avoid harassment. If you feel that
you have experienced or witnessed conduct contrary to this policy you have an obligation to immediately take advantage of this complaint procedure. It is important to immediately report any complaint
rather than let time slip by or let the situation escalate. The more timely the reporting the more effective
Human Resources can be at resolving the situation.
Early reporting and intervention have proven to be the most effective method of resolving actual or perceived incidents of harassment. Therefore, while no fixed reporting period has been established, CSUSA
strongly urges the prompt reporting of complaints or concerns so that rapid and constructive action can
be taken.
The availability of this complaint procedure does not preclude individuals who believe they are being
subjected to harassing conduct from promptly advising the offender that his or her behavior is unwelcome and requesting that it be discontinued.
If an employee making a complaint does not agree with its resolution, the employee may appeal to the
Company’s Executive Vice President.
AMERICANS WITH DISABILITIES ACT POLICY STATEMENT
The Company is committed to complying with all applicable provisions of the Americans with Disabilities Act ("ADA"). It is the Company's policy not to discriminate against any qualified employee or applicant with regard to any terms or conditions of employment because of such individual's disability or
perceived disability so long as the employee can perform the essential functions of the job. Consistent
with this policy of nondiscrimination, the Company will provide reasonable accommodations to a qualified individual with a disability, as defined by the ADA, who has made the Company aware of his or her
disability, provided that such accommodation does not constitute an undue hardship on the Company.
Employees with a disability who believe they need a reasonable accommodation to perform the essential functions of their job should contact the Human Resources Department. The Company encourages
individuals with disabilities to come forward and request reasonable accommodation.
Procedure for Requesting an Accommodation
On receipt of an accommodation request, Human Resources and your supervisor will meet with you to
discuss and identify the precise limitations resulting from the disability and the potential accommodation that the Company might make to help overcome those limitations.
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The ADA does not require the Company to make the best possible accommodation, to reallocate essential job functions, or to provide personal use items (i.e., eyeglasses, hearing aids, wheelchairs etc.).
An employee or job applicant who has questions regarding this policy or believes that he or she has
been discriminated against based on a disability should notify the Human Resources Department. All
such inquiries or complaints will be treated as confidential to the extent permissible by law.
IMMIGRATION LAW COMPLIANCE
Each new employee, as a condition of employment, must complete the Employment Eligibility Verification I-9 Form and present documentation establishing identity and employment eligibility. This policy
is in compliance with the Immigration Reform and Control Act of 1986. Former employees who are rehired must also complete the form if they have not completed an I-9 with CSUSA within the past three
years, or if their previous I-9 is no longer retained or valid.
Transition and transfer of employees to other subsidiaries must comply with local regulations.
In the case of a relocation to CSUSA subsidiary, the employment relationship will change to adhere to
local regulations, polices/procedures and the compensation and benefits of that location.
Employees with questions or seeking more information on immigration law issues are encouraged to
contact Human Resources. Employees may raise questions or complaints about immigration law compliance without fear of reprisal.
ORIENTATION PERIOD
Newly hired employees, and any current employees who have been transferred, promoted or reassigned
to a new position, are employed with the understanding that their first 90 days in their new position are
considered to be an orientation period.
This orientation period provides an opportunity for both you and CSUSA to evaluate each other and to
determine the desirability of continuing the employment relationship. During your first 90 days in your
new position your job performance will be observed by your Administrator/Manager to ensure job compatibility.
During this time, you will be provided with training and guidance from your Administrator/Manager.
Under appropriate circumstances, your orientation period may be extended. Additionally, as is true at
all times during an employee’s employment with the Company, employment is not for any specific time
and may be terminated at will, with or without cause or reason and without prior notice.
At the end of the orientation period, you and your Administrator/Manager may discuss performance.
Provided the job performance is “satisfactory” at the end of the introductory period, you may continue
in your employment as an at will employee. The orientation period does not represent a guarantee or
contract of employment for 90 days or any other period of time and all aspects of “Employment-AtWill” will continue to apply.
Applicant Reference and Background Checks
To ensure that individuals who join CSUSA are well qualified and have a strong potential to be productive and successful, it is the policy of CSUSA to check the employment history, references and creden-
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tials of all applicants.
Likewise, as a condition of employment, a release to conduct a background check is required. Examples
include: driving records, credit checks, criminal background, fingerprinting, certification checks, District Ethics Committee, etc.
Providing References for Former Employees
Only the Human Resources Department are authorized to respond to inquiries for reference checks for
current or former CSUSA employees. Responses to such inquiries will be limited to employment verification (confirmation of job position and dates of employment.) CSUSA is not responsible for any personal or
business reference made by an employee on behalf of or regarding another employee.
PERFORMANCE
The results that CSUSA achieves are determined by how we perform – as individuals, teams, and as a
company. The ways we focus our efforts, use our talents, manage our time and work together will determine our success. We emphasize the importance of ongoing communication between you and your Administrator/Manager about your performance, progress toward job expectations, results and any
development or needs that you may have.
You and your Administrator/Manager are strongly encouraged to discuss job performance and goals
on an informal, day to day basis. Additional formal performance evaluations are conducted to provide
both Administrator/Managers and employees the opportunity to discuss job tasks, identify and correct weaknesses, encourage and recognize strengths, and discuss positive, purposeful approaches for
meeting goals.
The performance of all employees is generally evaluated according to the schedule associated with your
position. For a 10 month instructional, 12 month school administrators, or non-instructional employees, you are reviewed after 90 days, during the first semester and at the end of the school year. Your opportunity to recommit and your pay increase for the following school year will be dependent on your
overall performance. For 12 month corporate employees, your performance reviews are after the first 90
days and then annual, usually in the Fall, or as the fiscal year dictates.
Your attendance and dependability is an important part of your overall performance. Excessive absenteeism could lead to disciplinary action and affect your performance rating.
Goal Setting
One of the most important aspects of the Performance Management process is goal setting. In this
process, you and your Administrator/Manager meet in a highly participative manner to:
• Update your description of job duties and responsibilities so it reflects the current requirements and primary job content.
• Mutually agree upon and establish written SMART (specific, measurable, attainable, relavent
and time bound) goals that clearly define what is expected by you.
• Ensure that individual goals are compatible with those of the work unit and the Company as a
whole. Goals should be aligned with the Company and School Strategic Plan.
• Negotiate agreement on a weighting for each goal as a means of prioritizing what’s important.
• Establish measures and standards that clarify how you will know if targets are being achieved and
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• Agree on performance tracking and feedback requirements necessary for self-management or
monitoring progress.
You should revisit and, where appropriate, reestablish goals with your Administrator at the beginning
of the school year and/or with your Manager no less than quarterly.
At its sole discretion, CSUSA may award merit based pay adjustments in an effort to recognize truly superior employee performance. The decision to award such an adjustment is dependent upon numerous
factors, including the information documented by this formal performance evaluation process.
OUTSIDE EMPLOYMENT
CSUSA does not limit an employee’s activities during non-working hours unless those activities interfere with or are in conflict with the performance of his/her job, or create a conflict of interest.
As a condition of employment, all employees must sign a non-compete and/or employment agreement
if their work with CSUSA puts them in contact with or responsible for sensitive company information.
PROMOTIONS AND TRANSFERS
To provide our employees with opportunities for growth and advancement, CSUSA attempts to fill
many of its job openings with qualified candidates from within. Internal candidates may be identified
by management selection or thorough responses to job postings on the company website.
You are encouraged to seek advancement opportunities and to obtain promotion and career guidance
from your Administrator/Manager and/or Human Resources.
The Leading Edge Program provides Professional Development opportunities to high performing employees who are identified by Senior Leadership as holding the characteristics and potential of leadership. Eligibility criteria may change from time to time as the needs of the business prepare for
organizational growth, however, employees under an active Performance Improvement Plan are not eligible to participate for one year and must have clearance by the administration/manager to participate.
CSUSA strives to promote from within whenever possible. To obtain detailed information on the criteria and opportunity to participate, contact your Administrator/Manager.
TRANSFERS
Whenever possible, internal position opportunities will be communicated via the company website or
through the Human Resource Department.
To be considered for an internal job opportunity, you must
• Possess the skills, education and experience required
• Be performing satisfactorily in your current position
• Have been in your current position at CSUSA for at least one year
If you are interested in promotion or transfer opportunities, it is ultimately your responsibility to apply
for the position opening before the deadline shown on the job posting and to make your intentions
known to your Administrator/Manager.
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Consideration will be given based on the individual’s skills, education, experience and qualifications,
and will be in adherence to CSUSA’s policy of equal employment opportunity.
EMPLOYMENT RECORDS
CSUSA maintains employment records on each employee. Your employment application and all other
records that require specific information about you become part of your employment record. Information
submitted on the employment application and other employment forms is subject to verification by the
Company. If the Company determines you have provided false or misleading information, you may be
subject to disciplinary action up to and including termination.
Keeping Your Files Up To Date
It is your responsibility to ensure your employment records are kept up-to-date. This includes notifying
us of any changes in the following types of information:
• Name
• Telephone number
• Home and/or mailing address
• Number and identity of dependents (for benefits and tax purposes only)
• Telephone numbers and addresses of dependents, spouse, former spouse (for insurance purposes only)
• Beneficiary designations (for benefits purposes only)
• Persons to be notified in case of emergency
• Driving record or status of driver’s license if you operate a Company vehicle or your position
routinely requires you to drive during regular business hours
• Military or draft status
•Certification status
If there is a change to these types of information, you must notify Human Resources as soon as possible
and/or log into HRO to make your changes.
Reviewing Your Employment Records
Employment records are the property of CSUSA, and access to the information they contain is restricted. Generally, only supervisors and management personnel of CSUSA who have a legitimate reason to review information in a file are allowed to do so.
With reasonable advance notice, employees may review their own employment records in CSUSA’s offices and in the presence of an individual appointed by CSUSA to maintain the files. Records deemed to
contain sensitive or confidential information could be excluded from the review. If you wish to review
your employment records, contact Human Resources to schedule a file review.
SEPARATION FROM THE COMPANY
Every Company employee has the status of “employee at will,”(as applicable by state law in which you
work) meaning that no one has a contractual right, express or implied, to remain in the Company’s employ unless they enter into a written contract signed by the President and CEO of the Company. This
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means the Company or an employee may terminate his/her employment, without cause, and with or
without notice, at any time for any reason. No Administrator/Manager or other representative of the
Company (except the CEO or his designee) has the authority to enter into any agreement for employment for any specified period of time, or to make any agreement contrary to the above.
Resignation
If you initiate the separation, it is considered a voluntary resignation. If you elect to resign, your Administrator/Manager would like the opportunity to discuss your resignation before final action is taken. The
Company often finds during this conversation that another alternative may be better. If, however, after
full consideration you decide to leave, it is requested that you provide the Company with a written two
week advance notice period (bear in mind that PTO days may not be included in the two-week notice
period). Though CSUSA requests two weeks notice the company may request earlier resignation if the
circumstances require.
Exit Interview
In addition, employees separating from CSUSA may be asked to participate in an exit interview and
provide any constructive comments and suggestions on improving working conditions. This interview
may take place on your last day and/or a survey may be sent to your home via the internet. We appreciate receiving your candid opinion of your employment with us.
Job Abandonment
If you are absent from work for three consecutive scheduled work days without giving proper notice to
your Administrator/Manager, you are advised that the Company will consider this an abandonment of
your job, and your employment will be terminated.
A DRUG FREE WORKPLACE
CSUSA prohibits the following:
• Reporting to work under the influence of alcohol or illegal drugs or substances, including the
illegal use of prescription drugs.
• Being intoxicated while on Company premises.
• The sale or purchase of alcoholic beverages on Company premises or while performing Company business, except in connection with Company-authorized events and gatherings.
• Working under the influence of prescription or nonprescription drugs that could impair judgment or motor functions and place persons or property in jeopardy.
Possession of paraphernalia used in connection with the use of any drug is evidence of violation of this rule.
A drug means an amphetamine, a cannabinoid, cocaine, phencyclidine (PCP), a hallucinogen,
methaqualone, an opiate, a barbiturate, a benzodiazepine, a synthetic narcotic, a designer drug or a
metabolite of any of these substances. Non prescribed use of prescription medication is also prohibited.
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Employees may be tested for any and all of these drugs.
As a part of our policy prohibiting reporting to work or working with the presence of drugs, drug testing
may be required. The Company must and will conduct drug tests under the following circumstances:
• For an employee whose conduct creates a reasonable suspicion of improper use or possession
of drugs.
• For an employee subject to regular fitness-for-duty medical examination.
• For an employee previously given a drug-related suspension or a leave of absence for prohibited drug use. Such tests will be conducted on a quarterly, semi-annual, or annual basis for up
to two years thereafter.
• On a random, unspecified basis.
• For an employee suffering a reportable accident and any other parties associated with the accident. If an employee refuses to be tested, he/she will be subject to suspension or dismissal.
Refusal to cooperate in the drug testing procedure will result in termination of employment.
Investigation – Site Inspections
CSUSA reserves the right to access and inspect all Company-owned or managed areas. Desks, lockers,
computers, cabinets, drawers, etc., are provided for the convenience of employees and may be searched
at any time to the extent considered necessary by management. Please cooperate with us on this matter,
as it is done for your protection. CSUSA also reserves the right to search employee property on Company property, such as handbags, lunch boxes, briefcases, laptops, and employee cars on Company
property. CSUSA may, but is not required to, obtain the employee’s consent when property belonging to
or used by an employee is to be searched.
Where possible, the employee will be notified of the search and should be present. The search should be
carried out in privacy, but with a supervisory witness. CSUSA shall have the right to conduct a search if
there is reasonable suspicion to believe that a violation of this policy has occurred.
Employee Assistance Program
This is a program designed to offer counseling and rehabilitation services to support employees, dependents and all members of your household. It offers you free 24 hour assistance, toll free or online.
• Emotional Well –Being and Life Events
• Family and Caregiving Resources
• Health and Wellness Resources
• Daily Living Resources
• In-Person Counseling
For more confidential information please contact your Business Administrator, or the Human Resource
Department for your Brochure.
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EXPECTATIONS AND STANDARDS
ATTENDANCE AND PUNCTUALITY
To maintain a safe and orderly work environment, CSUSA expects you to be reliable and to be punctual
in reporting for scheduled work. Absenteeism and tardiness place a burden on other employees and on
CSUSA. In the rare instances when you cannot avoid being late to work or are unable to work as scheduled, you should notify your Administrator/Manager as soon as possible in advance of the anticipated
tardiness or absence.
Call-In Procedure
If it is necessary for you to be late or absent for any reason, you are responsible for following the call-in
procedure for your work team or department.
While call-in procedures vary by department and location, there are some general requirements that are
universal to all employees:
• You should telephone your Administrator/Manager before your starting time, if possible.
• If you are unable to make the call because of a medical condition, then you should have a person make the call for you and you should personally contact your Administrator/Manager at
your earliest opportunity.
• If you cannot reach your Administrator/Manager when you call, speak with the person designated by your department/school.
• You must speak personally with an appropriate person. Leaving a message on voicemail is not
sufficient.
• Provide an explanation of why you are going to be late or absent and when you expect to return
to work. Also leave a phone number where you can be reached.
• If appropriate, provide an update on any pending work assignments that may need to be handled in your absence. Your Administrator/Manager may need to reschedule/redistribute your
work activities while you are absent.
It is your responsibility to ensure that proper notification is given. Failure to do so will subject you to
disciplinary action up to and including termination.
Poor attendance and excessive tardiness are disruptive. Either may lead to disciplinary action, up to and
including termination of employment.
WORK RULES AND STANDARDS
Work rules and standards regarding employee behavior are necessary in any company for the company’s efficient operation and for the benefit and protection of the rights and safety of all. CSUSA is no
exception. This section of your Handbook summarizes some of our expectations and work rules. The
following lists are by no means all-inclusive.
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Our Expectations
We expect our employees to be honest, reliable and conscientious in meeting the responsibilities of
their job, and to perform all duties competently, professionally, and responsibly. In order to meet these
expectations, you must understand and abide by the standards that govern job conduct. The following
are examples of expectations that CSUSA has and some of the responsibilities you must observe:
• Comply with all of CSUSA’s policies, procedures, safety and security guidelines.
• Learn your job and perform it to the best of your ability –efficiently, accurately, and safely.
• Take initiative to excel in your job and cooperate with your work team. Let us know your ideas
for innovation and improvement.
• Speak up when you have problems, concerns or complaints.
• Report to work on time. Others depend on you.
• When you will be absent from work, or unable to arrive on time, follow the call-in procedure
for your work team.
• Treat all clients, visitors, parents, students and co-workers with respect and courtesy. Provide
the highest level of service to all clients.
• Follow and respect management’s direction concerning job-related matters.
• Maintain the confidentiality of proprietary and confidential Company and customer information
• Present a professional, neat, and clean appearance appropriate to your work situation.
• Report to management any violations of the Company’s policy, unethical or illegal conduct by
co-workers, clients or vendors.
• Refrain from offensive or undesirable behavior or conduct.
Examples of Conduct Not Permitted
In general, conduct that interferes with operations, brings discredit to CSUSA or is offensive is not tolerated. The following are examples of conduct not permitted. Such conduct will subject the individual involved to disciplinary action up to and including termination.
• Failure to meet performance standards and fulfill job requirements
• Refusal to follow management’s instructions concerning a job-related matter (insubordination)
• Unsafe practices or unsafe performance of any job
• Leaving the workplace during working hours without authorization
• Unauthorized use of Company or customer assets, including equipment, property, information
and funds
• Improper use or disclosure of proprietary or confidential Company or customer information
• Violation of CSUSA’s Code of Business Conduct (as outlined in this Handbook under separate
section)
• Theft, misuse or willful destruction of Company property or of another individual’s property
• Harassing, sexually or otherwise, another employee, business associate or customer, or failing
to report harassment
• Improper, unprofessional, or threatening behavior or language while on Company property or
on Company business
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• Lying to employees, Administrator/Managers or clients
• Failure to report any knowledge of theft or other activities not in the best interest of CSUSA
• Any action that is or can reasonably be expected to be detrimental to CSUSA or its reputation
• Any violation of CSUSA’s substance abuse policy
• Violation of Company safety or security policies or procedures
• Deliberately interfering with the operations of the Company
• Falsifying any Company record or report, including applications for employment, time sheets
and client records
• Possession of firearms, weapons, ammunition or explosives on Company property or while on
Company business
• Conviction of a crime committed in any Company workplace or during working hours
These examples are illustrative of the types of behavior that are not permitted at CSUSA, but are not intended to be all-inclusive. Other types of behavior or conduct could also lead to disciplinary action up to
and including immediate termination. You are expected to comply with all Company policies and procedures and all standards of conduct.
Disciplinary Action
CSUSA seeks to resolve performance and conduct problems in the most positive and constructive manner possible. We believe our employees are responsible individuals interested in working together toward common goals. When situations arise which warrant disciplinary action, CSUSA will utilize
corrective action to deal with the misconduct.
Improper conduct or improper work performance, regardless of whether covered by the specific rules of
conduct above, may be grounds for disciplinary action in the judgment of the Company.
Disciplinary action may range from verbal, written or final warnings to suspension or immediate termination, depending upon the facts of the particular case and the employment history of the employee involved.
APPEARANCE AND DRESS CODE
Dress, grooming, and personal cleanliness standards contribute to the morale of all employees and affect the business image CSUSA presents to clients and visitors. During business hours or when representing CSUSA, you are expected to present a clean, neat, and tasteful appearance. In all cases, good
judgment and discretion are expected when selecting work attire. All attire must reflect current professional standards such as: Dresses and skirts (appropriate length), casual suits/slacks, blouses/shirts,
blazers, vests, skorts (in business suitable fabrics, dress shoe or sandal, khaki or “docker” style pants.
You are expected to dress in a manner that is normally acceptable in similar business establishments.
The wearing of suggestive attire or of denim jeans of any color, any material resembling denim, casual
sandals, tennis shoes, hiking boots, flip flops, shorts, sweat suits, stirrup pants and leggings, sweatshirts
or jogging suits, form fitting apparel, bare shoulders, character/advertisement printed which covers the
front and/or back of shirts (chest pocket logos are acceptable), caps or hats, T-shirts and similar items
of casual attire are not permitted as they do not present a business-like appearance.
In the event that CSUSA provides or requires uniforms which are expected to be worn in the perform-
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ance of your duties, the uniforms should be kept clean and pressed.
Hair should be clean, combed, and neatly trimmed or arranged. Shaggy, unkempt hair is not permissible regardless of length. Sideburns, mustaches, and beards should be neatly trimmed.
Administrator/Managers will have the responsibility to privately correct any employee who violates accepted dress standards. Any employee who does not meet the standards of this policy will be required to
take corrective action, which may include leaving the premises. Any work time missed because of failure
to comply with this policy will not be compensated, and repeated violations of this policy will be cause
for disciplinary action.
Business Casual Dress Code (for Casual Fridays/Summer Casual)
On Fridays or during the summer session, CSUSA allows employees to dress in a more casual fashion
than is normally required. Our primary objective is to have employees project a professional image
while taking advantage of more casual and relaxed fashions. Casual dress offers a welcome alternative
to the formality of typical business attire. If CSUSA requires employees to wear uniforms in performance of their duties, the Casual policy does not apply; uniforms, if required, are to be worn on all working days.
Not all casual clothing is appropriate for the office. Casual business wear means clean, neat, professional clothing. It is never appropriate to wear stained, wrinkled, frayed, or revealing clothing to the
workplace. If you are considering wearing something and you are not sure if it is acceptable, choose
something else or inquire first.
Listed below is a general overview of acceptable casual business wear as well as a listing of some of the
more common items that are not appropriate for the office. Obviously, neither group is intended to be
all-inclusive. Rather, these items should help set the general parameters for proper casual business
wear and allow you to make intelligent judgments about items that are not specifically addressed.
Examples of acceptable casual business wear include:
• Slacks
• Casual dresses and skirts
• Casual shirts and blouses
• Golf shirts
• Loafers
• Deck shoes
• Flats
• Dress sandals (not in schools)
Examples of inappropriate clothing items that should not be worn on casual days include:
• Jeans
• Warm up or jogging suits and pants
• T shirts or sweatshirts with offensive messages or images
• Thong sandals
• Bare midriffs or other revealing attire
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• Stirrup pants or leggings
• Flannel shirts
• Tank tops/halter tops
For some, traditional business attire may simply remain a more favored option on casual days.
Body Piercing, Jewelry and Tattoos
All employees should exercise sound business judgment with regard to personal appearance, dress and
grooming to enable them to be most effective in the performance of their duties. The company recognizes, however, that personal appearance is an important element of self-expression.
Factors used to determine whether jewelry and tattoos pose a conflict with the job or work environment
will include, but are not limited to:
• Student Handbook (staff at each school shall follow and model the standard set by CSUSA for
their students to follow)
• Safety of self or others
• Productivity or performance of tasks
• Perceived offensive on the basis of race, sex, religion, etc.
• Perceived offensive according to business norms. CSUSA’s corporate business norm requires
tattoos to be covered and visible jewelry piercing be removed when deemed necessary by their
administrator/manager.
• Customer / Parent complaints
If a potential conflict is identified the employee will be encouraged to identify appropriate solutions
such as removal of excess jewelry, covering of tattoos, transfers to alternative positions, etc.
Principals, managers, and supervisors will be responsible for answering questions and resolving issues
related to this policy on a case-by-case basis to ensure unique circumstances are appropriately considered. The goal of CSUSA is mutual cooperation.
INTERNAL AND EXTERNAL CUSTOMER SERVICE
Charter Schools USA’s, mission is to design, develop and operate high performing public schools. Superb customer service is everyone’s responsibility and every employee must be able to deliver on this
consistently. This may include clients, parents, community, boards, and other stakeholders.
Providing excellent customer service should be at the heart of everything you do. This means we expect
the following from each of our employees:
• Establish and maintain effective relationships with clients, and work to gain their trust and respect.
• Always act with clients/students in mind.
• Work together (as a team) to support customer-focused goals and strategies.
• Exceed customer expectations at every customer touch-point.
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• Work to obtain first-hand customer information and use it for improvements in work products
and services. Be dedicated to meeting the expectations and requirements of you internal
and/or external clients.
Remember … you are a representative of CSUSA. To the student and parent, YOU are CSUSA.
Service Standards
CSUSA established service standards for employees use to interact with stakeholders (co-workers, parents, students, boards) and vendors. CSUSA expects that each employee provide excellent service to all
they come in contact with. We know that our parents have a choice when it comes to their child’s education and superior service along with academic excellence are the two main determining factors parents use to make their decision. Below are a list of behavioral standards we expect from each employee.
To help provide a good presentation
Standards
Use 10/5 Greeting
Everyone picks up trash as they pass
Speak first and last
Use intentional verbal’s such as please, thank you, etc.
To be Reliable
Standards
Employees will use the LEAD technique (listen, empathize, apologize, do something or direct to
someone who can) to deal with angry or upset parents/customers
All faculty and staff will know the answers to the top 10 questions asked about their school
Provide reassurance
Standards
Never talk about a student, supervisor, employment issue, another employee or negative school
information in the presence of a parent/customer
Be empathetic
All employees will use NICE (neutralize through a positive beginning, immediately emphasize,
courteously explain, emphasize your desire to help) technique when they have to decline a parent/customer request
All faculty and staff will thank parents and customers appropriately and/or offer a pleasant parting comment
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Handling Customer Problems
Your job brings you into contact with many people – including both internal and external clients. Difficult situations and complaints may arise – regardless of how flexible, energetic or friendly you may try
to be!
Always treat clients and business guests in a courteous, respectful manner. When a client has a question
or complaint, give the matter your immediate attention. Look at complaints as an opportunity – to correct problems, improve customer service and ultimately raise customer satisfaction. If you ever feel you
cannot properly handle a problem or difficult situation, refer the client to your Administrator/Manager
or a higher member of management.
Telephone Courtesy
Telephone courtesy is essential to maintaining our favorable business reputation. Your telephone manners are a direct reflection on the Company and your professionalism. Therefore, please use proper telephone manners – be polite, helpful and service-oriented on the phone at all times.
We also ask that you try to return telephone calls as promptly as possible, even if you haven’t obtained
an answer for a client. Let the client know you are working on his/her issue. Continually communicate
the status of your progress in resolving the issue to the customer.
BUSINESS CONDUCT
The successful business operation and reputation of CSUSA is built upon the principles of fair dealing
and ethical conduct of our employees. Our reputation for integrity and excellence requires careful observance of the spirit and letter of all applicable laws and regulations, as well as a scrupulous regard for
the highest standards of conduct and personal integrity.
The continued success of CSUSA is dependent upon our clients’ trust and we are dedicated to preserving that trust. Employees owe a duty to CSUSA’s clients and fellow employees to act in a way that will
merit the continued trust and confidence of the public.
The standards and expectations outlined in CSUSA’s Code of Business Conduct are intended as a guide
to making the right choice. When faced with a complicated situation, it is often difficult to decide where
the ethical path lies. You have a responsibility to ask questions, seek guidance, report suspected violations, and express concerns regarding compliance with the Code and related procedures.
CSUSA’s Code of Business Conduct
Unlawful and unethical business is of particular concern to CSUSA because they undermine employee
and customer trust. CSUSA’s Code of Business includes the following principles:
• Conflicts of Interest: You must conduct yourself in a manner that avoids conflicts of interest and that upholds the Company’s business reputation.
• Confidential Nature of Work: Keep proprietary and personnel information to yourself
and avoid compromising your integrity.
• Fraud Dishonesty and Criminal Conduct: Fraud, dishonesty and criminal conduct by
employees will not be tolerated.
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Conflicts of Interest
Employees have an obligation to conduct business within guidelines that prohibit actual or potential
conflicts of interest. This policy establishes only the framework within which CSUSA wishes the business to operate. The purpose of these guidelines is to provide general direction so that employees can
seek further clarification on issues related to the subject of acceptable standards of operation. Contact
the VP of Finance, Sr. Director of Human Resources or the CEO for more information or questions
about conflicts of interest.
An actual or potential conflict of interest occurs when an employee is in a position to influence a decision that may result in a personal gain for that employee or for a relative as a result of CSUSA’s business
dealings. For the purposes of this policy, a relative is any person who is related by blood or marriage, or
whose relationship with the employee is similar to that of persons who are related by blood or marriage.
No “presumption of guilt” is created by the mere existence of a relationship with outside firms. However, if employees have any influence on transactions involving purchases, contracts, or leases, it is imperative that they disclose to an officer of CSUSA as soon as possible the existence of any actual or
potential conflict of interest so that safeguards can be established to protect all parties.
Personal gain may result not only in cases where an employee or relative has a significant ownership in
a firm with which CSUSA does business, but also when an employee or relative receives any kickback,
bribe, substantial gift, or special consideration as a result of any transaction or business dealings involving CSUSA (which is strictly prohibited).
Confidentiality
Your position at CSUSA may provide you with access to confidential information. The release of confidential information and/or trade secrets, whether intentional or unintentional, can injure the Company financially and competitively. Confidential information includes, but is not limited to, the following examples:
• New methods and materials research
• Pending projects and proposals
• Proprietary production processes
• Research and development strategies
• Technological data
• Technological equipment and prototypes
• Instructional methods
• Strategic Plan
• Student/Employee Information
• Facilities prototype
All Company records and information relating to the Company or its clients are confidential and employees must, therefore, treat all matters accordingly. No Company or Company related information, including without limitation, documents, notes, files, records, oral information, computer files or similar
materials (except in the ordinary course of performing duties on behalf of the Company) may be removed from the Company’s premises without permission from Company. Additionally, the contents of
the Company’s records or information otherwise obtained in regard to business may not be disclosed to
anyone, except where required for a business purpose. Employees must not disclose any confidential information, purposefully or inadvertently (through casual conversation), to any unauthorized person in-
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side or outside the Company. Employees that are unsure about the confidential nature of specific information must ask their Administrator/Manager for clarification.
Any breach of confidentiality will be taken very seriously and may subject you to termination and possibly legal action. If you are unsure if something is confidential, or if you have any questions regarding
your responsibilities in dealing with confidential materials, speak with your Administrator/Manager.
Inventions, Proprietary Rights and Non-Compete Agreement
As an employee of CSUSA you may be required to sign an Agreement that addresses such things as Inventions, Proprietary Rights and Non-Competition as a condition of employment. You should read this
Agreement carefully for additional information regarding your responsibilities to protect the Company’s
proprietary information. Employees who improperly use or disclose trade secrets or confidential business information will be subject to disciplinary action, up to and including termination of employment,
even if they do not actually benefit from the disclosed information.
Fraud, Dishonesty, and Criminal Conduct
CSUSA will comply with all applicable laws and regulations and expects its directors, officers, and employees to conduct business in accordance with the letter, spirit, and intent of all relevant laws and to
refrain from any illegal, dishonest, or unethical conduct.
A. Accurate Books and Records
All employees must record and report information accurately and honestly. This includes reports of
time worked, business expenses and other business related activity.
CSUSA’s financial statements and the records on which they are based must always accurately and
fairly reflect the activities and transactions of the Company in accordance with generally accepted accounting principles and the Company’s accounting and financial policies. No undisclosed or unrecorded
corporate funds or assets shall be established for any purpose, nor should Company funds be placed in
any personal or non-corporate account. No employee shall make an entry on the Company’s books and
records that intentionally hides or disguises the true nature of a transaction.
B. Criminal Conduct
Criminal conduct by employees will not be tolerated, and such conduct may result in criminal or civil
legal action. Criminal conduct includes, but is not limited to:
• Theft, misuse or abuse of Company, employee or customer property, including telephone, computer, or mail resources
• Violence or threats of violence
• Bribery or extortion involving CSUSA’s assets or operations
Compliance
In signing the Acknowledgement for this Handbook, you certify your agreement to abide by this Code of
Business Conduct. In addition, this Code requires that you must agree to report any conflicts of interest
and any violations of the Code of Business Conduct to a member of the Human Resources or a member
of management.
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Violations
In general, the use of good judgment, based on high ethical principles, will guide you with respect to
lines of acceptable conduct. If a situation arises where it is difficult to determine the proper course of
action, the matter should be discussed openly with your immediate Administrator/Manager and, if necessary, with the CEO for advice and consultation.
Compliance with this policy of business ethics and conduct is the responsibility of all employees. Any
employee who violates CSUSA’s Code of Business Conduct or fails to report a violation by another employee will be subject to disciplinary action up to and including termination.
PERSONAL RELATIONSHIPS
While our company has family relationships, consenting “romantic” or personal relationships between
an Administrator/Manager and an employee may at some point lead to unhappy complications and significant difficulties for all concerned, for the employee, the Administrator/Manager and the Company.
Accordingly, the Company strongly discourages such relationships and any conduct (such as dating between a Administrator/Manager and an employee) that is designed or may reasonably be expected to
lead to the formation of a “romantic” or personal relationship.
By its discouragement of romantic and personal relationships, the Company does not intend to inhibit
the social interaction (such as lunches or dinners or attendance at entertainment events) that are or
should be an important part or extension of the working environment; and the policy articulated above
is not to be relied upon as justification or excuse for a Administrator/Manager’s refusal to engage in
such social interaction with employees.
If a romantic or personal relationship between an Administrator/Manager and an employee should develop, it shall be the responsibility and mandatory obligation of the Administrator/Manager to
promptly disclose the existence of the relationship to Human Resources. The employee may make the
disclosure as well, but the burden of doing so shall be upon the Administrator/Manager.
Guidelines and Determining Factors
For the purposes of this policy, a personal relationship is any intimate relationship existing between a
member of CSUSA’s management and any employee within his/her chain of command. A “management
team member” is defined as any exempt employee classified as an officer, Administrator/Manager, official or supervisor. “Intimate personal relationships” may be manifested as patterned associations with
select individuals of the work group, romantic affairs, etc.
Upon being informed or learning of the existence of such a relationship, the Company’s management
may take all steps that it, in its discretion, deems appropriate. At a minimum, the employee and Administrator/Manager will not thereafter be permitted to work together on the same matters (including matters pending at the time disclosure of the relationship is made), and the Administrator/Manager must
withdraw from participation in activities or decisions (including, but not limited to, hiring, evaluations,
promotions, compensation, work assignments and discipline) that may reward or disadvantage any employee with whom the Administrator/Manager has or has had such a relationship.
In addition, and in order for the Company to deal effectively with any potentially adverse consequences
such a relationship may have for the working environment, any person who believes that he or she has
been adversely affected by such a relationship, notwithstanding its disclosure, is encouraged to make
his or her views about the matter known to Human Resources.
This policy shall apply without regard to gender and without regard to the sexual orientation of the participants in a relationship of the kind described.
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WORK ENVIRONMENT
SMOKE FREE ENVIRONMENT
In keeping with CSUSA’s intent to provide a safe and healthful work environment for our students and
employees, smoking in the workplace is prohibited. This policy applies equally to all employees, clients,
and visitors. Employees who visit or work on-site at a school or at a administrative or corporate premise
are expected to follow the smoking policy for that location.
You are expected to exercise common courtesy and respect the needs and sensitivities of your co-workers with regard to the smoking policy. CSUSA does not provide smoking areas for employees nor are
smokers entitled to additional break time. Employees should not smoke at building entry ways, around
students is never allowed, or in areas where others are obligated to be exposed to smoke in order to
enter the workplace or school. In situations where the preferences of smokers and nonsmokers are in
direct conflict, the preferences of non¬smokers will prevail.
HIRING OF RELATIVES
To avoid misunderstandings, complaints of favoritism, and other problems of management credibility,
CSUSA has established the following policy concerning the hiring of relatives.
Although CSUSA has no prohibition against employing relatives of current employees, we require executive approval before hiring. We will monitor situations in which such relationships exist to ensure they
support a productive work environment. In case of actual or potential problems, CSUSA will take
prompt action. This can include reassignment or, if necessary, termination of employment for one or
both of the individuals involved.
For purposes of this policy, a relative is any person who is related by blood or marriage, or whose relationship with the employee is similar to that of persons who are related by blood or marriage.
SAFETY
It is the policy of CSUSA to manage and conduct its operations in such a manner as to eliminate or minimize all potential hazards and to avoid accidents involving injury to personnel or damage to property.
CSUSA will follow all applicable federal, state, local and contractual safety and health regulations, including those of federal and/or state run Occupational Safety and Health programs.
All employees are charged with personal responsibility for constant adherence to safety procedures and
safe practices. To achieve and maintain a safe working environment, each employee must take an active interest in safe work practices and must take responsibility for following any safety rules or recommendations.
It is important that you consider the work environment when determining proper attire and foot ware.
We do not allow employees to wear open toe shoes and/or high heels in schools due to the work environment, student traffic, and the flooring. All Employee should also consider these factors when
preparing to visit a school. See our dress policy for more information
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Communications
CSUSA provides information to employees about workplace safety and health issues through regular internal communication channels such as department meetings, bulletin board postings, memos, or other
written communications.
Making Suggestions and Reporting Violations
Some of the best safety improvement ideas come from employees. If you have ideas, concerns, or suggestions for improved safety in the workplace you are encouraged to raise them with your Administrator/Manager, or with another who is responsible for safety, or bring them to the attention of Human
Resources.
You are expected to obey safety rules and to exercise caution in all work activities. You must immediately report any unsafe condition to the appropriate Administrator/Manager. Employees who violate
safety standards, who cause hazardous or dangerous situations, or who fail to report or, where appropriate, remedy such situations, may be subject to disciplinary action, up to and including termination of
employment. Reports and concerns about workplace safety issues may be made anonymously if you
wish. All reports can be made without fear of reprisal.
In the case of accidents that result in injury, regardless of how insignificant the injury may appear, you
should immediately notify your Administrator/Manager and Human Resources. Such reports are necessary to comply with laws and initiate insurance and workers’ compensation benefits procedures.
WORKERS’ COMPENSATION INSURANCE
CSUSA provides a comprehensive workers’ compensation insurance program at no cost to employees.
This program covers any injury or illness sustained in the course of employment that requires medical,
surgical, or hospital treatment. Subject to applicable legal requirements, workers’ compensation insurance provides compensation benefits after a short waiting period. All approved medical expenses are
covered immediately.
Employees who sustain work related injuries or illnesses must inform Human Resources immediately.
All employees will be provided care, first aid and emergency service, as required, for injuries or illnesses
while on Company time. Employees should contact their Administrator/Manager, the nearest Administrator/Manager, and/or 911 in the event of an accident or emergency.
No matter how minor an on-the-job injury may appear, it is important that it be reported immediately. This
will enable an eligible employee to qualify for coverage as quickly as possible. Failure to report accidents is
a serious matter as it may preclude an employee’s coverage under workers’ compensation insurance.
Neither CSUSA nor the insurance carrier will be liable for the payment of workers’ compensation benefits for injuries that occur during an employee’s voluntary participation in any off duty recreational, social, or athletic activity sponsored by CSUSA.
COMPANY EQUIPMENT AND VEHICLES
The Company provides supplies, equipment, vehicles and materials necessary for its employees to per-
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form their job. These items are to be used for the Company’s purposes. An Administrator/Manager
must authorize use of Company vehicles for personal reasons. Employees are expected to exercise care
in the use of Company equipment and property and use such property only for authorized purposes.
Loss, damages or theft of Company property should be reported at once. Negligence in the care and use
of Company property may be considered grounds for discipline, up to and including termination.
The Company’s equipment, such as telephone, postage, facsimile and copier machine, are intended for
business use. An employee may use this equipment for non business purposes on a limited basis with
the permission of his or her Administrator/Manager. Personal usage of these or other equipment that
results in a charge to the Company should be reported to your Administrator/Manager or accounting so
that reimbursement can be made.
Upon termination of employment, the employee must return all Company property, equipment, work
product and documents in his or her possession or control.
Personal Vehicles used for Company Business
Only employees with an unrestricted, current driver’s license may operate a vehicle to conduct Company business. A Motor Vehicle Request (MVR) may be requested for employees or applicants for employment who will be driving a rental or personal vehicle on Company business. This applies to all
employees and applicants for employment for whom operating a motor vehicle is a regular and necessary activity of employment. CSUSA may, at its discretion, waive this requirement for those for whom
driving is deemed incidental and occasional.
Any employee who uses a personal vehicle for any Company business must be on the approved driver
list. In addition, the driver must provide a certificate of insurance that shows limits of liability of at least
$100,000 - $300,000 - $50,000. The certificate must show current coverage, and the employee may be
asked to produce an updated certificate at any time. The vehicle must be in good working order.
Vehicle Safety Guidelines
All Company-approved drivers are required to:
• Maintain a valid driver’s license and have a current, acceptable MVR on file if required.
• Drive defensively and anticipate driving hazards such as bad weather and bad drivers.
• Comply with all applicable motor vehicle laws, operating regulations and registration requirements (Note: The use of radar detectors or similar devices while on Company business is expressly prohibited.).
• Wear a safety belt as a driver or passenger in all vehicles used for Company business, and in
any Company vehicle used for other than Company business.
• Drive without impairment by alcohol or drugs.
• Report all accidents (no matter how minor) to your Administrator/Manager immediately (i.e.,
the same day the accident occurs), providing full factual information about the incident (Your
Administrator/Manager will need to notify CSUSA’s insurer of accidents promptly.).
• Report any changes in the status of your driver’s license (e.g., revocation or suspension, DUI,
violations of law) to your Administrator/Manager immediately.
• Avoid driving distractions to the greatest degree possible. Specifically, drivers should avoid any
activity that causes them to divert their attention from driving or to drive one-handed.
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Cellular Phone Use Guidelines
Cell phone use while driving must be avoided. Drivers should be aware that the use of cell phones while
driving is creating a distraction from safe driving and should not use the phone while driving. If the
phone must be used, the driver should safely pull off the road and park the car prior to usage. Regardless of the circumstances, including slow or stopped traffic, employees are strongly encouraged to pull
off to the side of the road and safely stop the vehicle before placing or accepting a call. While driving, attention to the road and safety should always take precedence over conducting business over the phone.
COMPUTERS AND COMMUNICATION SYSTEMS
CSUSA’s computer and communication resources and services are for the use of CSUSA and its workers.
Computer and communication resources and services include, but are not limited to: printers, servers,
workstations, standalone computers, laptops, software, computer files, internal/external communications networks, internet, commercial online services, bulletin board systems, email systems, telephone
systems, long distance services, voicemail, cellular phones, pagers, video equipment, and tape that are
accessed directly or indirectly as provided by CSUSA.
As a user, you are responsible for using these resources and services in an efficient, effective, ethical, and
lawful manner. All communications transmitted by, received from, or stored in these systems are the
sole property of the Company. As noted above, all such communications are subject to review and
monitoring by CSUSA. Accordingly, you should have no expectation of privacy in such communications.
The following guidelines apply to all users of computer and communication resources and services,
wherever the users are located. The term “users” refers to all employees, independent contractors, and
other persons or entities accessing or using CSUSA computer and communication resources and services. CSUSA’s Information Technology Department must approve access to any of these services by
non-employees.
Violations of this policy may result in disciplinary action, up to and including possible termination,
and/or legal action.
Policy
CSUSA has the right, but not the duty, to monitor any and all aspects of computer and communication
systems used, maintained or provided in the conduct of its business, including email and Internet access, to ensure compliance with its policies. Computers and computer accounts are provided to assist
employees in the performance of their job. No user should have an expectation of privacy in anything
created, sent, received or downloaded on the computer or communication system. CSUSA is not responsible for the actions of individual users.
The computer and communication systems belong to CSUSA and should be used for business purposes
only. The Company reserves the right to monitor the operation of these systems, to access all records
within them, and to retain or dispose of those records as it deems necessary. Even if you use a personal
password or code to access these systems, all messages composed, sent or received are not your private
property; they belong to the Company. Any technical questions about this policy should be addressed to
Information Technology Management.
Users are governed by the following provisions, which apply to all use of computer and communication
resources and services:
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• Users must comply with all software licenses, copyrights, and all other state and federal laws
governing intellectual property.
• Fraudulent, harassing, embarrassing, indecent, profane, obscene, intimidating or other unlawful material may not be sent by email, downloaded by other form of electronic communication,
or displayed on or stored in Company computers. If you encounter or receive such material,
you should immediately report the incident to your Administrator/Manager.
• Without prior written permission, CSUSA’s computer and communication resources and services may not be used for the transmission or storage of commercial or personal advertisements, solicitations, promotions, destructive programs (viruses and/or self-replicating code),
political material, obscene material or any other unauthorized or personal use.
Electronic Mail (email)
The electronic mail (“email”) system is the property of CSUSA and is for use in conducting Company
business. All communications and information transmitted by, received from, or stored in this system
are Company records and property of the Company. While email usage is intended for job-related activities, incidental and occasional brief personal use is permitted within reasonable limits. Employees will
refrain from using Company issued email addresses for excessive incoming personal email and/or subscriptions to email lists (listservs) unrelated to individual job tasks.
Staff members should use the same care in drafting email and other electronic documents as they would for
any other written communication. Anything created on the computer may, and likely will, be reviewed by
others. In addition, the confidentiality of any message should not be assumed. Even when a message is
erased, it is still possible to retrieve that message.
CSUSA’s email and internet access systems are provided solely for business use. Communications by you
through these systems are not private nor are they protected, and you should have no expectation of privacy in such communications. For security and operational purposes, CSUSA may monitor and/or retrieve
messages, communications, material and attachments sent through these systems. Moreover, use of the internet access provided by CSUSA to obtain offensive or otherwise inappropriate material is completely prohibited. Likewise, you have no expectation of privacy with respect to any other information stored on any
CSUSA computer or in any CSUSA work area.
CSUSA expects its employees to maintain organized electronic document and contact information files.
Employees are not to email documents or materials to persons who are not authorized to receive or review
such materials.
The following additional guidelines apply to the use of CSUSA’s email system:
• Employees have no right of privacy in any material stored in, created, received, or sent over the
email system.
• In its discretion as owner of the email system, the Company reserves and may exercise the right
to monitor, access, retrieve, and delete any matter stored in, created, received, or sent over the
email system, for any reason and without the permission of any employee.
• Even if employees use a password to access the email system, the confidentiality of any message
stored in, created, received, or sent from the email system still cannot be assured. Use of passwords or other security measures does not in any way diminish the Company’s rights to access
materials on its system, or create any privacy rights of employees in the messages and files on the
system. Any password used by employees must be revealed to the Information Technology Ad-
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ministrator/Manager, as email files may need to be accessed by the Company in an employee’s
absence.
• Employees should be aware that deletion of any email messages or files would not truly eliminate
the messages from the system. All email messages are stored on a central back up system in the
normal course of data management.
• Even though CSUSA has the right to retrieve and read any email messages, those messages
should still be treated as confidential by other employees and accessed only by the intended recipient. Employees are not authorized to retrieve or read any email messages that are not sent to
them. Any exception to this policy must receive the prior approval of management.
• The Company’s policies against sexual or other harassment apply fully to the email system, and
any violation of those policies is grounds for discipline up to and including discharge. Therefore,
no email messages should be created, sent, or received if they contain intimidating, hostile, or offensive material concerning race, color, religion, sex, age, national origin, disability or any other
classification protected by law.
• Do not send personal messages or jokes using the Company’s email. Even if the material is not
offensive, you should not encourage the use of email for non-business related activities. If you receive non-business related messages, jokes or related files from someone else, delete the messages and refer that person to CSUSA’s policies. If the activities continue, contact the person’s
Administrator/Manager.
• If you receive a chain mail message, do not respond to it. Inform IT and they will put a block on
the message.
Personal Computers and Software Applications
The help desk and IT department are the only persons authorized to install software on company owned
computers. If you need a particular software contact your supervisor or the IT department to authorize
the use of the software and they will arrange to install it on your computer.
Any duplication of copyrighted software or data, except for backup and archival purposes, is a violation
of both Company policy and federal law. Any unauthorized or unlicensed copies of software at CSUSA
expose both you and the Company to potential civil and criminal penalties. Software must only be used
according to the software license agreement. No unlicensed software may be used or installed into the
Company’s computers. CSUSA may delete any unlicensed software or personal software without notice
to you.
The computer assigned to you is your responsibility. As such, it is your responsibility to take reasonable
precautions to secure it from use and/or abuse by another. The following outlines some of your responsibilities and guidelines regarding computer use and security:
• You are responsible for immediately reporting any unlawful activity involving your personal
computer. The data you work with may be more valuable and more difficult to replace than the
hardware or software used to access it.
• Employees are responsible for safeguarding your password for the system. Individual passwords should not be printed, stored online, or given to others. You are responsible for all actions made using your password. Sharing of passwords is prohibited and may result in a
limited or suspended account.
• In the event password protection is needed, the Administrator/Manager of Information Services and the employee’s Administrator/Manager must be made aware of the password and the
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document must be saved on the network.
• Be aware that a computer’s hard drive may fail at any time. Several backup methods are available. Consult IT for instructions on backing up your files or for any other questions.
• Employees should not read, alter or copy a file belonging to another user without first obtaining permission from the owner of the file. The ability to read, alter, or copy a file belonging to
another user does not imply permission to read, alter, or copy that file.
Important: A user’s ability to access other computer systems directly or through the network, including
the CSUSA network does not imply a right to access those systems or to make use of those systems unless specifically authorized by the operators of those systems.
Internet
Internet access to global electronic information resources on the World Wide Web is provided by
CSUSA to assist employees in obtaining work related data and technology. While Internet usage is intended for job related activities, incidental and occasional brief personal use is permitted within reasonable limits. The following guidelines have been established to help ensure responsible and productive
Internet usage.
• All internet data that is composed, transmitted, or received via our computer communications
systems is considered to be part of the official records of CSUSA and, as such, is subject to disclosure to law enforcement or other third parties. Consequently, employees should always ensure that the business information contained in Internet email messages and other
transmissions is accurate, appropriate, ethical, and lawful.
• Data that is composed, transmitted, accessed, or received via the Internet must not contain
material that could be considered discriminatory, offensive, obscene, threatening, harassing,
intimidating, or disruptive to any employee or other person. Examples of unacceptable content
may include, but are not limited to, sexual comments or images, racial slurs, gender specific
comments, or any other comments or images that could reasonably offend someone on the
basis of race, color, age, sex, pregnancy, religious or political beliefs, national origin, citizenship, veteran status, disability, sexual orientation, or any other characteristic protected by law.
• Abuse of the Internet access provided by CSUSA in violation of law or CSUSA policies will result in disciplinary action, up to and including termination of employment. Employees may
also be held personally liable for any violations of this policy. The following behaviors are examples of previously stated or additional actions and activities that are prohibited and can result in disciplinary action:
- Sending or posting discriminatory, harassing, or threatening messages or images
- Sending or posting confidential material or proprietary information outside of the organization
- Sending or posting messages or material that could damage the organization’s image or
reputation
CSUSA reserves the right to, and does, monitor Internet usage including sites visited and time spent at
those sites.
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Personal Web Sites, Web Logs and Text Message Policy
Personal Web sites, Web logs (blogs), and text messaging have become prevalent methods of self-expression in our culture. Charter Schools USA respects the right of employees to use these mediums during their personal time. If an employee chooses to identify himself or herself as a Charter Schools USA
employee on a Web site or Web log, he or she must adhere to the following guidelines:
• Make it clear to the readers that the views expressed are the employee’s alone and that they do
not reflect the views of Charter Schools USA.
• Do not disclose any information that is confidential or proprietary to Charter Schools USA or
to any third party that has disclosed information to the company. Consult the company’s confidentiality policy for guidance about what constitutes confidential information.
• Uphold Charter Schools USA’s value of respect for the individual and avoid making defamatory
statements about Charter Schools USA’s employees, clients, partners, affiliates, students and
others, including competitors.
• Be careful not to let bloging interfere with your job or ethic and standards commitments.
Employees, especially instructional staff, are held to a high standard. Your commitment and oath to the
Educational Professional Ethics Standards must not be violated. These standards outline appropriate
conduct with students, parents and peers and who have access to the internet and access to content you
display on the internet, regardless of whether you believe it may be personally secured or not. Personal
web sites and blogs are not exempt from the Educational Professional Ethics Standard or company
standards. Furthermore, violations may be reported to the Florida Department of Education and may
ultimately affect instructional certification.
If bloging activity is seen as compromising to the Educational Professional Ethics Standards, or the corporation or school standards, Charter Schools USA may request a cessation of such commentary and
the employee may be subject to disciplinary action up to and including termination.
Telephones and Voice Mail
The telephone system is the property of CSUSA and, as such, the primary purpose is for the conduct of
the business of CSUSA. Employees are required to reimburse CSUSA for any charges resulting from
their personal use of the telephone.
To ensure effective telephone communications, employees should always use the approved greeting and
speak in a courteous and professional manner. Please confirm information received from the caller, and
hang up only after the caller has done so.
The voicemail system is intended to send and receive business-related messages. It is not designed as a
storage medium for these or personal messages. Voicemail messages should be checked and cleared
daily. Saving multiple voice messages for an extended period of time can negatively impact system performance.
CSUSA reserves the right to monitor its voicemail system to ensure compliance with this policy. You
should not have an expectation of privacy with respect to the voice messages you send or retrieve via the
Company’s voicemail system.
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SECURITY
Security is the responsibility of all employees. Security safeguards are necessary to help protect you, your property and the property of the Company.
Guarding Your Personal Belongings
To guard against theft of your personal belongings, be sure to keep your wallet, purse and/or any other valuables in a safe place, and keep your car locked. CSUSA discourages you from keeping personal property in the
office and will not assume responsibility for the loss of such property.
Security Checks
The inspection of packages, lockers, cabinets and drawers, handbags, briefcases, carrying cases and vehicles
may be necessary at times, and CSUSA reserves the right to search an employee’s personal property. As an employee of CSUSA, you are expected to reasonably comply with any Company investigations.
Employees are not permitted to remove any Company property or merchandise from the premises for any reason unless preapproved in writing by your Administrator/Manager.
Entering and Leaving the Premises
At the time you are hired, you will be advised of the proper procedures for entering and exiting your office and
setting alarms. You are expected to abide by these guidelines at all times. If you do not receive this information
upon starting work, please contact a Administrator/Manager or Human Resources immediately.
Parking
Parking may be restricted and/or assigned in certain situations. Ask your Administrator/Manager for instructions.
Visitors in the Workplace
To provide for the safety and security of employees and the facilities at CSUSA, only authorized visitors are allowed in the workplace. Restricting unauthorized visitors helps maintain safety standards, protects against
theft, ensures security of equipment, protects confidential information, safeguards employee welfare, and
avoids potential distractions and disturbances.
All visitors should enter the office through the reception areas, and must check in with the project/field Administrator/Manager at field sites. Authorized visitors will receive directions or be escorted to their destination.
Employees are responsible for the conduct and safety of their visitors.
If an unauthorized individual is observed on CSUSA’s premises, employees should immediately direct the individual to the reception area, or if necessary notify their Administrator/Manager.
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Violence in the Workplace
CSUSA does not tolerate fighting, threats and other acts of violence against employees, co-workers, job
applicants, clients or vendors. In addition, possession of firearms, weapons, ammunition or explosives
on Company property or while on Company business is strictly prohibited.
Acts or threats of violence or physical harm, whether made directly or indirectly, violate the safe and
professional conduct of our business. If you are subjected to or threatened with harm by a co-worker,
customer or vendor, or if you become aware of another individual who has been subjected to or threatened with violence, or if you know of circumstances which might result in violence, you should report
this information to your Administrator/Manager or Human Resources immediately.
Please bring all threats to our attention so that we can deal with them appropriately. Do not assume
that any threat is not serious. Any investigation into threatening remarks or conduct will be conducted
with as much confidentiality as possible. No adverse action will be taken against anyone who brings a
good-faith complaint under this policy.
Reporting Illegal and Unethical Acts
If you have knowledge of or suspect any illegal behavior by another employee, you are required to report such activity immediately to management.
PARTICIPATION IN COMMUNITY AFFAIRS
We encourage you to participate in community service affairs of charitable, educational and civic organizations. However, your participation in these activities must not adversely affect job performance, be
detrimental to CSUSA’s interests, or place you in the position of serving conflicting interests.
Time spent on community affairs, when not undertaken at the request of management, should normally
be outside of your regular working hours and therefore will not be considered hours of work for pay
purposes. Employee-initiated participation in community affairs that involves an extended period of
time away from the job must be approved and handled in accordance with CSUSA’s leave of absence
policies.
EMERGENCY CLOSURES
At times, emergencies such as severe weather, fires, power failures, or earthquakes or hurricanes, can
disrupt Company operations. In extreme cases, these circumstances may require the closing of a work
facility/school. If such conditions exist, please consult your local emergency procedures and call the appropriate location for a message or contact your Administrator/Manager at home or at work as soon as
possible.
When operations are officially closed due to emergency conditions, the time off from scheduled work
for salaried employees and full time hourly employees will be paid.
In cases where an emergency closing is not authorized, employees who fail to report for work will be required to use PTO or take the time off without pay.
A copy of the CSUSA disaster procedure is located on the company intranet. All schools follow the disaster guidelines of the districts where they reside.
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ENVIRONMENTAL
It is the policy of CSUSA to comply with all applicable laws and regulatory standards promulgated by
the government to protect the quality of the environment. This includes eliminating or controlling pollution to the air, ground water or land, and to minimize potential exposure to hazardous materials.
It is the responsibility of each employee to be familiar with the requirements of his/her type of work
and be sure that the work does not have any unnecessary impact on the environment. Employees are
expected to recycle any materials for which collection services are provided.
Any person who becomes aware of any spill or inadvertent release of toxic or hazardous materials must
report the incident immediately to his/her Administrator/Manager.
PAY RELATED INFORMATION
COMPENSATION
CSUSA’s goal is to compensate its employees in a fair and competitive manner, based on the responsibilities of each job, the Company’s overall growth and performance, and other business conditions affecting wages on an annual basis. In addition, our goal is to reward employees for their individual
performance, achievements and contributions to the Company’s success.
After the first year of employment, wages and salaries are normally reviewed annually, but a review
does not guarantee an increase. All salaries, bonuses, stipends, and extra pay are taxable to the employee. Our philosophy is to pay for performance, and pay increases are based solely upon individual
merit and business conditions.
Confidentiality- Employment, medical and wage information is confidential and should not be discussed with peers, parents, students, or vendors. This information is of a confidential nature and should
not be discussed regardless of pertaining to yourself or others.
EMPLOYMENT CATEGORIES
Exempt/Non-exempt
Under the Fair Labor Standards Act, there are two categories of employees – exempt and non-exempt.
• Exempt employees are classified as such if their job duties are exempt from the overtime provisions of the Federal and State Wage and Hour Laws. Exempt employees are not eligible for
overtime pay. Exempt employees generally include those in executive, Administrator/Managerial, professional, commissioned sales, and certain administrative positions. If you are an exempt employee, you are normally paid on a salary or commission basis regardless of hours
worked. Exempt employees’ salaries are calculated on a semi-monthly basis (24 pay periods).
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• Non-exempt employees must keep records of their hours worked and must be paid overtime for
any hours over 40 hours worked in a week. Salaries of non-exempt employees are calculated
on an hourly basis.
Full-Time/ Part-Time/Temporary
At the time you are hired, your position is categorized as full-time, regular part-time, or temporary. At
that time you will be informed of any Company benefits for which you are eligible. In general, employment category definitions encompass the following:
Full Time
A full-time employee is one who works the standard working hours of the Company each week (a minimum of 36 hours per week).
Part Time
Part time employees are classified as non exempt and work a regular schedule less than 36 hours per
week.
Temporary and Seasonal Employees
A temporary employee is hired for a specified project or time frame and may work an irregular schedule. Seasonal employees are generally hired for an indeterminate time of limited duration and are also
considered temporary employees. Temporary and seasonal employees do not receive any benefits provided by the Company.
Daily Substitutes
A temporary employee who is hired for the purpose of filling in for absent educators. They are hired oncall daily and do not receive benefits provided by the company.
Stipends and Other Supplemental Payments
For certain duties and responsibilities outside of your normal duties, CSUSA may provide a stipend.
Principals and department managers are responsible for allocating stipends in accordance with the
Compensation Plan and Budgeting Guidelines. Examples of stipends include but are not limited to Department Chair’s, TLC, and extra duties or a project for a specific period of time.
TIME KEEPING AND PAY RECORDS
The attendance of all employees must be recorded and submitted to the Payroll Department weekly
through E-Time. The payroll week begins on Sunday and ends on Saturday. To process payroll effi-
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ciently, all time sheets must be received by the Payroll Department deadlines to your designated payroll
representative.
Attendance records are Company records, and care must be exercised in recording the hours worked,
overtime hours, absences and business expenditures.
Meal Periods
All full time employees are generally provided with one unpaid meal period of l hour in length each
workday. Employees are relieved of all active responsibilities and restrictions during meal periods and
will not be compensated for that time. Skipping a meal break to leave early and/or to get additional pay
is not allowed, however, from time to time shortened meal breaks may be necessary to accommodate
the daily schedule as the needs of the business allow, and with prior approval by the
administrator/manager. However, adjustments should not exceed 8 hours per day or 40 hours in a
work week.
Timekeeping
All hourly employees must record the hours worked including paid time off, and have their Administrator/Manager approve the completed timesheet weekly. All exempt salaried employees are required to
report all paid time off.
Time Records
It is of utmost importance that timesheets are filled out properly with the correct associated information.
The following rules apply to completing time records:
• You are not permitted to work “off the clock,” including working through meal breaks or after
scheduled work hour.
• You must accurately record all hours you spend on the job performing assigned duties.
• You are not authorized to work through scheduled lunch or meal breaks.
• Not accurately reporting PTO is a violation of company policy and is stealing. Supervisors
must verify the employee has the PTO available, pre-approve, and sign off on the PTO request
form.
• Compensatory time off in lieu of overtime pay is not permitted.
The Business Administrator at each school is responsible for accurate reporting and maintenance of
documented reports. It is the employee’s responsibility to ensure their accurate time has been provided
to the Business Administrator at the schools or through your manager at Corporate.
Altering, falsifying or tampering with time records, or recording time on another employee’s time sheet
may result in disciplinary action, up to and including termination.
WORK HOURS
Your Work Schedule
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tor/Managers will advise employees of the times their schedules will normally begin and end. Staffing
needs and operational demands may necessitate variations in starting and ending times, as well as variations in the total hours that may be scheduled each day and week.
Employees should establish a mutually workable schedule with their Administrator/Manager. Issues,
such as staffing needs, the employee’s performance, and the nature of the job will be considered when
establishing work schedules.
It is recommended that hourly employees report to work no more than 15 minutes prior to their shift
start and clock out within 15 minutes of their shift end unless pre-approved to work overtime.
Attendance is a major concern and is a major part of your performance. Students and fellow employees
rely on you to be at work on time everyday. If you become ill please contact your administrator/manager in advance. Contact means speaking directly with your supervisor, not just leaving a message. Failure to report into your administrator/manager for 3 consecutive days will result in job abandonment
and disciplinary action up to and including termination.
Overtime
When operating requirements or other needs cannot be met during regular working hours, employees
will be given the opportunity to volunteer for overtime work assignments. If not enough people volunteer to meet work needs, employees may be required to work overtime. All overtime work must receive
the Administrator/Manager’s prior authorization. Overtime assignments will be distributed as equitably
as practical to all employees qualified to perform the required work.
EMPLOYEE REFERRAL PROGRAM
At CSUSA, we’re always searching for talented performers—and that can mean a cash reward for you in
recognition of your recruitment efforts. Sometimes you may know an individual who can be an asset to
CSUSA. If we hire the referred individual, CSUSA may pay a referral bonus.
PAY PROCEDURES
CSUSA takes all reasonable steps to ensure that employees receive the correct amount of pay in each
paycheck and that employees are paid promptly on the scheduled payday. It is the responsibility of the
employee to report any errors or concerns as soon as known.
Unless otherwise specified by CSUSA, you will be paid semi-monthly every 15th and the last day of the
month. Each paycheck will include earnings for all work performed through the end of the previous
payroll period.
In the event that a regularly scheduled payday falls on a holiday, employees will receive pay on the last
day of work before the regularly scheduled payday.
If a regular payday falls during an employee’s PTO, the employee’s paycheck will be available upon his
or her return from PTO.
It is the Company’s policy that employee paychecks will only be given personally to that employee. All
other arrangements for mailing or pick up must be made with the employee’s Administrator/Manager.
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Underpayments and overpayments will be adjusted on the next pay period unless the amount creates a
hardship for the employee. Then other arrangements can be made through the payroll office.
Direct Deposit/Payroll Check
CSUSA prefers and encourages employees to be paid through direct deposit of funds to either a savings
or checking account at the bank of your choice. This can be set up during the “on-boarding” process.
The first pay period after receiving the direct deposit information will be directly deposited to your account. You will receive a direct deposit pay stub with all your earnings and deductions.
Final Pay
Upon separation, you will receive all unpaid wages and pay for any earned but unused paid time off in a
manner consistent with the law in the state in which you work. If for any reason, you do not return
equipment or property of CSUSA upon termination, the assessed value of the property will be deducted
from the employee’s final paycheck. Be sure CSUSA has up to date address information.
BUSINESS-RELATED EXPENSE REIMBURSEMENT
Your duties as an employee may require you to travel. The Travel and Expense Policies set the guidelines
on acceptable travel and business expenses, expense reports and the approval process. All expenses
should cover the employee’s actual reasonable expenses while conducting business away from home on
behalf of the Company or as associated with a business event. No personal expense should ever be charged
to the Company. You are responsible to know the limits of the Travel and Expense Policy and seek the
proper advanced approval through your direct supervisor and the VP of Corporate Finance.
When travel is completed you should submit your travel expenses on the expense report along with all
original receipts. For further information, review the Travel and Expense Policy.
Travel
Employees whose travel plans have been approved are responsible for making their own travel
arrangements.
Employees who are involved in an accident while traveling on business must promptly report the incident to the Human Resources. Vehicles owned, leased, or rented by CSUSA may not be used for personal use without prior approval.
With prior approval, employees on business travel may be accompanied by a family member or other person, when it will not interfere with successful completion of business objectives. Generally, employees are
also permitted to combine personal travel with business travel, as long as time away from work is approved. Additional expenses arising from such non-business travel are the responsibility of the employee.
Employees should contact their Administrator/Manager for guidance and assistance on procedures related to travel arrangements, expense reports, reimbursement for specific expenses, or any other business travel issues.
Abuse of this business travel expenses policy, including falsifying expense reports to reflect costs not
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incurred by the employee, can be grounds for disciplinary action, up to and including termination of
employment.
PROFESSIONAL MEMBERSHIPS
Professional employees are encouraged to become members in Professional Organizations and to actively participate.
With management approval, CSUSA may pay membership dues and other associated fees for professional memberships, if the membership is beneficial to both you and the Company.
TRAINING
Conferences, Short Courses, Seminars
CSUSA may pay all or a portion of the cost for job related approved conferences, courses and seminars.
All attendees must have prior written approval by Administrator/Manager and the CEO and course
must be directly related to a Professional Development Plan.
Employees are encouraged to become actively involved with professional associations to promote
CSUSA as well as gain exposure by serving on boards, as officers, and by presenting technical papers.
Expenses associated with mandatory company meetings are paid by the company and follow the corporate expense reimbursement policy.
BENEFITS
GENERAL OVERVIEW OF BENEFITS
CSUSA has established a variety of programs designed for the benefit of employees, including time off
from work, assisting you in covering costs that can result from illness, helping you plan for an unexpected disability and several other benefits. This Handbook contains only a general listing of benefits.
Your rights can be determined only by referring to the full text of the official plan documents, which are
controlling and are available from Human Resources. To the extent that any of the information contained in this Handbook is inconsistent with the official plan documents, the provisions of the official
plan documents will govern in all cases.
The following are some of the benefit programs that are available to eligible employees:
• Personal Time Off
• Medical Insurance/Dental/Vision (Section 125)
• 401k
• Holiday Pay
• Life Insurance/Accidental Death and Dismemberment
• Short and Long Term Disability
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• Leaves of Absence
• Family and Medical Leave (if applicable)
ELIGIBILITY FOR BENEFITS
At the time you are hired, you are categorized as a full-time, regular part-time, or temporary employee.
Only full-time employees (36 or more hours per week) are eligible for the benefits outlined in this section.
Medical
1st Day of the month after 30 days
Dental
Vision
Disability
Life
401k
Next quarter after completing 60 days of service
The following table shows when benefits begin for full-time eligible employees. The company may
change the waiting periods for employees hired after the beginning of the 2008/2009 school year as the
business needs require.
Paid Time Off
PTO 10 month full time
employees
Benefit period is the beginning and end of the
school year. Must complete 30 days.
PTO 12 month full-time
employees
Benefit Period Jan 1st -Dec. 31st for corporate
employees and August 1st-July 31st for school
employees. Must complete 30 days
Medical/Dental/Vision/Life/Disability Enrollment
You will be asked to select benefit coverage during your orientation.
Important: If you do not elect coverage within the first 30 days of your employment you cannot enroll
in the Medical or Dental Insurance plans until the next open enrollment period unless you have a qualifying event.
You must also notify Human Resources if you experience a qualifying event and want to make a
change to your existing medical plan.
A qualifying event includes:
• Legal separation
• Divorce
• Death
• Termination of other employment
CHARTER SCHOOLS USA
• Loss of other coverage
• Marriage
• Birth
• Adoption, or placement for adoption
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You must request enrollment within 30 days of any of these qualifying events. Please understand that you
will not be entitled to special enrollment if loss of coverage is the result of failure to request enrollment.
401k Enrollment
A 401k retirement savings plan is available to qualified regular full-time employees and you must be at
least 21 years of age. Eligible employees may participate in the plan on the next quarter after completing
60 days of service as a regular full time employee.
• The plan is a voluntary savings plan
• Allows you to set aside pretax money through payroll deductions
• Employee may contribute from 1-100% of their salary
• CSUSA will match 25% up to the first 6% employee elects
• CSUSA matched funds become vested 25% year over year with the total vested after 4 years
• Employee can roll over funds from other plans at any time
Details of all insurance plans are described in the orientation materials. The information on cost of coverage will be provided in advance of enrollment to eligible employees
Contact Human Resources for more information about insurance benefits
HOLIDAYS
*Holidays and breaks observed at the school districts are not considered part of the CSUSA. CSUSA
grants holiday paid time off to all full-time eligible employees for the holidays listed below:
• New Year’s Day (January 1)
• Martin Luther King, Jr. Day (3rd Monday in Jan)
• President’s Day (3rd Monday in Feb)
• Memorial Day (last Monday in May)
• Independence Day (July 4)
• Labor Day (first Monday in September)
• Thanksgiving (fourth Thursday in November)
• Day after Thanksgiving
• Christmas Eve (December 24)
• Christmas Day (December 25)
• New Year’s Eve (December 31)
If a holiday falls on a weekend, the holiday will be observed on the closest Friday or Monday.
The Company recognizes and provides the listed holidays for its employees. Nevertheless, we must remember that from time to time our services may be required on holidays and depending on the business situation employees may be required to take an alternate day off. Also, certain job positions will
require employees to regularly work on the listed holidays, and in those circumstances, those employees
would be granted an alternate day off.
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Holiday Policy
Employees wishing to observe other holidays than what is listed above may consider using PTO if approved by their administration.
Holiday Pay Considerations
• If a recognized holiday falls during an eligible employee’s approved paid time off, holiday pay
will be provided instead of PTO benefit that would otherwise have applied, or an alternate day
off as required by the needs of the business.
• Holiday pay will be calculated based on the employee’s straight time pay rate (as of the date of
the holiday) times 8 hours for full-time employees.
• Employees may not elect financial compensation in lieu of taking time off for a holiday.
• Paid time off for holidays will not be counted as hours worked for the purposes of determining
overtime.
• Employees must have worked or have pre-authorized PTO on the day before and the day after
a holiday in order to be paid holiday pay.
• Early release time, must be approved by the CEO and is not considered a benefit for the purpose of providing alternate time off for use of PTO.
PAID TIME OFF (PTO)
PTO is available to eligible employees to provide opportunities for rest, relaxation, and personal pursuits. Full-time employees are eligible to take PTO as described in this policy. Temporary, part-time and
seasonal employees are not entitled to PTO.
PTO for the calendar year or at the beginning of the school year is credited to an employee’s PTO account on the first day of each year. The full allocation is available at that time. An employee is eligible to
take PTO after the first 30 days of employment.
PTO allocation rates are determined by length of service and by 10 month or 12 month status as allocated below:
LENGTH OF SERVICE
1st Calendar Year
(prorated from start date)
Up to 5 years of Service
(0-59 months)
More than 5 years, less than
10 years of service
(60-119 months)
More than 10 years (over 120
months)
PTO 10 MONTH FULL-TIME
PTO 12 MONTH FULL-TIME
EMPLOYEES avg (36-40 hours) EMPLOYEES avg. (36-40 hours)
(20 pay periods)
(24 pay periods)
3.20 hours accrued per PAY
PERIOD.
5.33 hours per PAY PERIOD
prorated as of the date of hire.
3.20 hours per PAY PERIOD.
School Principals receive 4 weeks PTO, Assistant Principals and Dean’s receive 3 weeks PTO.
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Other PTO Time Considerations
PTO may be taken at any time during the year – but must be scheduled to avoid conflicts with other employees’ PTO and work demands of the Company.
1. PTO time may be taken in one-half day increments.
2. Specific PTO dates must be approved by the employee’s Administrator/Manager at least two
weeks prior to the anticipated time off.
3. In the case of separation from the Company after twelve months (12) of employment, instructional staff may be paid for unused allotted PTO in lieu of carry over.
4. Designated Company holidays will not be counted as PTO if they should fall within the period
of time off.
5. A maximum of 5 days (40 hours) of PTO can be carried over to the next year. However, the
total number of carry over days can never exceed 5 days (40 hours).
6. PTO will be scheduled in the mutual best interest of the Company and the employee -- we feel
that paid time off from work is necessary and should not be forfeited. Length of service will determine priority for PTO in the case of conflicts.
7. Ten month instructional exempt staff may opt to cash out PTO days at the end of the school
year in lieu of carry over of up to 5 days (40 hours). Payout does not exceed $90.00 per day.
8. In the case of separation, vacation time taken in advance will be deducted from the final pay
check.
NOTE: Employees must get prior approval from their supervisor in order to carry over PTO to the next year.
LEAVES OF ABSENCE
Family and Medical Leave
CSUSA may provide employees with a leave of absence to deal with serious medical problems and related disability or inability to work. Wherever applicable, it is the intention of CSUSA to comply with
and conform to the provisions of the federal Family and Medical Leave Act (“FMLA”), CSUSA will allow
employees who have a minimum of 12 months of service and who have worked at least 1,250 hours during the 12 months prior to the requested leave, to take job-protected leave for up to a total of 12 weeks
during a rolling 12-month period, for certain reasons.
FMLA leave may be available for:
• The birth and care of a newborn child
• Placement of a child with an employee for adoption or foster care
• When an employee is needed to care for an immediate family member (child, spouse or parent) with a serious health condition, as defined by the FMLA or
• For an employee’s own serious health condition, as defined by the FMLA, which makes
him/her unable to perform the essential functions of his/her job
In certain cases, leave may be taken on an intermittent basis rather than all at once. PTO and holiday
benefits are not applied or allotted during unpaid FMLA leave.
To apply for an FMLA leave, employees must submit a written request at least 30 days in advance of a
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foreseeable leave, or as soon as practicable if the need is unforeseeable. Medical certification is required
for leaves involving a serious health condition of the employee or an immediate family member, and
must be provided to CSUSA within 15 days of CSUSA’s request for medical certification.
The maximum allowable FMLA leave is 12 weeks (including any paid leave) during a rolling 12-month
period. FMLA leave will be unpaid. The Company does require the use of applicable and available paid
leave (e.g., PTO, personal, sick, STD, etc.) at the beginning of the FMLA leave, prior to the use of unpaid
leave. All types of leave, paid or unpaid, for which an absence qualifies will run concurrently and will
count against the maximum 12-week amount of FMLA leave. For example, if an employee is out for a
total of nine weeks based on his/her own serious health condition, and the employee uses one week
(five days) of PTO at the beginning of the leave and eight weeks (40 days) of STD leave for weeks two
through nine, he/she will have used nine weeks of FMLA leave (leaving three more weeks of FMLA
leave during that rolling 12-month period), one week of PTO, and eight weeks of STD.
Outside employment during your FMLA leave period is prohibited and may result in disciplinary action
up to and including immediate termination.
Subject to some exceptions (e.g., elimination of job altogether, etc.), employees able to return to work
before or at the conclusion of the 12-week FMLA leave generally will be reinstated to their same position, or to a position with equivalent pay and benefits. There is no guarantee of reinstatement after 12
weeks have elapsed. If an employee is unable to return to work after 12 weeks of FMLA leave, he/she
generally will be terminated.
To request an FMLA leave, employees should contact the Human Resources Department.
Personal Non-FMLA Leave of Absence
CSUSA may provide leaves of absence without pay to eligible employees who wish to take time off from
work duties to fulfill personal obligations.
As soon as eligible employees become aware of the need for a personal leave of absence, they should request a leave providing a full explanation of the circumstances, in writing, from their
Administrator/Manager at least two weeks before the start date of the leave of absence.
Personal leave of absence is provided without pay. Any available paid time off must be exhausted first.
Duration of Leave
Personal leave may be granted for a period of up to 90 calendar days every 3 years. If this initial period
of absence proves insufficient, consideration will be given to a written request for a single extension of
no more than 90 calendar days.
Requests for Leave
Requests for personal leave will be evaluated based on a number of factors, including anticipated workload
requirements and staffing considerations during the proposed period of absence. Personal leave will not be
granted if it places an undue burden on your department, or if it conflicts with work schedule demands.
Benefits During Leave
Subject to the terms, conditions, and limitations of the applicable plans, health insurance benefits will be
CHARTER SCHOOLS USA
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provided by CSUSA until the end of the month in which the approved personal leave begins. Subject to the
terms, conditions, and limitations of the applicable plans, at that time, the Company may continue to pay
Company-paid benefits; you must pay 100% of their portion of insurance premiums in advance to the
Company. Failure to pay this portion up front would result in a loss of benefits.
When you return from personal leave, benefits will again be provided by CSUSA according to the applicable plans.
Benefit accruals, such as PTO or holiday benefits, will be suspended during the leave and will resume
upon return to active employment.
Other Employment
Outside employment during your leave period is prohibited and may result in disciplinary action up to
and including immediate termination.
Reinstatement
When a personal leave ends, every reasonable effort will be made to return you to the same position, if
it is available, or to a similar available position for which you are qualified. However, CSUSA cannot
guarantee reinstatement in all cases.
If you fail to report to work promptly at the expiration of the approved leave period, CSUSA will assume
you have resigned.
OTHER TIME OFF
Bereavement Leave
Full-time employees are allowed up to 3 days off with pay in the event of a death in the immediate family. (For out of state funerals, more time may be approved by your Administrator/Manager.) Please notify your Administrator/Manager as soon as possible if you need to take bereavement leave.
For the purposes of this policy, immediate family is defined as father, mother, sister, brother, spouse,
child, step-child, mother-in-law, father-in-law, grandparents, grandchildren, sisters-or-brothers-in-law.
Time off without pay may be granted at the discretion of your Administrator/Manager to attend the funeral
of other relatives or friends. You have the option of using any available paid time off in these instances.
Jury Duty/Court Duty
CSUSA encourages employees to fulfill their civic responsibilities by serving jury duty or appearing in
court as a witness when subpoenaed. Full-time employees may request up to 3 weeks of paid jury/court
duty leave over any 2-year period.
Pay Considerations
Jury/court duty pay will be calculated on the employee’s base pay rate times the number of hours the employee would otherwise have worked on the day of absence, minus the jury duty pay awarded by the court.
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Procedures
Employees must show the jury duty summons or subpoena to their Administrator/Manager as soon as
possible so that the Administrator/Manager may make arrangements to accommodate their absence.
Of course, employees are expected to report for work whenever the court schedule permits.
While on jury duty, and particularly while on standby status, you are expected to work as much of your
regularly scheduled workday as the jury duty reasonably permits. In the event you are excused from
jury duty on a scheduled workday, you are required to contact your Administrator/Manager and be
prepared to report to work as soon as possible.
Either CSUSA or the employee may request an excuse from jury duty if, in CSUSA’s judgment, the employee’s absence would create serious operational difficulties.
CSUSA will continue to provide health insurance benefits for the full term of the jury/court duty absence. Paid time off and holiday benefits will continue to accrue during jury/court duty leave.
Voting in Elections
CSUSA wants to make sure you have the opportunity to vote in national, state, or local elections. If
your working hours make it impossible for you to get to the polls before or after work, please talk to
your Administrator/Manager beforehand. If it is necessary, you can arrange to come in late or leave
early, without a loss of pay, in order to get to the polls.
Employees who are assigned to a location outside of their voting precinct are encouraged to vote by absentee ballot.
Military Leave
CSUSA will grant a military leave of absence without pay to an employee who is inducted into the
armed forces or who has reserve duty or National Guard obligations. Upon completion of duties, you
will be reinstated into your former position or into another position of equal pay and status, consistent
with applicable laws.
CHARTER SCHOOLS USA
50
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RECEIPT OF HANDBOOK,
ACKNOWLEDGMENT OF AT-WILL EMPLOYMENT,
AND DISCLAIMER OF CONTRACT
I, ______________________________ ACKNOWLEDGE AND AGREE TO THE FOLLOWING:
1. I HAVE RECEIVED INSTRUCTIONS ON WHERE THE ELECTRONIC COPY OF THE CHARTER SCHOOLS USA (“CSUSA”) EMPLOYEE HANDBOOK (“HANDBOOK”) IS LOCATED
AND WILL REVIEW IT WITHIN 10 DAYS OF EMPLOYMENT
2. I UNDERSTAND AND AGREE THAT NOTHING IN THE EMPLOYEE HANDBOOK CREATES, OR IS INTENDED TO CREATE, A PROMISE OR REPRESENTATION OF CONTINUED EMPLOYMENT AND THAT EMPLOYMENT AT CSUSA IS EMPLOYMENT AT-WILL,
WHICH MAY BE TERMINATED AT THE WILL OF EITHER CSUSA OR ME. FURTHERMORE, I ACKNOWLEDGE THAT THIS HANDBOOK IS NEITHER A CONTRACT OF EMPLOYMENT NOR A LEGAL DOCUMENT. I UNDERSTAND AND AGREE THAT
EMPLOYMENT AND COMPENSATION MAY BE TERMINATED WITH OR WITHOUT
CAUSE AND WITH OR WITHOUT NOTICE AT ANY TIME BY CSUSA OR ME.
3. I WILL READ THE HANDBOOK IN ITS ENTIRETY. I UNDERSTAND THAT I AM OBLIGATED TO COMPLY WITH ALL OF THE POLICIES AND PROCEDURES CONTAINED IN
THE HANDBOOK AND THAT ANY FAILURE BY ME TO ABIDE BY THOSE POLICIES AND
PROCEDURES MAY RESULT IN DISCIPLINARY ACTION AGAINST ME INCLUDING, BUT
NOT LIMITED TO, MY EMPLOYMENT BEING TERMINATED.
4. THE HANDBOOK IS A SUMMARY OF A FEW OF THE POLICIES AND PROCEDURES
THAT GOVERN EMPLOYEES.
5. THE HANDBOOK SUPERSEDES AND REPLACES ALL PREVIOUSLY ISSUED HANDBOOKS.
6. CSUSA MAY REVISE THE POLICIES OR PROCEDURES IN THE HANDBOOK, IN WHOLE
OR IN PART, AT ANY TIME, WITH OR WITHOUT NOTICE.
7. THE ONLY REPRESENTATIVES OF CSUSA AUTHORIZED TO ENTER INTO AN EMPLOYMENT CONTRACT OR OTHERWISE CHANGE THE AT-WILL NATURE OF MY EMPLOYMENT IS THE CEO OF CSUSA.
________________________________
EMPLOYEE’S NAME (PLEASE PRINT)
_____________________________
WITNESS
________________________________
EMPLOYEE’S SIGNATURE
_____________________________
DATE
51
EMPLOYEE HANDBOOK
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AppendixI–Curriculumtobeusedbytheschool
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AppendixI:Curriculumtobeusedbytheschool
“Ifwritingyourowncurriculum,inplaceofcompletingthetable,pleaseexplainyourprocess
andanyresourcesyouaregoingtousetodevelopitandwhyyouthinkitwillbeeffective.”
To develop curriculum, the School will use CSUSA’s Guaranteed and Viable Curriculum (GVC). The
GVC is designed to meet the Louisiana Grade Level Expectations (GLEs) and Common Core State
Standards (to be fully implemented in Louisiana in 2014) through the process outlined in Understanding
by Design, (Wiggins & McTighe, 1998). “Curriculum should lay out the most effective ways of achieving
specific results.” (Wiggins & McTighe, 1998). The Guaranteed and Viable Curriculum outlines the
specific learnings within the Louisiana Grade Level Expectations and Common Core State Standards and
is created in three stages: 1) identifying desired results, 2) determining acceptable evidence, and 3)
planning learning experiences and instruction. Through professional development, teachers continue this
process by using Guaranteed and Viable Curriculum maps to enable educators in our schools to provide
students with optimal learning opportunities based on their individual student needs. The educator’s
critical role is to be the designer of student learning, and Understanding by Design, supports teachers
working within the standards-driven curriculum to clarify learning goals, devise assessments revealing
student understanding, and crafting effective and engaging learning activities, aligned with real world
experiences. The Understanding by Design process and the Guaranteed and Viable Curriculum permits
educators to center their curriculum and assessments on big ideas, essential questions, and authentic
performance tasks.
A guaranteed and viable curriculum represents a combination of the factors “opportunity to learn”
and “time.” Both have strong correlations with academic achievement. The concept of
Opportunity to Learn is a simple but powerful one---if students do not have the opportunity to
learn the content expected of them, there is little chance that they will. Opportunity to Learn
addresses the extent to which the curriculum in a school is “guaranteed.” This means that there
must be clear guidance to teachers regarding the content to be addressed in specific courses and at
specific grade levels. It also means that individual teachers do not have the option to disregard or
replace assigned content (Marzano, 2003).
The content that teachers are expected to address must be adequately covered in the instructional time
teachers have available. The Louisiana Content Standards, Louisiana Grade Level Expectations, and
Common Core State Standards are the core of the instruction and represent what the state of Louisiana
considers accountable for teaching in all public schools. CSUSA develops a proprietary month-by-month
scope and sequence within each of its Curriculum Maps for all subjects, for each quarter, aligned to the
GLEs and Common Core State Standards, which helps guide teachers toward meeting and exceeding the
expectations for the course in the instructional time teachers have available. This ensures that the
curriculum is both guaranteed and viable.
CSUSA’s curriculum uses a spiral approach to curriculum design, which means that a skill is introduced,
practiced, applied, and ultimately mastered at a specific grade level. A spiral curriculum model recognizes
the need for a skill to be introduced again at a higher level of learning and mastery. In order to meet and
exceed the GLEs and Common Core State Standards in a standards-based curriculum, it is imperative that
the textbooks and materials that would be best suited for the educational needs of the students are taken
into consideration.
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The Guaranteed and Viable Curriculum provides a solid academic foundation that ensures that no child is
left behind. Again, the framework ensures that a year’s worth of knowledge and skills is covered and
reflected in each student’s portfolio.
In What Works in Schools, Robert J. Marzano discusses three types of curricula: the intended curriculum,
the implemented curriculum, and the attained curriculum. The intended curriculum is the Common Core
State Standards (fully implemented in 2014) and the Louisiana Grade Level Expectation - the content
specified by the State of Louisiana to be addressed in a particular course or grade level. The implemented
curriculum is the content actually delivered by the teacher, and the attained curriculum is the content
actually learned by the students. The CSUSA Guaranteed and Viable Curriculum is mapped to the
Common Core State Standards and the GLEs and is designed to eliminate the possible discrepancy
between the intended curriculum and the implemented curriculum for all students.
Within Charter Schools USA’s Student Information System, teachers can track in real time, the results of
formative assessments, the extent to which they have covered each standard, as well as the level of
mastery attained by students. School administrators and the CSUSA Education Team monitor the
effectiveness of the implemented curriculum throughout the year by conducting weekly informal walkthroughs as well as up to four CSUSA School Site Visits where every teacher is formally observed and
coverage of the curriculum is examined. This creates a continuous feedback loop where each teacher and
administrator is provided specific feedback on the all the elements of What Works in Schools, specifically
on ensuring a Guaranteed and Viable Curriculum.
Ultimately, the effectiveness of the Guaranteed and Viable Curriculum will be evaluated by the attained
curriculum, primarily measured by students’ performance on the LEAP, iLEAP and End of Course
Assessments. The School will focus on meeting and exceeding the rigorous goals outlined in this
application, particularly those that articulate that students will demonstrate medium to high growth for
each year enrolled.
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ESE CODES
ESOL CODES 1-24
ESOL CODES 25-48
ESOL CODES 49-56
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Learning Activities:
1) Bell ringer: Students will complete Science for today, Week 2 Day 1 (5 Minutes)
2) T will review with S S4T, S will complete work if necessary (3 minutes)
3) Hook/Introduction: Students will listen to “The Scientific Method” Rap Song, teacher will discuss with students that they will
learn the Rap and perform for all 6th grade teachers at end of lunch on Friday. (3 minutes)
4) Assess Prior Knowledge: Students will take a Pretest, 5 multiple choice questions, T will collect pre tests. Will review answers
as a class. Will generate a KWL chart as a class to add to each day. T will assess the pre test and return to students
reassuring it is pre test and not counted in academic grade. Students will take pre test at mid week again, to assess their
growth. (10 minutes)
5) Student will work in groups to answer one of the following questions and share response with class: (10 minutes)
How do scientists conduct investigations? (Scientists conduct investigations using a series of steps called the scientific method
What is the scientific method? (Series of of steps used in investigations )
Objective: I identify the steps in the scientific method
Standards: SI-GLE 1 Generate testable questions about objects, organisms, and events that can be answered through scientific
investigation
MONDAY: ESE CODES
Why is using the scientific method important for all scientists to use when conducting investigations? ( Helps ensure the research can
progress successfully, other scientists can repeat the procedures, results can be independently checked)
ESSENTIAL QUESTION:
What processes to scientists use to investigate and answer questions? (Scientific Method)
Copyright © 2006 by Charter Schools USA. All rights reserved.
Magnolia School of Excellence
Q
OBJECTIVE:
I identify the steps in the scientific method
I can demonstrate and explain how scientists formulate and test a hypothesis
SI-GLE 4 Design, predict outcomes, and conduct experiments to answer
guiding questions.
Objective/Essential
Question
Dominant Benchmark/GLE’s:
SI-GLE 1 Generate testable questions about objects, organisms, and events
that can be answered through scientific investigation
Time of Lesson: Period #(s) 5 periods/50 minutes
Week of: August 22, 2011
Subject: Science
Teacher Name Mrs. Sommer Odom
Lesson Plans Form-B
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ESE CODES
ESOL CODES 1-24
S48-Theme Listening
ESOL CODES 49-56
1) Bell ringer: Students complete Week 2, Day 2. (5 minutes)
T and S will review S4T Day 2 together, S will correct any answers needed.
2) Review 4 square vocabulary cards with students, to review content learned Monday ( 5 minutes)
Objective:
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Standards: SI-GLE 1 Generate testable questions about objects, organisms, and events that can be answered through scientific
investigation
SI-GLE 4 Design predicts outcomes, and conduct experiments to answer guiding questions.
TUESDAY: ESE CODES
Home Learning/Homework: Students parents should sign their T Charts completed in class.
Workbook page I22 homework
Assessment: Pretest- Informal used to assess student prior knowledge, four square vocabulary cards at end of lesson-informal to see if
students have gained any knowledge concerning the scientific method and where each S is on mastering the concept.
Materials: Science book, index cards, student binder, T chart, KWL chart, Pre Test, CD with the Scientific Rap
Why do scientists use the scientific method?
Helps scientists explain natural phenomenon. It also makes it possible for other scientists to repeat the process. This way the
work can be checked independently.
Students will work within their groups, each student will be assigned a role to ensure active participation among students.
1-Recorder
2-Reporter
3-Question Asker
4-Investigator- Must prove where in book answer was found
5-Manager-Keep group using norms
6-Inspector-Ensures the answer the recorder wrote is correct
All students will be given a different color pencil to write with to hold students accountable.
6) Students and teacher read pages 22-25 (15 minutes)
Students will create a T chart to take notes of important details and vocabulary words discussed throughout the lesson
Teacher will model for students how to create and use T Chart, teacher will direct students on information that should be
included on T Chart, students should keep T chart in binder and review each night with parents. (Parents should sign T chart)
7) Close – students are given a index card and asked to create a four square vocabulary card with the word- SCIENTIFIC
METHOD, they should include the definition, use the word correctly in a sentence. Indicate what page in the book the definition
is found, not in the glossary must be from the lesson , list two steps in the scientific method (5 Min)
Lesson Plans Form-B
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ESE CODES
S3-Centers, Listening, Writing, etc.
S34-Questionnaires Interviews
Page 113 of 504
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1) Bell ringer: Science for today Week 2, Day 3. (5minutes)
2) T and S review S4T Day 3, S will correct answers as needed. (5 minutes)
3) Review S homework, to review previous day knowledge page I19-20
4) T and S will complete Black Box Notes (5 min)
5) T will demonstrate the Black Box experiment
Objective:
SI-GLE 4 Design, predict outcomes, and conduct experiments to answer guiding questions.
Standards:
SI-GLE 1 Generate testable questions about objects, organisms, and events that can be answered through scientific investigation
ESOL CODES 49-56
WEDNESDAY: ESE CODES
Home Learning/Homework: Students complete I19-20
Assessment: Student vocabulary group work-Formal assessment
Independent student double bubble- informative assessment
Materials: The Scientific Method Rap, book, student vocabulary, and double bubble
3) Students will listen to the “Scientific Method” Rap and learn and discuss the first three steps, A-S-I (Give students a copy of
the words to The Scientific Method rap song.
Ask a question
State your hypothesis
Identify your variable (10 minutes)
4) Discuss with students hypothesis, independent variable, dependent variable complete vocabulary exercise with group to
review new vocabulary learned pertaining to the scientific method. (Graded formal assessment) Pages I-7 and I-22 (10 minutes)
5) Independent work- Students will create a double bubble to explain the difference between independent and dependant
variable (10 minutes)
6) Close- Student share the information of double bubble (5 minutes)
Lesson Plans Form-B
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Home Learning/Homework:
Assessment: Student Scientific Log from experiment- Formal
Materials: Black Box, water, science logs, group norms, group roles assigned
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WRJRGHHSHULQWRWKHFRPSOH[LW\RIUHDOVFLHQWLILFSUREOHPV
S will complete black box experiment (20 minutes)
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REMHFWV$VVXUHWKHVWXGHQWVWKDWWKHVXSSOLHVXVHGLQWKHSOXPELQJV\VWHPDUHFKHDSDQGLQH[SHQVLYHWKHUHLVQR
IDQF\JDGJHWU\WRLW
Team discussion protocol
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Lesson Plans Form-B
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ESOL CODES 1-24
ESOL CODES 25-48
ESE CODES
FRIDAY: ESE CODES
ESOL CODES 1-24
ESOL CODES 25-48
Page 115 of 504
ESOL CODES 49-56
Home Learning/Homework: Study S4T test Friday I identify the steps in the scientific method
I can demonstrate and explain how scientists formulate and test a hypothesis, Study notes, quiz on SM Friday
Assessment: Black Box log, S4T- Formal test Friday
Materials: S4T, Black Box Science Log, Exit Card
1) Bell ringer: S complete Science for today Week 2 day 4 (5 min)
2) T and S review S4T, S have test on Day 1-4 Friday, they can use their S4T to take test (5min)
3) Discuss and Listen to the Scientific Method Rap (10 minutes)
4) Discuss the Black Box experiment, allow students to present their findings (20 min)
5) Close- Exit card: Identify and explain 3 steps from the SM (5 min)
Objective:
Standards:
ESE CODES
S54-"Wh" Questions to assist comprehension
THURSDAY: ESE CODES
([SODLQKRZ\RXFDPHXSZLWK\RXUK\SRWKHVLV:KDWGR\RXQHHGLQRUGHUWRPDNHDK\SRWKHVLVWKDWLVZRUNDEOH"+RZGR
\RXWKLQNVFLHQWLVWVPDNHZRUNDEOHK\SRWKHVLVLQDUHDOOLIHVFLHQFHSUREOHP"&RQVLGHUXVLQJH[DPSOHVDQGK\SRWKHWLFDO
VLWXDWLRQVWRDQVZHUWKLVTXHVWLRQKRZPLJKWVFLHQWLVWVFUHDWHDZRUNDEOHK\SRWKHVLVRQDVWKPDUDWHVLQFKLOGUHQLQ1HZ
<RUN&LW\"2EHVLW\UDWHV"$,'6LQIHFWLRQUDWHV"
7KHVFLHQWLILFPHWKRGLVDF\FOLFSURFHVV'R\RXDJUHHRUGLVDJUHH"([SODLQ\RXUDQVZHUXVLQJH[DPSOHV'HVLJQ\RXURZQ
SOXPELQJV\VWHP%HVXUHWRFUHDWHFKDOOHQJHVIRU\RXUDXGLHQFH8VHDVFKHPDRUEXLOWRQH\RXUVHOI
Lesson Plans Form-B
Page 264 of 419
Notes:
Home Learning/Homework: NONE
Assessment: S4T- Formal
SM- Formal
Materials: S4T Test
SM quiz
1) Bell ringer: Review S4T (5 minutes)
2) Students take S4T test (20 minutes)
3) Students take
Objective:
Page 116 of 504
Standards:
Lesson Plans Form-B
Subject: Math
This week the students will learn to design and use a survey with a sample size that allows accurate predictions to be made about a larger population.
Students will collect, organize, display, interpret and draw conclusions from data.
MONDAY: E05-Have access to peer tutoring/coop. learning... E15-Take content and relate it to real life...
S2-Categorize, Classify
S43-Small Groups/Share
S51-Child's culture background and experiences
Essential Question
Lesson Topic and
Agendas
Page 117 of 504
Quick Check - 17-1 - assess mastery of today's objective with 4 questions - use this assessment to determine if any students need
further instruction (complete only front of sheet)
Close: summarize new vocabulary learned - Is objective being met? - What's next?
Once data is collected - guide students in calculating totals
Lead students to write question on tally chart - allow students to survey each other to gather data from classmates
Guided Prac: Heads Together: What is a question about your classmates that you would like to research by gathering data using a
survey and tally chart? - groups will discuss what survey question they will ask of other students in class
Discuss what kinds of questions can be answered using a survey, how many options should there be, can a person answer more
than once. How would our results change if students answered more than one time? Can we make predictions about the pizza
choices of the whole 4th grade using this data?
Ask questions about how many more, how many less, etc - looking for quick answers - when they are not able to answer quickly ask
what can be done to help us more quickly interpret the data ---- Put totals for each
Model: Think aloud as you model collecting the pizza data again in an organized manner with displaying it with a tally chart
Introduce vocabulary - survey, data, tally chart, interpret
Review Objective and GLEs - We just took a survey, but we need to organize the data we collect and decide how to display it.
Introduction: If I were thinking of rewards for students that did their best on the LEAP, I wonder if a pizza party might be a good
choice. What kind of pizza would I order? - let students tell you what kind of pizza they like - since everyone calls out their fav kind I
still don't know what to order - Ask students to raise their hand to tell their favorite kind --- What is your favorite kind of pizza?
Pepperoni, Cheese, Bacon, or Everything -- students raise hand to answer for their choice. After everyone votes, ask…How many
more like pepperoni than sausage? How many more like pepperoni or sausage than cheese or bacon? - After no one gets the
answer ask what can we do to help make this process work? -
Learning Activities: Create a bar graph
Objective: TLW collect data by conducting a survey to answer a real life question and organize the data in a tally chart. TLW
write/answer HOT questions using the collected data set.
Page 265 of 419
INSTRUCTIONAL FOCUS
37 Which type of graph best represents given set of data
graph, bar graph, axis
label, scale, data, tally
chart, survey, category,
interval, predict, infer
41 Apply appropriate probabilistic reasoning in real life contexts
36 Analyze, describe, interpret and construct various types of charts and graphs w/ title, axis labels, scales, and legends
VOCABULARY
Standards: 34 Summarize info and relationships revealed by patterns or trends in graph - use data to make predictions
Can some questions be answered by collecting and analyzing data? Can data be represented visually?
Dominant GLE - 36 - Analyze, describe, interpret, and construct various types
of charts and graphs w/ title, axis labels, scales, & legends.
Objective
70 Minutes/Period
Week of: Aug 22-26
Time of Lesson:
Teacher Name: Ryder
ESE CODES
S10-Discover Learning
S46-Summarize
Throughout
Lesson… Answer easy questions (How many red? Which is most? etc) about data - Discuss what kind
of118
questions
Page
of 504
Quick Check 17-2 - these few questions will determine is any students need to be remediated tomorrow
Show graph of win/losses for a sports team - Heads Together: analyze graph using TASC-T - call student attention back - the team
names are missing from the graph - hopefully students will notice this - Ask students to guess which teams are represented based on
what they know about the records of their favorite teams - each guess must be justified - accept any reasonable justification
Close - Model: Think aloud as you analyze a group's graph using TASC-T (Title, Axis labels, Scale, Categories, & write bar Totals),
talk about the importance of studying/analyzing the graph BEFORE answering any questions about the data.
Groups that finish early write HOT questions that can be answered using their graph. Allow students to present graph to class.
Guided Prac: Distribute materials for groups to create graphs of data - 1. determine title 2. what info will be on each axis 3. axis
labels 4. categories surveyed 5. what would appropriate scale be? - Students practice graph by doing a small scaled rough draft on
grid at bottom of tally chart paper then draw bar graph on chart paper.
How were axis labels determined? Could other labels have been used?
How did teacher decide on an appropriate scale? Give examples of a scale that would not be appropriate (ex. only 10 total
responses and a scale counting by 10s to 100 would not work for that graph)
Model: Use pizza graph from Monday to Review TASC-T (title, axis labels, scale, categories, write bar totals) Why are these items
important when creating a graph? How was title determined? Could another title have been used?
Introduction: Show a sample bar graph with title and labels covered - Ask what the data the graph might represent - record answers
on board - reveal real graph meaning by uncovering title, axis labels, scale, and categories - Are those components of a graph
important? What happens if one of them is left off? - Showing how not having that info will lead to incorrect interpretations of the data
Review vocabulary using Favorite Pizza bar graph created in lesson closing on Monday
During journal entry - 10min Reteach activity 17-1 pull any students that did not do well on quick check at the end of yesterday's
lesson
Math Journal Prompt: What questions can you think of that can be answered by taking a survey? Use new vocabulary
Objective: The students will be able to analyze a graph to accurately answer thinking questions about data.
Standards: same
S52-Overheads and pictorial presentations
TUESDAY: E15-Take content and relate it to real life...
Home Learning/Homework: School/Home Connection - collect data using tally chart and create bar graph - Due Wed.
Assessment:
Materials: chart paper, markers, student tally chart, HW sheet
Assign HW – explain directions and that it is due Wednesday.
Model - Create bar graph with data while thinking aloud - identify parts of graph when creating using data from beginning of class.
Fill in title, axis labels, scale, and categories - Think aloud to model how to determine appropriate scale (only 20 data points does not
need a scale to 100)
If Time - - guide a student discussion to see the need to represent the pizza data "picture" then model creating a bar graph with tally
chart
Page 266 of 419
Objective: TLW generate and answer "thinking questions" from charts and graphs.
E14-Expected to make small changes (1 at a time)
ESOL CODES 49-56
Objective:
ESE CODES
S16-Illustrations
TLW analyze a graph using the TASC-T strategy and interpret the graph by generating HOT questions thatPage
can119
be of
answered
504
Standards: same
THURSDAY: E06-Drill with a peer and/or aide
Home Learning/Homework: Bar graph HOT questions
Assessment: Graph quiz
Materials: Rally Coach sheet, graphs created Tuesday to be used as examples during discussions, Quiz
Assessment - quiz with tally chart and bar graph questions
Close: Think, Pair, Share - What can data could you collect and graph to answer thinking questions to help solve a problem in your
life? Example: What kind of cake to have b-day party? vanilla sheet cake, choc sheet cake, or cookie cake - survey friends to find out
what to serve
Ind Prac: Students label the parts of a graph, fill in totals for each bar, answer a thinking question, and write a thinking question that
can be answered with the graph
Guided practice: Rally Coach: Graph A & B - student A will think aloud as they answer questions about graph A - student B will
think aloud as they answer questions about graph B - Remind students to "analyze" graph 1st! --- Using TASC-T - underline title and
axis labels - explain in scale interval to your partner, underline categories, write totals for each bar on graph --- then interpret the
graph by answering the thinking questions
Model: Display bar graph and tally chart w/ questions - Think Aloud as you model solving the problem - focus on using correct
vocabulary - including "sum" and "difference" when solving
We will model thinking aloud as we generate and answer thinking questions about graphs created and move to having students
generate same types of thinking questions (HOT)
Throughout Lesson yesterday we began this discussion… Answer easy questions (How many red? Which is most? etc) about data Discuss what kind of questions make us think (thinking questions) How many more? How many less? How many red AND blue?
How many in all?
10min journal entry - during journaling pull any students that did not do well on Quick Check yesterday to complete Reteach 17-2 in
small group
Learning Activities: HOTS for graphs
Standards: same
Home Learning/Homework: Complete School/Home Connection activity - due tomorrow
Assessment: Match tally charts to graphs & graphs to tally charts - answer
Materials: pizza graph from yesterday, graph paper for team graph,
make us think (thinking questions) How many more? How many less? How many red AND blue? How many in all? - Model thinking
aloud as you generate and answer thinking questions about graphs created - begin guiding students in generating thinking questions
throughout lesson.
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ESE CODES
S52-Overheads and pictorial presentations
S1-Adjust Grading System
Page 120 of 504
Performance Assessment – students use given data to tally about how many blades of grass at each height, create a bar graph
from the data, and answer questions about data
Depending on time – class continues to critique HW sheets of volunteers
HW review: Ask for who has the best HW (student should agree to allow class to critique their work) – allow class to view volunteer’s
graph and questions – Use class created checklist to determine is we consider the questions to be HOT – what suggestions can we
make to classmate to improve their work – what are the strengths in the volunteer’s HW
Make corrections to quiz with color pencils
Open: Item analysis graph from Thur quiz – discuss results – celebrate success – what areas do we need to continue working on
Objective: TLW create a tally chart to organize data, create a bar graph to represent the data, and interpret the graph by answering
questions about the data.
Standards: same
S39-Researching
FRIDAY: E08-Graded for mastery of content, not mechanics
Home Learning/Homework: complete survey, create bar graph, write 2 thinking questions that can be answered using your graph - the
best ones may be used on a class quiz
Assessment: GLE quiz
Materials: graphs created through out week to be used to generate and answer HOT questions, GLE quiz
Assess: GLE quiz - tally charts, bar graphs, & HOT questions
Close - Create a class checklist: What makes a HOT question?
After working through 1st student generated question with students mirroring your work at their desk - continue to have class solve
student generated questions providing students support as needed and discussing answers for each
Model/Guided Prac: Think aloud while solving a HOTS questions about a graph posted in the room - students will be completing the
same question at their desk along with the teacher - analyze with TASC-T 1st - Can we make any predictions using the data in this
graph? (ex. Pizza is the favorite food in this class - is the class a large enough sample to predict pizza would be the fav food of the
whole 4th grade) - Ask students to present you with a HOT question - discuss is each question presented is HOT - does it require
more than a "glance" at the graph - does it require calculations - does it require using data from some categories and not other - etc
Review any HW questions that were missed by a majority of the class.
Pass out graded quizzes - allow students to correct mistakes with pencil colors so they don't change answers on test - make sure
corrections are complete
Fill in the title and axis labels to explain the graph is an item analysis of Wed quiz
Open: present item analysis of graph quiz from previous day - w/out title and axis labels - What could this graph be about? - allow
students to answer making sure to justify each prediction - no making up guesses - (justification example: I think it is middle school
football team scores because there are 5 categories and there are 5 middle school teams, each bar total is a reasonable amount for
a football game score)
using the data from the graph.
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Page 269 of 419
Page 121 of 504
Examples: is there a chance…, what is the probability…, Can you predict…, are you certain…, is it equally likely as unlikely that…
Use probability vocabulary throughout all discussions of data
Home Learning/Homework: Look for a graph in newspaper or magazines over the weekend – bring any that you find
Assessment: Blades of Grass tally chart and bar graph
Materials: graded quizzes, Performance Test, HW sheets
Visuals for lessons
Notes:
Page 270 of 419
GLE5draw,complete and add features to a map based on given
information (G-1A-E2)
places on a map or globe, the seven continents,the U.S. and it's
major bodis of water and waterways referring to the
poles,equator,latitude,longitute and meridiansG-1A-E2
Dominant Benchmark/GLE’s: Geography GLE3 locate and labbel
ESOL CODES 1-24
ESOL CODES 25-48
water using an outlined world map
Objective: The students will color and label the continents and major bodies of
ESE CODES
Materials: crayons,/colored pencils,outline world map
different places on a map
Page 122 of 504
6. closure/ Have students to write in their journals the importance of knowing how to locate
5. record findings from each group
4. students will discuss their findings with group members
3.students must color and label these locations on an outline world map
2.students will view the names of these places on board
Learning Activities: 1.brainstorming activity to assess prior knowledge of continents and oceans
Standards: Geography
ESOL CODES 49-56
MONDAY: E05-Have access to peer tutoring/coop. learning...
Objective: The students will understand the characteristics of uses of various maps as they locate different areas
on a World map.
Can students locate and label locations on a map?
Time of Lesson: Period #(s) 50 minutes daily
continent
cartograher
VOCABULARY
**** clearly articulate multiple
learning activities for each
lesson
*** include objective/essential
question and the SSS if
different each day or changes
within the week
** clearly mark differentiated
instruction
* clearly mark whole group,
small group, and independent
activities
Lesson Topic and
Objective/Essential
Question
Studies
Subject: Social
Teacher Name J.Tuckerson
Week of: August 22,2011
Lesson Plans Form-B
Page 271 of 419
S53-Venn Diagrams
ESE CODES
ESOL CODES 1-24
Essential Questions: Can students
Page 123 of 504
Home Learning/Homework: Students will rank the top five elements they feel are important to sucessfully reading a
Assessment: Teacher Observation
Materials: jounals/compositions,Map Element Word Grid Chart, State Map, World Map, Parish Map, chart paper
2students placed in cooperative groups
3. students identify map elements found on various types of maps
4.as a group, students will complete a word grid chart by placing a + in the space that tells what
element was found
5. teacher will geenrate a master list"Elements Found"on board or chart paper
6. students ahare elements that are in commonto all types of maps
CLOSURE: students write in their jounals, answer to statement;describe one map element that you learned
about today
Learning Activities: 1.teacher led discussion on parts of a book(comparision to elements of a map)
identify various types of maps using map elements?
the connections between people ,places and relationship between man and its environment Dominant
Benchmrk/GLE:GLE1 interpret different kinds of maps usingmap key/legend, compass rose, cardinal directions,
intermediate directions, and distance scale.(G-1A-E1 GLE3: draw, complete and add features to a map based on
given information.(G-1A-E3)
Objective: Students will compare different maps in order to
identify various map elements.
Standards: Geography-Students will develop an understanding of Earth"s surface and the processes that shape it,
key/legend
compass rose
distance scale
Vocabulary
INSTRUCTIONAL FOCUS
S48-Theme Listening
TUESDAY: E05-Have access to peer tutoring/coop. learning...
Home Learning/Homework: Share your findings with parents. Bring in a map of Louisiana on Tuesday
distance scale
equator
will be used by students in later lessons to compare their prior knowledge with their new knowledge
Assessment: Teacher will collect maps to review and to assess student's prior geograhic knowledge. These maps
compass rose
latitude
Lesson Plans Form-B
Page 272 of 419
50 minutes daily
ESE CODES
ESOL CODES 25-48
ESE CODES
THURSDAY: E05-Have access to peer tutoring/coop. learning...
Page 124 of 504
ESOL CODES 1-24
Vocabulary: grid paper, latitude, longitude, coordinates
Home Learning/Homework: students will complete workbook activity page22
Assessment: Teacher observation
Materials: grid paper, various maps, map with lines of latitude and longitude
2. distribute grid paper for students to follow teacher insructions
3. students will label each place on horizontal line
4. students will create a picture by connecting the dots on a sheet of grid paper
5. on a United States Map model how to read latitude and longitude using a map
6. give students several coordinates and have them locate on their maps and locate the closest
city to the given coordinate
Learning Activities: 1.modeling by teacher on how to use ordered pairs to locate points on a grid
Essential Question: Can students locate and label different places on a map or globe,using lines of latitude and
longitude?
Objective: Students will compare characteristics of different areas and locate these areas using lines
of latitude and longitude.
Time of Lesson: 50 minutes daily
Vocabulary: latitude longitude grid coordinate
Dominant Benchmarks/GLES;GLE3 locate and label places on a map or globe: the seven continents, the U.S.
and it's major bodies of Water and waterways, referring to the poles, equator,latitude, longitude and meridians(G1A-E2).
ESOL CODES 49-56
map
Lesson Plans Form-B
Page 273 of 419
Assessment: Student created maps. Teacher Observation
Atlas
Page 125 of 504
Materials: physical, land use, climate,vegetation, and outine maps of United States, modeling clay, United States
Vocabulary: climate vegetation Applachian Mountains Rocky Mountains
2. cooperative grouping activity. Students will locate an assigned landform on a map
3. use modeling clay, students will add assigned physical feature to their map
4. add compass rose and cardinal directions to complete map
5. Students share their findings
6. Closure:students will respond to following question:
a.Describe the differences between the Applachian Mountains and the Rocky Mountains
7.Review previous skills taught
Learning Activities: 1.use physical map of United States to identify specific landforms given
Objective: The students will identify several landforms and bodies of water using a map
Essential Question: Can students identify various landforms,bodies of water, climate, and forms of vegetation in
the United States?
Time of Lesson: 50 minutes daily
Dominant Benchmark?GLES: GLE 3 locate and label places on a globe or
map: the seven continents, the United States and its major bodies of water and watreways, referring to the poles,
equator,latitude,longitude, and meridians (G-1A-E2) GLE 5 Draw, complete, and add features to a map based
on given information(G-1A-E3) GLE 6 describe and compare the distinguishing characteristics of various
landforms, bodies of watre, climates, anf forms of vegetation in the U nited States(G-1B-E1)
Lesson Plans Form-B
Page 274 of 419
ESOL CODES 25-48
Home Learning/Homework: No Homework
Assessment: Lesson Test
Materials: journals, state and parish maps, crayons/color pencils;atlases
Page 126 of 504
2. students will locate and color Louisiana
3. with a parish map students should locate and color their parish
4.students will locate and place a star on the city where they live
5. In groups students will brainstorm and compose a list of all the cities, parishes,
states,countries and continents they know.
6. provide students with definition of each
7. lesson test
Learning Activities: 1.with an outline mapof the world students will locate and color the United States
Notes:
ESOL CODES 1-24
Dominate Benchmarks/GLES; GLE15: Differentiate between countries,
Objective: Students will identify the differences among
ESE CODES
Essential Question: What is the diffrence between a city,parish,country and state?
Vocabulary: city state parish country
states,parishes,and cities(G-1C-E6)
countries,cities,states,and parishes
ESOL CODES 49-56
FRIDAY: E05-Have access to peer tutoring/coop. learning...
Home Learning/Homework: Study vocabulary words given during the week
Lesson Plans Form-B
Page 275 of 419
Monday- "Two at a Time" vocabulary worksheet
VOCABULARY
5Min Student will complete the following as closure exercises.
Page 127 of 504
Monday- We'll discuss the nature of memory and learning. Why do we remember what we remember and forget
what we forget?
3 - Closure
Monday- Ch. 8 discussion questions: Is your memory reliable? Why or why not? We hear in this chapter that
Shreve and Quentin attempt to reconstruct the details of Bon's youth and Henry and Thomas Sutpen. What do
YOU think happened? Charles Bon is a man corrupted. Why?
2 - Direct Teaching 40Min
All high school students need to develop their vocabularies. These worksheets are drawn from the most
commonly used words on the ACT/SAT.
abdicate, abstain,
annihilate,
depression,
dismantle, dissolve,
eject, elude, erode,
kleptomaniac, lack,
penury, porous,
purge, ransack
1 - Introduction (Anticipatory Set) 5Min
**** clearly articulate multiple
learning activities for each
lesson
*** include objective/essential
question and the SSS if
different each day or changes
within the week
Objective: The student will
8.
Identify and explain recurrent themes in world literature (ELA 6 H2)
analyze, interpret, and evaluate an author's use of descriptive language
** clearly mark differentiated
instruction
ESOL CODES 25-48
Identify and explain connections between historical contexts and works of various authors, including
Homer, Sophocles, and Shakespeare (ELA 6 H2)
S8-Cooperative Learning
Standards: 7.
ESE CODES
* clearly mark whole group,
small group, and independent
activities
ESOL CODES 49-56
MONDAY: E09-Allowed to take tests orally
Lesson Topic and
distinctive elements (e.g., recurrent themes, historical
significance, literary techniques) of ancient, American, British,
and world literature
Dominant Benchmark/GLE’s: ELA-6-H2: Analyzing and evaluating
What are the defining characteristics of early American literature? Where does my moral compass point? What is
right and wrong? Who decides what is right and wrong? Is morality subjective or objective?
Time of Lesson: Period #(s) 50 Min
Week of: 2/27/2012
Objective/Essential
Question
Arts
Subject: Language
Teacher Name Sample Plan
Lesson Plans Form-B
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Lesson Plans Form-B
Home Learning/Homework: Vocabulary Review
Assessment: Check Monitor
Materials: Vocabulary Worksheet
INSTRUCTIONAL FOCUS
Page 128 of 504
AppendixJ–CourseScopeandSequenceforOneGradeinEachSchoolLevel
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Page 278 of 419
Standards
Objective
Questions
Big Idea or
Supporting Idea
Estimated Time
Unit Title/Topic
M.10.8
M.10.18
CCSS:
Dominate:
101TheAreaofaparallelogramortrianglecanbefoundwhenthelengthofitsbaseandheightareknown
102TheAreaofTrapezoids,Rhombusesandkitescanbefoundwhentheheightandlengthsofbasesareknown.
103TheAreaofRegularPolygonscanbefoundwhencertaindimensionsareknown
104perimetersandAreaofsimilarfigures
105Trigonometry&areas
106Circles&arcs
107Areaofcircles&sectors
108Geometricprobability
101AreaofParallelogramsandtriangles
102AreaofTrapezoids,rhombusesandKites
103AreaofRegularpolygons
104perimetersandAreaofsimilarfigures
105Trigonometry&areas
106Circles&arcs
107Areaofcircles&sectors
108Geometricprobability
16daysApr5May6
Chapter 10 Areas
Geometry
Page 279 of 419
Content
Skills
Essential
Questions
101ThestudentwillunderstandhowtofindtheAreaofparallelogramsandtriangles.
102ThestudentwillunderstandhowtofindtheAreaofTrapezoids,Rhombusesandkites
103ThestudentwillunderstandhowtofindtheareaofRegularPolygons
104ThestudentwillunderstandhowperimetersandAreaofsimilarfiguresarerelated
105ThestudentwillunderstandhowTrigonometrycanbeusedtofindareas
106ThestudentwillunderstandhowthelengthsofCircles&arcsarerelated
101ThestudentwillfindtheAreaoffparallelogramsandtriangles
102ThestudentwillfindtheAreaoffTrapezoids,Rhombusesandkites
101ThestudentwillfindtheAreaoffRegularPolygons
104ThestudentwillfindperimetersandAreaofsimilarfigures
105ThestudentwilluseTrigonometry&areas
106ThestudentwillCircles&arcs
107ThestudentwillfindAreaofcircles&sectors
108ThestudentwilluseGeometricprobability
101ThestudentwillfindtheAreaoffparallelogramsandtriangles
102ThestudentwillfindtheAreaoffTrapezoids,Rhombusesandkites
101ThestudentwillfindtheAreaoffRegularPolygons
104ThestudentwillfindperimetersandAreaofsimilarfigures
105ThestudentwilluseTrigonometrytofindareas
106ThestudentwillexploreCircles&arcs
107ThestudentwillfindAreaofcircles&sectors
108ThestudentwilluseGeometricprobability
Subordinate:
G.MG.1
GCO.4
GCO.3
GCO.1
Page 280 of 419
Completion/ Level
Assessment(s)
Resources
Vocabulary
Content
Clarifications
PearsonWebsite:https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
PowerGeometry.com,
mimioconnect.com
education.ti.com/educationportal/sites/US/homePage/nspirefamily.html
107ThestudentwillunderstandhowAreaofcircles&sectorsarerelated
108ThestudentwillunderstandhowGeometricprobabilitycanbeused
AppendixK–SchoolCalendar&SchoolDaySchedule
UPDATE THIS SECTION WITH EBR CALENDAR FOR
THE OTHER APPLICATIONS
Page 281 of 419
Reporting Days
2012-2013 District Calendar
Students Report ................. 8/13
End of Session ................... 5/24
AUGUST 2012
Holidays/Inservices
Students Do Not Report
on the Following Days
Systemwide Inservice ........ 8/7-8
Inschool Inservice ........... 8/9-10
Labor Day ............................ 9/3
Teacher Inservice ............... 9/24
Teacher Inservice ..............10/29
Election Day....................... 11/6
Veterans Day ....................11/12
Thanksgiving ..............11/19-23
Christmas .................. 12/20-1/2
MLK Day ............................ 1/21
Teacher Inservice ................. 2/4
Mardi Gras .....................2/11-13
Easter ...........................3/25-29
..... 7/4
Nine Weeks Periods
1st ...................................10/11
2nd ..................................... 1/7
3rd .................................... 3/15
4th .................................... 5/24
State Testing
LEAP, GEE, iLEAP .. 3/19 & 4/8-11
GEE Summer Retest .......6/25-27
LEAP Summer Retest ......6/25-27
Calendar Code
S
5
M
6
T
7
SEPTEMBER 2012
W
T
F
S
1
2
3
4
8
9
10 11
12 13 14 15 16 17 18
T
F
OCTOBER 2012
S
S
1
2
3
4
5
6
7
8
9
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M
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www.cpsb.org
Page 282 of 419
Subject
# of Minutes
Homeroom
10
Period 1
47
Period 2
47
Period 3
47
Lunch
30
Period 4
47
Period 5
47
Period 6
47
Period 7
Passing Time
TOTAL MINUTES
High School
47
21
390
# of Minutes
Starts
Ends
Warning Bell
First Period
Second Period
Third Period
Lunch A
Fourth Period Class A
Fourth Period Class B
Lunch B
Fourth Period Class B (cont.)
5
50
50
50
25
50
30
25
20
7:35
7:40
8:35
9:30
10:25
10:55
10:25
10:55
11:25
7:40
8:30
9:25
10:20
10:50
11:45
10:55
11:20
11:45
Fourth Period Class C
Lunch C
Fifth Period
Sixth Period
Seventh Period
Total Instructional Minutes
50
25
50
50
50
350
10:25
11:20
11:50
12:45
1:40
11:15
11:45
12:40
1:35
2:30
Page 283 of 419
AppendixL–TeacherEvaluationRubric/Tool
Page 284 of 419
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Page 292 of 419
AppendixM–ResumesofallBoardMembers
Page 293 of 419
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MarkBoniol
128SeagullLane
LakeCharles,La.70607
(337)5985404
Professional
09/1997toPresent
06/2007to06/2009
02/2001to07/2003
02/1990to05/1997
12/1989to02/1990
02/1987to12/1989
Educational
19751978 Non0Profit
2007Present 20052009 20012003 20012002 Owner/President
MarkDodge,Chrysler,Jeep,LLC.
3777GerstnerMemorialDrive
LakeCharles,La.70607
(337)4742640
Owner/President
MarkDodge,Chrysler,Jeep,LLC.
11300Hwy92
Woodstock,Ga.30188
Owner/President
MarkDodge,LLC.
3118GovernmentBoulevard
Mobile,Al.36606
Owner/President
ChampionFord
Shreveport,La.
GeneralSalesMgr
StonesRiverMotors
Murfreesboro,Tn.
SalesManager
JimReedHyundai
Nashville,Tn.
TheatreArts TrinityUniversity
SanAntonio,Tx.
BoardMember
CommunityFoundationSouthwestLa
LakeCharles,La.
BoardMember
BoardMember
Rachel’sChallenge
Denver,Co.
ETCHarborHouse
LakeCharles,La.
BoardMember
ChamberSouthwestLouisiana
LakeCharles,La.
Page 289 of 600
Page 311 of 419
ProfessionalAffiliations
19982010 20012010 20052009 Lake Charles Charter High School
BoardMember
SunbeltDodgeDAA
BoardMember
ChryslerJeepDAA
BoardMember
NationalDealerAdvisoryBoard
ChryslerFinancial
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AppendixN–CharterSchoolBoardMemberQuestionnaire
Page 319 of 419
CHARTER SCHOOL ROSTER of KEY CONTACTS
Complete the following Roster for the Board of Directors and key administrative leaders and/or
partners for the proposed school. Be sure to include titles and roles.
NONPROFIT BOARD OF DIRECTORS
Position:
President of Board of Trustees
Name:
Ulysses Gene Thibodeaux
Mailing Address: 3910 Marie Court, Lake Charles, LA 70607
Phone:
337-474-5123 (day) and 337-515-0739 (evening)
(day & eve.)
Fax: 337-491-2830
Position:
Vice President of Board of Trustees
Name:
Charles A. Honoré
Mailing Address: 2014 21st Street, Lake Charles, LA 70601
Phone:
337-474-7353 (day) and 337-515-3441 (evening)
(day & eve.)
Fax: 337-478-6575
Position:
Secretary/Treasurer of Board of Trustees
Name:
Clyde W. Mitchell
Mailing Address: 2501 14th Street, Lake Charles, LA 70601
Phone:
337-431-6213 (day) and 337-802-2758 (evening)
(day & eve.)
Fax: 337-431-6202
Position:
Trustee
Name:
Patricia Kelty
Mailing Address: 3633 W. Prien Lake Road, Lake Charles, LA 70605
Phone: (day &
337-377-8248 (day) and 337-494-3905 (evening)
eve.)
Fax:
Position:
Trustee
Name:
Aneeta Afzal, M.D.
Mailing Address: 4000 Lock Lane, #18, Lake Charles, LA 70605
Phone:
337-302-7979 (day and evening)
(day & eve.)
Fax:
Page 320 of 419
Position:
Name:
Mailing Address:
Phone:
(day & eve.)
Trustee
Drew Ranier, J.D.
321 Wilson Avenue, Lake Charles, LA 70601
337-494-0599 (day) and (337) 263-4444 (evening)
Fax: 337-494-7218
Position:
Trustee
Name:
Mark Boniol
Mailing Address: 128 Seagull Lane, Lake Charles, LA 70607
Phone:
337-474-2640 (day) and 337-598-5404 (evening)
(day & eve.)
Fax: 337-491-2610
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AppendixO–SchoolLeadershipEvaluationRubric/Tool
Page 354 of 419
LOUISIANA LEADER
Performance Evaluation Rubric
Page 355 of 419
Page 356 of 419
A vision for achievement describes high academic expectations for all students; the vision provides the picture of the school’s future. Effective principals ensure that the vision is lived in practice, encouraging behaviors that support it and addresses behaviors that undermine it.
a. Sets ambitious,
data-driven goals
and a vision for
achievement;
invests teachers,
students, and other
stakeholders in
that vision
Louisiana Compass Performance Standards for School Leaders | Development Supported by New Leaders
LOUISIANA DEPARTMENT OF EDUCATION 1201 NORTH THIRD STREET | BATON ROUGE, LA 70802 | 877.453.2721 | WWW.LOUISIANASCHOOLS.NET
To realize the vision, leaders must put data driven school level goals into place; these goals describe how the school will reach the vision.
Strategic school leaders adjust the school level goals to ensure they are driving improvements in achievement. School level goals should
be set and managed by data gathered from multiple sources including student learning outcomes, needs assessments and observations of
teacher practice. As the needs of the school change, the leader will have to work with stakeholders to identify school level goals and strategies that will foster student growth.
To develop the vision, leaders must enlist the support of all stakeholders. The process facilitates ownership and institutionalization of the vision and ensures that the vision includes multiple perspectives and lenses.
SCHOOL VISION
DOMAIN I
2
Page 357 of 419
Aligns resources with a focus on
materials, supplies and equipment; creates some systems using resources to
further the school’s learning goals
Uses vision and analysis of multiple forms
of data to set goals and aligns all decisions to the school-wide goals and vision,
builds staff ownership for school-wide
goals and the goals for their content or
grade levels; uses protocols for making
decisions that refer staff and team decisions back to the vision and goals; builds
staff capacity to use the vision and goals
to make instructional decisions
Uses vision and analysis of multiple types
of data to set goals; references goals and/
or vision in all meetings/planning sessions and consistently connects them to
the day-to-day work of the school
3
Continuously creates two-way links between families and the school; actively
Aligns resources: time, human and, when engages stakeholders in the school’s
vision for achievement; shares specific
appropriate, fiscal to create and uphold
systems that further the school’s learning ways families and stakeholders can supgoals; develops and implements systems port student learning; builds staff capacthat maximize instructional time by gen- ity to address other staff or stakeholders
who contradict the vision by displaying
erating strategic schedules and calenlow or negative expectations
dars; confirms that staff have necessary
materials, supplies, and equipment
Continually aligns resources: time, human
and, when appropriate, fiscal to create
and uphold systems that further datadriven goals; develops and implements
systems that maximize instructional time
by generating schedules, calendars and
data systems that help to track progress;
ensures that staff have necessary materials, supplies, and equipment
Actively engages stakeholders in the
school’s vision for achievement; shares
specific ways families and stakeholders
can support student learning; consistently addresses staff or stakeholders
who contradict the vision by displaying
low or negative expectations
Highly Effective
Effective: Proficient
Does not align school resources
accurately; does not maintain systems
to support the school’s learning goals
Shares the school’s vision for achievement with stakeholders; inconsistently
addresses staff or stakeholders who
contradict the vision by displaying low
or negative expectations
Sets school-wide goals that are aligned
to the school’s vision and use one or
two sources of data; references goals
and/or vision in meetings/planning sessions, but inconsistently connects them
to the day-to-day work of the school
Rarely maintains focus on vision or
school goals – rarely refers to goals and
does not identify how the goals align to
the vision
Rarely makes time to meet with families
or stakeholders; openly disrespects or
dismisses families or stakeholders; does
not address staff or stakeholders who
contradict the vision
Effective: Emerging
Ineffective
Component a. Sets ambitious, data-driven goals and a vision for achievement; invests teachers, students, and other
stakeholders in that vision
Page 358 of 419
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Examples of Evidence
Component a. Sets ambitious, data-driven goals and a vision for achievement; invests teachers, students, and other
stakeholders in that vision
4
Page 359 of 419
In a learning culture, teachers identify and teach core academic skills across the curriculum and implement shared instructional practices to
improve student achievement. School leaders ensure that teachers work in teams to examine student work that is rigorous and aligned with
UIF$PNQBTTSVCSJD1SPGFTTJPOBMHSPXUIJTFYQFDUFEBOEMFBEFSTDSFBUFNFBOJOHGVMUBSHFUFEQSPGFTTJPOBMEFWFMPQNFOUPQQPSUVOJUJFTBMJHOFE
to teacher needs and designed to improve instructional practice.
C 1SPWJEFTPQQPSUVnities for professional growth and
develops a pipeline
of teacher leaders
5
School culture is the context that allows for effective teaching and learning to take place. Culture is continuously reinforced by the school
leader, teachers, and students through practices and actions that tell every stakeholder: this is how we do school here. Effective leaders
establish cultures of achievement by maintaining a learning environment that is conducive to learning and safe for all students.
B 'BDJMJUBUFTDPMlaboration between
teams of teachers
c. Creates and
upholds systems
which result in a
safe and orderly
school environment
SCHOOL CULTURE
DOMAIN II
Page 360 of 419
Maintains conditions for collaboration by
ensuring teachers have clear expectations
for collaborative time, clear incentives to
share pedagogical areas of growth and
areas of strength, and clear strategies to
support effective collaboration
6
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t ,FZEBUBJTSFWJFXFEBUFWFSZNFFUJOHBOEBMMUFBDIFSTBSFBXBSFPGTDIPPMBOEHSBEFUBSHFUTBOEIBWFBMJHOFEJOEJWJEVBM
targets for their students
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that use data to improve student achievement for all students
Rarely creates structures for collaboration and sets some expectations for
collaborative time, but does not monitor
implementation
'BDJMJUBUFTFGGFDUJWFBOEGSFRVFOUDPMlaboration between teams of teachers to
improve implementation of the Compass
rubric; reviews student learning data to
improve instructional effectiveness and
Creates structures for collaboration and alignment to the Common Core; and
sets some expectations for collaborative improve student achievement
time; monitors the implementation
Maintains conditions for collaboration
by ensuring teachers have clear expectations for collaborative time and clear
incentives to collaborate
#VJMETUFBDIFSDBQBDJUZUPGBDJMJUBUFBOE
maintain frequent and effective collaborations between teams of teachers to
improve implementation of the Compass rubric; disaggregate data from
Common Core aligned assessments;
and reviews student learning data to
improve instructional effectiveness and
alignment to the Common Core; and
improve student achievement
'BDJMJUBUFTDPMMBCPSBUJPOCFUXFFOUFBNT
of teachers to: improve implementation
of the Compass rubric; reviews student
learning data to improve instruction
and student achievement
Highly Effective
Rarely facilitates collaboration between
teams of teachers to improve implementation of the Compass rubric or review
student learning data
Effective: Emerging
Ineffective
Component a. Facilitates collaboration between teams of teachers
Page 361 of 419
7
Develops a pipeline of teacher leaders to provide additional support to
teachers in the school by identifying
mid- and high-performing teachers;
developing their leadership skills and
creating opportunities for them to take
on additional responsibilities and creating a formal growth trajectory and plan
for the teacher leaders
Does not maintain a pipeline of teacher
leaders or identify potential teacher
leaders
Improves teacher effectiveness by
providing opportunities for professional
growth and on-going supports and
provides opportunities for individuals to pursue additional development
opportunities inside or outside of the
school; tracks progress to determine the
effectiveness and adjusts development
opportunities accordingly
Improves teacher effectiveness by
providing opportunities for professional
growth and on-going supports; tracks
Identifies mid- and high-performing
teachers and attempts to develop their progress to determine teacher effectiveness and adjusts development opportuleadership skills, but creates minimal
opportunities for teacher leaders to sup- nities accordingly
port others in the school
Develops a pipeline of teacher leaders to provide additional support to
teachers in the school by identifying
mid- and high-performing teachers and
developing their leadership skills and
creating opportunities for them to take
on additional responsibilities
1SPWJEFTJOGSFRVFOUPQQPSUVOJUJFTGPS
professional growth to improve teacher
effectiveness that attempt to align with
teacher need
Rarely provides opportunities for professional growth to improve teacher effectiveness and/or provides opportunities
that are misaligned with teacher need
Highly Effective
Uses data gathered through observations, student assessments, and
teacher self-assessments to determine
what supports will best meet the needs
of each individual teacher to improve
overall teacher effectiveness
Uses anecdotal data gathered to determine what development activities or instructional strategies will best advance
teacher effectiveness
Rarely uses data to determine what
development activities or instructional
strategies will advance teacher effectiveness
Uses data gathered through observations and student assessments to determine what development activities or
instructional strategies will best meet
the needs of each individual teacher to
improve overall teacher effectiveness
Effective: Emerging
Ineffective
Component b. Provides opportunities for professional growth and develops a pipeline of teacher leaders
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handling of student conduct concerns with follow-up to track improvement
t .VMUJQMFTUBGGNFNCFSTTFSWFBTJOTUSVDUJPOBMMFBEFSTJOUIFTDIPPMBOEUIFZMFBEFGGFDUJWFUFBDIFSUFBNNFFUJOHTGPcused on student learning data and student work
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learning outcomes to target key instructional needs
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8
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Component b. Provides opportunities for professional growth and develops a pipeline of teacher leaders
Page 363 of 419
Develops clear expectations for student
and adult behaviors based on the school
values and beliefs; identifies clear positive and negative consequences
Develops some expectations for student
and adult behavior based on the school
values and beliefs; identifies negative
consequences;
Develops clear expectations for student
and adult behaviors based on the school
values and beliefs; identifies and implements specific age-appropriate positive
and negative consequences
physical environment is safe
9
Supervises facilities equipment management and maintenance to enhance learning and confirms the physical environment is safe
Does not maintain a physically-safe
environment
Does not consistently implement negative consequences
Confirms the learning environment is
conductive to learning and safe for all
students; builds staff capacity to lead and
manage components systems that ensure
physical and social-emotional safety is
maintained for all stakeholders
Highly Effective
Develops systems to monitor consistent
Develops systems to ensure every adult
implementation of negative consequences understands their role in implementing
Confirms the physical environment is safe both positive and negative consequences Develops systems to ensure that every
adult understands their role in implementand consequences are consistently
ing both positive and negative conseimplemented
Supervises facilities equipment manage- quences and consequences are consisment and maintenance and confirms the tently implemented
Confirms the learning environment is
conductive to learning; implements systems to ensure physical and social-emotional safety is maintained for students
and adults
Confirms that learning environment is
conducive to learning for most students; implements systems to ensure
physical safety is maintained for all
students
Does not maintain a learning environment that is conducive to learning;
does not ensure the physical safety of
students
Rarely makes expectations for student
or adult behavior explicit
Effective: Emerging
Ineffective
Component c. Creates and upholds systems which result in a safe and orderly school environment
Page 364 of 419
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BSFTUSBUFHJDBMMZVUJMJ[FEUP
support the achievement of school goals
t $PEFPGDPOEVDUJTDPOTJTUFOUMZJNQMFNFOUFEBDSPTTBMMDMBTTSPPNT
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t 8SJUUFOWBMVFTBOECFMJFGTSFnFDUIJHIFYQFDUBUJPOTGPSBMMTUVEFOUT
t "TZTUFNPGQPTJUJWFBOEOFHBUJWFCFIBWJPSFYQFDUBUJPOTBSFDPOTJTUFOUXJUIBHFBQQSPQSJBUFEJGGFSFOUJBUJPO
BDSPTT
classrooms, grades and content areas
t 7BMVFTBOECFIBWJPSTBSFSFGFSFODFEJOEBJMZTDIPPMTUSVDUVSFT
t 1IZTJDBMQMBOUGPTUFSTNBKPSBDBEFNJDQSJPSJUJFTJOJUJBUJWFT
t 4DIPPMCVJMEJOHJTDMFBOBOETBGFoBMMCBTJDGBDJMJUJFTBSFJOXPSLJOHPSEFS
t 3PVUJOFTBOEQSPDFEVSFTBSFJOQMBDFEJTDVTTFEBOEJNQMFNFOUFE
Component c. Creates and upholds systems which result in a safe and orderly school environment
10
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11
School leaders must also facilitate and support staff use of data to identify and prioritize students’ needs in relation to the Common Core
4UBOEBSET-FBEFSTXJMMFOTVSFUIBUBMMBTTFTTNFOUTBSF$PNNPO$PSFBMJHOFEBOEXJMMIPMEUFBDIFSTBDDPVOUBCMFGPSPOHPJOHBOBMZTJTPG
student data to provide rigor and differentiation for all students.
-FBEFSTNVTUPCTFSWFUFBDIFSTUPQSPWJEFPOHPJOHBDUJPOBCMFDMFBSBOEUSBOTQBSFOUGFFECBDLPOJOTUSVDUJPOUIFTFPCTFSWBUJPOTXJMMCFDPNF
a part of both formative and summative assessments of teacher effectiveness. Teacher observations and conferences will ensure that all instruction is focused on the development and implementation of goals and objectives aligned with the Common Core Standards.
c. Ensures teachers
use assessments
SFnFDUJWFPG$PNmon Core rigor
b. Ensures teachers
set clear, measurable objectives
aligned to the
Common Core
Research has shown that there is a direct correlation between a strong instructional program and an increase in academic gains. It is critical
that school leaders support effective instruction to increase student achievement.
a. Observes teachers
and provides feedback on instruction
regularly
-PVJTJBOBIBTBEPQUFEUIF$PNNPO$PSF$VSSJDVMVNUIVTMFBEFSTNVTUFOTVSFBMMJOTUSVDUJPOJTHSPVOEFEJOBOEHVJEFECZUIF$PNNPO
Core Standards. To best support instruction, leaders must ensure teachers have the tools to set clear objectives aligned to the Common Core.
They must implement a curricular scope and sequence that fosters rigorous instruction, and they must ensure that teachers have supporting
curricular materials that will allow them to implement the curriculum with fidelity.
INSTRUCTION
DOMAIN III
Page 366 of 419
Effective: Emerging
Ensures that all staff have individual
learning plans and new and/or developing teachers receive additional formative observations
Ensures that new and/or developing
teachers receive additional formative
observations
Completes a rigorous evaluation process
Completes a rigorous evaluation process
based on a review of teacher practice,
using the Teacher Compass Rubric, mul- based on a review of teacher practice,
using the Teacher Compass Rubric, multiple measures of student outcomes
tiple measures of student outcomes
Ensures observations occur multiple
times a year with staff getting regular,
consistent, and actionable feedback
grounded in the Teacher Compass Rubric
data, focused on improving teacher effectiveness and student outcomes
Ensures observations occur multiple
times a year with staff getting regular,
consistent, and actionable feedback
grounded in the Teacher Compass Rubric
data, focused on improving teacher effectiveness and student outcomes
Using the Compass Teacher Rubric,
completes, or ensures a system is in
place to complete, formal and informal
observations
Highly Effective
t &WBMVBUJPOQSPDFTTNFBTVSFTBOEUBSHFUTBSFFTUBCMJTIFEBUUIFCFHJOOJOHPGUIFZFBS
t 3JHPSPVTDPNQMFUJPOPGUIFGVMMFWBMVBUJPOQSPDFTTJTDPNQMFUFEGPSFWFSZUFBDIFS
12
t 1FSGPSNBODFFYQFDUBUJPOTBSFDMFBSBOEBMJHOFEXJUIEJTUSJDUTQPMJDJFTUIFTDIPPMNJTTJPOBOETDIPPMXJEFFYQFDUBUJPOT
t 5FBDIFSTSFDFJWFGSFRVFOUPCTFSWBUJPOTBOEBDUJPOBCMFGFFECBDL
t 0CTFSWBUJPOQSPUPDPMQSBDUJDFJODMVEFTOPUPOMZDPOTJTUFOUTDIPPMXJEFFYQFDUBUJPOTCVUJOEJWJEVBMUFBDIFSEFWFMPQment areas and study of specific student sub-groups as identified by data
Completes an evaluation process based
on a review of teacher practice, using
the Teacher Compass Rubric
Ensures that new teachers receive additional formative observations
Ensures observers use the Teacher
Compass Rubric data and provide high
level data
Using the Compass Teacher Rubric,
completes, or ensures a system is in
place to complete, formal and informal
observations
Rarely completes evaluations and/or
has unclear evaluation process in place
Rarely provides feedback to teachers
Rarely uses the Compass Teacher Rubric Using the Compass Teacher Rubric,
completes formal observations
Rarely completes formal observations
Ineffective
Component a. Observes teachers and provides feedback on instruction regularly
Page 367 of 419
Effective: Emerging
Ensures teachers modify and differentiate instructional practices to support
the learning of all students, based on
13
Ensures teachers modify and differentiate instructional practices to support
the learning of all students, based on
#VJMETUFBDIFSDBQBDJUZUPFGGFDUJWFMZ
implement Common Core Standards
by regularly assessing: instructional
practices; student work; and student
outcomes
Develops teacher’s skill set to choose
strong curriculum materials; provides
scaffolded development as needed and
ensures all teachers are using a curriculum scope and sequence and assessments that are Common Core aligned
Develops teacher’s skill set to choose
strong curriculum materials and ensures all teachers are using a curriculum scope and sequence and assessments that are Common Core aligned
'BDJMJUBUFTFGGFDUJWFJNQMFNFOUBUJPOPG
Common Core Standards by regularly
assessing instructional practices and
student outcomes
Sets annual student learning targets and
builds teacher capacity to set and assess daily, weekly, and unit objectives to
support significant academic growth of
students and align with school level goals
Highly Effective
Sets annual student learning targets
and ensures teachers set daily objectives that will support academic growth
of students and that align with school
level goals
Ensures core content teachers make
minor modifications to their instructional practices to support the learning
of all students
Sets annual student learning targets
that aim for the academic growth of
Rarely ensures teachers are using a cur- students
riculum scope and sequence or assess- Supports teachers’ choice around strong
ments that are Common Core aligned
curriculum materials; ensures teachers in
core content areas are using a curriculum
Rarely assesses the implementation of
scope and sequence and assessments
Common Core Standards
that are Common Core aligned
Rarely ensures instructional practices
that support the learning of all students Irregularly assesses the implementation
of Common Core Standards by reviewing student outcomes
Sets non-rigorous annual student learning targets
Ineffective
Component b. Ensures teachers set clear, measurable objectives aligned to the Common Core
Page 368 of 419
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t 5ISPVHIPVUUIFTDIPPMDMBTTSPPNBDUJWJUJFTBSFEFTJHOFEUPFOHBHFTUVEFOUTJODPHOJUJWFMZDIBMMFOHJOHXPSLUIBUJT
aligned to the standards
t 4UBGGIBWFBCSPBESFQFSUPJSFPGJOTUSVDUJPOBMTUSBUFHJFTUIBUUIFZSFGFSFODFJOUIFJSMFTTPOQMBOT
14
t -FTTPOQMBOTBOEDVSSJDVMVNNBUFSJBMTQSPEVDFFYQMJDJUFWJEFODFPGDVSSJDVMVNDPPSEJOBUJPOBOEBMJHONFOUUP$PNNPO
Core standards
t 4ZTUFNTFOTVSFUIBUMFTTPOBOEVOJUQMBOTBMJHOUPUIFTDPQFBOETFRVFODFBOEQSFQBSFTUVEFOUTUPCFPOBDPMMFHFBOE
career readiness track
Component b. Ensures teachers set clear, measurable objectives aligned to the Common Core
Page 369 of 419
t $POUJOVPVTEBUBSFWJFXQSPDFTTJTJOQMBDFUPDPOmSNUIBUTUVEFOUTMFBSOFEUBVHIUNBUFSJBM
t 4UVEFOUTSFDFJWFSBQJEEBUBESJWFOJOUFSWFOUJPOTNBUDIFEUPDVSSFOUOFFETBOEJOUFSWFOUJPOBTTJHONFOUTBOETDIFEVMFTBSFGSFRVFOUMZVQEBUFEUPSFnFDUTUVEFOUOFFETBOEQSPHSFTT
t %JTBHHSFHBUFETUVEFOUEBUBJOGPSNTJOTUSVDUJPO
t %JGGFSFOUJBUFEDMBTTSPPNBDUJWJUJFTCBTFEPOTUVEFOUTSFBEJOHPSBDIJFWFNFOUMFWFMTBSFQSFTFOUJOFWFSZDMBTTSPPN
t .VMUJQMFBOBMZTFTPGTUVEFOUQFSGPSNBODFEBUBBSFFYBNJOFEUPTVQQPSUJOGPSNFEEFDJTJPONBLJOH
t "TTFTTNFOUTSFnFDUBMJHONFOUXJUI$PNNPO$PSFTUBOEBSET
15
Supports and develops staff, ability to
select assessments and curricular materials aligned to the Common Core and
builds staff capacity to analyze student
performance on assessments to: identify student learning gaps, determine
interventions, and areas for instructional
improvement
Supports the selection of assessments
and curricular materials aligned to the
Common Core and analyzes student
performance on assessments to: identify student learning gaps, determine
interventions, and areas for instructional
improvement
Selects assessments aligned to the
Common Core and analyzes student
performance on assessments to identify
areas for instructional improvement
Highly Effective
Rarely selects assessments or curricular
materials aligned to the Common Core;
does not analyze student performance
Effective: Emerging
Ineffective
Component c. Ensures teachers use assessments reflective of Common Core rigor
AppendixP–Bylaws
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AppendixQ–ConflictofInterestPolicy
Page 383 of 419
SOUTHWEST LOUISIANA CHARTER
ACADMEY FOUNDATION, INC.
ETHICS AND CONFLICT OF INTEREST POLICY
ARTICLE 1- PURPOSE
The purpose of this ethics and conflict of interest policy is to protect the Southwest
Louisiana Charter Academy Foundation Inc.’s (“Foundation”) interest when it is
contemplating entering into a transaction or arrangement that might benefit the private
interest of any Foundation employee, officer or trustee or might result in a possible
excess benefit transaction. This policy is intended to supplement but not replace any
applicable state and federal laws governing ethics and conflict of interest applicable to
nonprofit and charitable organizations, including without limitations, the actions
proscribed in Louisiana Revised Statute 42:1111, et seq.
ARTICLE 2- DEFINITIONS
2.1. Interested Person
Any member of the Board of Trustees, principal officer, or member of a committee
appointed by the Board of Trustees, specifically including the President of the
Foundation who has a direct or indirect financial interest, as defined below, is an
interested person.
2.2. Financial Interest
A person has a financial interest if the person has, directly or indirectly, through business,
investment, or family:
2.2.1. An ownership or investment interest in any entity with which the Foundation has
a transaction or arrangement,
2.2.2. A compensation arrangement with the Foundation or with any entity or individual
with which the Foundation has a transaction or arrangement, or
2.2.3. A potential ownership or investment interest in, or compensation arrangement
with, any entity or individual with which the Foundation is negotiating a transaction or
arrangement. Compensation includes direct and indirect remuneration as well as gifts or
favors that are not insubstantial. A financial interest is not necessarily a conflict of
interest. Under Article III, Section 2, a person who has a financial interest may have a
conflict of interest only if the Board of Trustees or committee decides that a conflict of
interest exists.
Page 384 of 419
ARTICLE 3- PROCEDURES
3.1. Duty to Disclose
In connection with any actual or possible conflict of interest, an interested person must
disclose the existence of the financial interest and be given the opportunity to disclose all
material facts to the trustees and members of committees with governing board delegated
powers considering the proposed transaction or arrangement.
3.2. Determining Whether a Conflict of Interest Exists
After disclosure of the financial interest and all material facts, and after any discussion
with the interested person, he/she shall leave the Board of Trustees or committee meeting
while the determination of a conflict of interest is discussed and voted upon. The
remaining Board or committee members shall decide if a conflict of interest exists.
3.3. Procedures for Addressing the Conflict of Interest
3.3.1. An interested person may make a presentation at the Board of Trustees or
committee meeting, but after the presentation, he/she shall leave the meeting during the
discussion of, and the vote on, the transaction or arrangement involving the possible
conflict of interest.
3.3.2. The President of the Foundation or committee shall, if appropriate, appoint a
disinterested person or committee to investigate alternatives to the proposed transaction
or arrangement.
3.3.3. After exercising due diligence, the Board of Trustees or committee shall
determine whether the Foundation can obtain with reasonable efforts a more
advantageous transaction or arrangement from a person or entity that would not give rise
to a conflict of interest.
3.3.4. If a more advantageous transaction or arrangement is not reasonably possible
under circumstances not producing a conflict of interest, the Board of Trustees or
committee shall determine by a majority vote of the disinterested members of the Board
or committee whether the transaction or arrangement is in the Organization’s best
interest, for its own benefit, and whether it is fair and reasonable. In conformity with the
above determination it shall make its decision as to whether to enter into the transaction
or arrangement.
3.4. Violations of the Conflicts of Interest Policy
3.4.1. If the Board of Trustees or committee has reasonable cause to believe a member
has failed to disclose actual or possible conflicts of interest, it shall inform the member of
the basis for such belief and afford the member an opportunity to explain the alleged
failure to disclose.
2
Page 385 of 419
3.4.2. If, after hearing the member’s response and after making further investigation as
warranted by the circumstances, the Board of Trustees or committee determines the
member has failed to disclose an actual or possible conflict of interest, it shall take
appropriate disciplinary and corrective action.
ARTICLE 4-RECORDS OF PROCEEDINGS
The minutes of the Board of Trustees and all committees with board delegated powers
shall contain:
4.1.
The names of the persons who disclosed or otherwise were found to have a
financial interest in connection with an actual or possible conflict of interest, the nature of
the financial interest, any action taken to determine whether a conflict of interest was
present, and the Board of Trustee’s or committee’s decision as to whether a conflict of
interest in fact existed.
4.2.
The names of the persons who were present for discussions and votes relating to
the transaction or arrangement, the content of the discussion, including any alternatives to
the proposed transaction or arrangement, and a record of any votes taken in connection
with the proceedings.
ARTICLE 5- COMPENSATION
5.1.
A voting member of the Board of Trustees who receives compensation, directly or
indirectly, from the Foundation for services is precluded from voting on matters
pertaining to that member’s compensation.
5.2.
A voting member of any committee whose jurisdiction includes compensation
matters and who receives compensation, directly or indirectly, from the Foundation for
services is precluded from voting on matters pertaining to that member’s compensation.
5.3.
No voting member of the Board of Trustees or any committee whose jurisdiction
includes compensation matters and who receives compensation, directly or indirectly,
from the Foundation, either individually or collectively, is prohibited from providing
information to any committee regarding compensation.
ARTICLE 6-ANNUAL STATEMENTS
Each member of the Board of Trustees, principal officer, other committee appointed by
the Board of Trustees and the Foundation Board President shall annually sign a
statement, which affirms such person:
a.) Has received a copy of the conflicts of interest policy;
b.) Has read and understands the policy;
c.) Has agreed to comply with the policy, and
3
Page 386 of 419
d.) Understands the Organization is charitable and in order to maintain its federal
tax exemption it must engage primarily in activities which accomplish one or more of its
tax exempts purpose.
ARTICLE 7- ETHICAL CONDUCT
The Foundation’s Trustees, officers and employees shall at all times be in compliance
with the Louisiana Code of Ethics, LSA RS 42:1111, et seq., including without limitation
these supplemental provisions:
7.1.
The Board of Trustees shall conduct or direct the affairs of its charter school(s)
and exercise its powers subject to the applicable limitations of the Charter Law, Not-forProfit Corporation Law, the Foundation’s charter(s) and its By-Laws. The Board may
delegate aspects of the management of school activities to others, so long as the affairs of
the school are managed, and its powers are exercised, under the Board’s ultimate
jurisdiction.
7.2.
No Trustee, officer, or employee of a for-profit corporation having a business
relationship with the Foundation shall serve as voting member of the Board of Trustees
for the duration of such business relationship, provided, however, that this provision shall
not apply to the following:
7.2.1. Individuals associated with a partnership, limited liability corporation, or
professional corporation including but not limited to doctors, accountants and attorneys;
7.2.2. Individuals associated with an educational entity (including but not limited to
schools of education) some of whose faculty may be providing paid services directly or
indirectly to such charter school;
7.2.3. Individuals associated with a bank, insurance, mutual fund, investment bank,
stock brokerage, financial planning, or other financial services organization.
7.3.
In no instance shall a Trustee, officer, or employee of a for-profit educational
management organization having a business relationship with the charter school serve as
a voting member of the Board of Trustees for the duration of such business relationship.
7.4.
Trustees shall avoid at all times engaging in activities that would appear to be
unduly influenced by other persons who have a special interest in matters under
consideration by the Board. If this occurs, a Trustee shall write a letter disclosing all
known facts prior to participating in a Board discussion of these matters, and the
Trustee’s interest in the matter will be reflected in the Board minutes.
7.5.
Trustees shall make all appropriate financial disclosures whenever a grievance of
conflict of interest is lodged against them.
4
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7.6.
Trustees shall not use his or her position with the charter school to acquire any
gift or privilege worth $25 or more that is not available to a similarly situation person,
unless that gift is for the use of the charter school.
7.7.
Foundation Trustees, officers, or employees may never ask a subordinate, a
student, or a parent of a student to work on or give to any political campaign.
7.8.
Trustees confirm their understanding that Foundation is a charitable not-for profit
educational organization and that it will assure that Foundation maintain its federal tax
exemption and engage primarily in activities that accomplish one or more of its taxexempt purposes.
ARTICLE 8- PERIODIC REVIEWS
To ensure that Foundation operates in a manner consistent with charitable purposes and
does not engage in activities that could jeopardize its tax-exempt status, periodic reviews
shall be conducted. The periodic reviews shall, at a minimum, include the following
subjects:
8.1
Whether compensation arrangements and benefits are reasonable, based on
competent survey information, and the result of arm’s length bargaining.
8.2
Whether partnerships, joint ventures, and arrangements with management
organizations conform to the Foundation’s written policies, are properly recorded, reflect
reasonable investment or payments for goods and services, further charitable purposes
and do not result in impermissible private benefit or in an excess benefit transaction.
ARTICLE 9- USE OF OUTSIDE EXPERTS
When conducting the periodic reviews as provided for in Article 8, the Foundation may,
but need not, use outside advisors. If outside experts are used, their use shall not relieve
the Board of Trustees of its responsibility for ensuring periodic reviews are conducted.
5
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AppendixT–TimelinesandScheduleforPreOpening
Page 389 of 419
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Page 391 of 419
AppendixU–ThirdPartyESPSchoolPerformanceDataChart
Page 392 of 419
Appendix U: Third Party Education Service Provider School Performance Data Chart (No page limit) Table 1  Please complete the following for up to 10 schools outside of Louisiana with demographics similar to those for the proposed school. Copy and paste the table for each additional school beyond the first.  In listing the contact person for the authorizer of the school, please provide the name, phone number, and email address for a specific individual that can be contacted to clarify or provide more specific information on the performance of that school. School Name Downtown Miami Charter School (DMCS) Year Opened 2002 Contact Person at School Michael Lupton Phone:305‐579‐2112 Email: [email protected] Address 305 NW 3rd Avenue. Miami , FL 33128 Name and Contact Information for Authorizer Tiffanie A. Pauline, Director Miami‐Dade County Public Schools 1450 Northeast 2nd Avenue Miami, FL 33132 Email:[email protected] Phone: 305‐995‐1403 School Name Duval Charter School at Arlington (DCSA) Year Opened 2010 Contact Person at School Arlene Baez Phone: 904‐724‐1536 Email: [email protected] Address 100 Bell Tell Way Jacksonville, FL 32256 Name and Contact Information for Authorizer Duval County Public Schools 1701 Prudential Drive Jacksonville, FL 32207 School Name North Broward Academy of Excellence Middle (NBAEM) Year Opened 2001 Contact Person at School Diana Bowman Phone:954‐718‐2211 Email: [email protected] Address 8200 SW 17th Street North Lauderdale, FL 33068 Name and Contact Information for Authorizer Jody Perry Director, Broward County School District 600 SE Third Avenue, Fort Lauderdale, FL 33301 Phone: 754‐321‐2135 Email [email protected] School Name North Broward Academy of Excellence (NBAE) Year Opened 2001 Contact Person at School Diana Bowman Phone:954‐718‐2211 Email: [email protected] Lake Charles Charter High School
Page 393 of 419
Address 8200 SW 17th Street North Lauderdale, FL 33068 Name and Contact Information for Authorizer Jody Perry Director, Broward County School District 600 SE Third Avenue, Fort Lauderdale, FL 33301 Phone: 754‐321‐2135 Email [email protected] School Name P. M Wells Charter Academy (PMWCA) Year Opened 2009 Contact Person at School Marise Flewellyn Phone: 312‐697‐1020 Email: m [email protected] Address 2426 Remington Boulevard, Kissimmee, FL 34744 Name and Contact Information for Authorizer Dr. Sonia Vazquez Esposito, Osceola School District 805 Bill Beck Boulevard Kissimmee, FL 34744 Phone: 407‐870‐4847 [email protected] School Name Cape Coral Charter School (CCCS) Year Opened 2004 Contact Person at School Margret LaPointe Phone:239‐995‐0904 Email: [email protected] Address 76 Mid Cape Terrace Cape Coral, FL 33991 Name and Contact Information for Authorizer Jeff Mc Cullers Director, Lee County Public Schools 2855 Colonial Blvd. Fort Myers FL 33966 Phone 239‐337‐8115 School Name Four Corners Charter School (FCCS) Year Opened 2006 Contact Person at School Kenneth Toppin Phone: 407‐787‐4300 Email: [email protected] Address 9100 Teacher Lane Davenport, FL 33837 Name and Contact Information for Authorizer Dr. Sonia Vazquez Esposito, Osceola School District 805 Bill Beck Boulevard Kissimmee, FL 34744 Phone: 407‐870‐4847 Email: [email protected]
School Name Year Opened Contact Person at School Address Name and Contact Information for Authorizer School Name Year Opened Contact Person at School Address Lake Charles Charter High School
Hollywood Academy of Arts and Science Elementary (HAAS) 2004 Sherry Pallavicini Phone : 954‐925‐6404 Email: [email protected] 1705 Van Buren Street Hollywood, FL 33020 Jody Perry Director, Broward County School District 600 SE Third Avenue, Fort Lauderdale, FL 33301 Phone: 754‐321‐2135 Email [email protected] Hollywood Academy of Arts and Science Middle (HAASMS) 2004 Sherry Pallavicini Phone : 954‐925‐6404 Email: [email protected] 1705 Van Buren Street Hollywood, FL 33020 Page 394 of 419
Name and Contact Information for Authorizer Jody Perry Director, Broward County School District 600 SE Third Avenue, Fort Lauderdale, FL 33301 Phone: 754‐321‐2135 Email [email protected] School Name Gateway Charter School (GCS) Year Opened 2004 Contact Person at School Stacy Burns Phone: 239‐768‐5048 Email: [email protected] Address 12850 Commonwealth Dr. Fort Myers FL 33913 Name and Contact Information for Authorizer Jeff Mc Cullers Director, Lee County Public Schools 2855 Colonial Blvd. Fort Myers FL 33966 Phone 239‐337‐8115 

Table 2 All data provided in Table 2 should be for the 2010‐2011 school year or the most recent year for which data is available. Use the same year for all data provided. List the year for which data is being used directly below the table. When determining proficiency, use information from the state‘s definition of proficiency as used in Adequate Yearly Progress and No Child Left Behind. Name of School DMCS DCSA NBAE E PMWCA CCCS NBAE M FCCS HAAS M HAAS E GCS Total Enrollment Total % of students proficient Math 59.28% 53.71% 65.20% 56.97% 65.41% 70.93% 66.58% 81.82% 85.37% 81.90% 2010‐
11 631 585 625 824 584 328 1055 243 433 1037 2010‐11 % ELL English 50.25%
56.85%
72.19%
65.90%
73.67%
61.03%
70.64%
82.65%
78.68%
78.39%
2010‐
11
17.43%
1.37%
7.20%
18.20%
7.66%
4.57%
14.88%
5.35%
17.09%
4.24%
2010‐11
% ELL Proficient Math N/A N/A N/A 45%
N/A N/A 50%
N/A N/A N/A 2010‐
11 % Special Education English N/A N/A N/A 43%
N/A N/A 48%
N/A N/A N/A 2010‐
11 6.18%
9.57%
7.01%
5.22%
3.51%
7.01%
4.45%
7%
5.31%
4.34%
2010‐11
% Special Education Proficient Math N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 2010‐
11 % Free and Reduced Lunch English N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 2010‐
11 94.77%
78.06%
77.46%
77.41%
72.52%
71.72%
60.27%
57.55%
57.24%
56.98%
2010‐11
% Free and Reduced Lunch Proficient Math English
61%
49%
50%
50%
65%
70%
54%
62%
55%
69%
72%
58%
64%
65%
77%
79%
80%
75%
79%
72%
2010‐
2010‐
11
11
Page 395 of 419
AppendixV–MostrecentFinancialAuditofthirdpartyESP
Page 396 of 419
CSUSA is a profitable, financially viable, privately-held company. The ESP’s corporate policy
to refrain from providing audited financial statements in documents that may become available
to the public. However, as CSUSA understands the nature of the request and the validity of
verifying the company’s financial health, CSUSA is prepared to provide financial information to
appropriate designated financial representatives for BESE upon execution of a mutual nondisclosure agreement. Appendix V contains the 3-year audited fund balance report for all
schools in the CSUSA network; this information helps illustrate the financial viability of each
individual school. Lake Charles Charter High School
Page 397 of 419
FY10
AUDITED
FUND
BALANCE
FY10
FUND
BALANCE
ASA%
OFTOTAL
EXPENSES
FY09
AUDITED
FUND
BALANCE
FY09
FUND
BALANCE
ASA%
OFTOTAL
EXPENSES
10.7%
$738,174
7.9%
$412,725
4.3%
$101,740
2.0%
$55,182
1.4%
$7,081
0.2%
Lee
$2,728,757
33.0%
$2,061,927
25.7%
$1,708,750
21.9%
Lee
$1,722,557
30.7%
$1,349,782
21.5%
$1,061,656
18.8%
Gateway
CharterHigh
School
Lee
$108,516
1.7%
$127,558
1.9%
$280,287
4.5%
SixMile
Charter
Academy
Lee
$1,113,864
13.1%
$1,028,566
13.7%
$561,836
8.1%
Broward
$5,935,763
49.7%
$5,742,172
51.0%
$5,542,349
51.9%
Broward
$14,359,308
19.7%
$465,338
15.5%
$277,571
9.4%
Broward
$5,803,569
11.5%
$211,134
15.9%
$111,463
7.8%
Broward
$459,675
3.9%
$175,163
3.8%
$89,153
2.0%
SCHOOL
Bonita
Springs
CapeCoral
Charter
School
Gateway
Charter
School
Gateway
Intermediate
Charter
School
***Coral
Springs
Charter
School
**Hollywood
Academyof
Arts&
Science
**Hollywood
Academyof
Arts&
Science
Middle
School
North
Broward
Academyof
Excellence
FLORIDA
DISTRICT
FY11
AUDITED
FUND
BALANCE
FY11FUND
BALANCE
ASA%OF
TOTAL
EXPENSES
Lee
$1,057,230
Lee
Page 398 of 419
North
Broward
Academyof
Excellence
Middle
School
Downtown
Miami
Charter
School
KeysGate
Charter
School
Broward
$186,254
3.6%
$115,319
5.7%
$88,681
4.6%
Dade
$783,296
14.9%
$819,137
17.1%
$626,958
12.9%
Dade
$5,880,736
58.3%
$4,866,356
65.4%
$3,996,899
52.4%
Dade
$1,734,142
0.1%
Dade
$1,219,670
6.2%
$1,218,615
33.0%
$1,054,546
29.5%
Dade
$139,074
6.1%
$269,709
36.0%
$167,811
21.4%
CanoeCreek
Charter
Academy
Osceola
$48,873
1.6%
$57,534
1.9%
$0
0.0%
PMWells
Charter
Academy
Osceola
$491,587
9.1%
$316,668
5.9%
$0
0.0%
$1,521,613
22.1%
$1,050,378
16.3%
$701,185
10.6%
$499,470
3.0%
$1,150,932
4.4%
$154,309
2.0%
**KeysGate
CharterHigh
School
Renaissance
Elementary
Charter
School
Renaissance
Charter
Middle
School
FourCorners
Charter
Osceola
School
Duval
Charter
Duval
Schoolat
Arlington
Renaissance
Charter
St.Lucie
SchoolofSt.
Lucie
Page 399 of 419
**Restricted
fundbalance
wasnot
includedin
the
calculation
offund
balanceasa
%of
expensesfor
thisschool
forFY11
***Audit
not
completed
forFY11
Page 400 of 419
AppendixW–MostrecentannualreportofthirdpartyESP
Page 401 of 419
As a privately held company, CSUSA does not have an annual report to attach as Appendix W. Lake Charles Charter High School
Page 402 of 419
AppendixX–DraftofManagementAgreementwithThirdPartyESP
Page 403 of 419
MANAGEMENT AGREEMENT
THIS MANAGEMENT AGREEMENT is made and entered into as of the ____ day of
____________, 2012, by and between Charter Schools USA at Southwest Louisiana, LLC, a Florida
Limited Liability Company (“CSUSA”), and Southwest Louisiana Charter Academy Foundation, Inc. a
Louisiana non-profit corporation (the “Foundation”).
RECITALS
WHEREAS, the Foundation has submitted a charter application for the operation of a charter
school called Southwest Louisiana (the “Charter School”) to the Louisiana State Board of Elementary and
Secondary Education (the “Sponsor”) to operate a public charter school (the “Charter Application”); and
WHEREAS, the Foundation has determined that it is in its best interest to contract with a
qualified and competent educational service provider to operate the Charter School; and
WHEREAS, CSUSA is in the business of developing, managing, staffing, and operating public
charter schools for non-profit boards; and
WHEREAS, the Foundation wishes to hire CSUSA, and CSUSA wishes to be hired by
Foundation to manage and operate the Charter School upon the terms and conditions set forth herein; and
NOW, THEREFORE, for mutual and valuable consideration, the receipt and adequacy of which
is hereby acknowledged, the parties agree with each other as follows:
ARTICLE I
CONTRACTING RELATIONSHIP
A.
Authority. The Foundation represents that it is authorized by law to contract with
CSUSA and for CSUSA to provide educational management services to the Charter School. The
Foundation further represents that the Charter Application has been conditionally approved by the
Sponsor to organize and operate a public charter school and conditioned upon the fulfillment of the
Sponsor’s stipulated conditions, the Foundation will enter into a charter contract with the Sponsor (the
“Charter Contract"). The Foundation is therefore authorized by the Charter Application, Charter Contract
and the Sponsor to supervise and control the Charter School, and is invested with all powers necessary or
desirable for carrying out the educational program contemplated in this Agreement.
B.
Agreement. The Foundation hereby contracts with CSUSA, to the extent permitted by
law, for the provision of all labor and supervision necessary for the provision of educational services to
students, and the management, operation and maintenance of the Charter School in accordance with the
educational goals, curriculum, methods of pupil assessment, admission policy and criteria, school
calendar and school day schedule, age and grade range of pupils to be enrolled, educational goals, and
method to be used to monitor compliance with performance of targeted educational outcomes, all as
adopted by the Foundation’s Board of Directors (the “Board”) and included in the Charter Contract
between the Charter School and the Sponsor. CSUSA’s obligations to the Foundation shall be only as
expressly set forth in this Agreement. Duties required to be carried out for the operation of the Charter
School which are not expressly set forth herein as being CSUSA’s responsibility shall remain the Board’s
sole responsibility.
C.
Designation of Agents. The Board designates the employees of CSUSA as agents of the
Charter School having a legitimate educational interest such that they are entitled to access to educational
1
Page 404 of 419
records under 20 U.S.C. §1232g, the Family Rights and Privacy Act (“FERPA”) and other applicable law.
The Board, subject to its discretion, hereby authorizes CSUSA to communicate with and negotiate on the
Board’s behalf with all state and governmental agencies, as directed by the Board.
D.
Status of the Parties. CSUSA is a Florida limited liability company, and is not a
division or a part of the Foundation. The Foundation is a Louisiana non-profit corporation with 501(c) (3)
IRS designation (pending) authorized by the Charter Contract, and is not a division or part of CSUSA.
The parties to this Agreement intend that the relationship created by this Agreement is that of an
independent contractor and does not create an employer employee relationship. Except as expressly
provided in this Agreement, no agent or employee of CSUSA shall be deemed to be the agent or
employee of the Foundation. CSUSA shall be solely responsible for its acts and the acts of its agents,
employees and subcontractors. The relationship between CSUSA and the Foundation is based solely on
the terms of this Agreement, and the terms of any other written agreements between CSUSA and the
Foundation.
ARTICLE II
TERM
This Agreement shall be effective as of the date first written above and shall continue for an
initial term consistent with the term of the Charter Contract unless terminated or cancelled earlier in
accordance with this Agreement, or for good cause, as agreed by CSUSA and the Foundation. After the
initial term, then the term of the Agreement shall be extended (i) to the extent CSUSA performs in
accordance with the terms of this Agreement, (ii) in the event that the Charter Contract is extended or
replaced, or (iii) in the event the Board approves the extension by express vote. The term of the extension
of the Agreement shall correspond to the length of the Charter Contract unless this Agreement is
otherwise terminated or cancelled earlier in accordance with this Agreement, or for good cause, as agreed
by CSUSA and the Foundation. Nothing contained in this Agreement shall be construed to restrict or
prevent the Foundation from entering into a Management Agreement with any other party for any school
other than the Charter School that is the subject of this Agreement.
ARTICLE III
FUNCTIONS OF CSUSA
A.
Responsibility. CSUSA shall be responsible and accountable to the Board for the
operation and performance of the Charter School in accordance with the Charter Contract. CSUSA’s
responsibility is expressly limited by: (i) the Charter School’s Annual Budget, which is to be submitted
and approved by the Board as provided in this Agreement, and (ii) the availability of state funding to pay
for said services. Neither CSUSA nor the Foundation shall be required to expend Charter School funds on
services in excess of the amount set forth in the Charter School’s Annual Budget. There is nothing in the
Agreement which shall delegate the ultimate authority of the Foundation.
B.
Educational Program. CSUSA agrees to implement the Educational Program. In the
event CSUSA determines that it is necessary to modify the Educational Program, CSUSA shall inform
the Board of the proposed changes and obtain Board approval, and if required under the Charter Contract,
approval of the Sponsor. The parties hereto acknowledge that an essential principle of the Educational
Program are their flexibility, adaptability and capacity to change in the interest of continuous
improvement and efficiency, and that the Foundation and CSUSA are interested in results and not in
inflexible prescriptions. Not less than annually, and otherwise as requested, CSUSA will provide the
Board with updated reports on progress towards implementing each of the Charter School’s educational
goals in the Educational Program.
2
Page 405 of 419
C.
Specific Functions. CSUSA shall be responsible for the management, operation,
accounting and Educational Program at the Charter School. Such functions include:
1.
Perform day-to-day management of the Charter School, in accordance with this
Agreement, the non-profit purpose of the Foundation, the Charter Contract and
subject to the direction given by the Foundation;
2.
Implement and administrate the Educational Program, including the selection of
instructional materials, personnel, equipment, technology and supplies, and the
administration of extra-curricular and co-curricular activities and programs
approved by the Foundation. Perform repeated evaluation, assessment and
continuous improvement of the educational curriculum and program
development and report findings to the Foundation upon its request;
3.
Management, selection, and application of technology services required to
facilitate operation of the school;
4.
Manage personnel functions, including professional development for the
Foundation Administrator and instructional personnel and the personnel
functions outlined in Article VI of this Agreement including drafting operations
manuals, forms (including teacher offer letters, applications, enrollment and
similar forms), and management procedures, as the same are from time to time
developed by CSUSA and as approved or requested by the Foundation;
5.
Management of the business administration of the Charter School;
6.
Management of the accounting operation, including general ledger management
and financial reporting including identifying and applying for grants, spending
and administering any grant funding obtained in compliance with the specific
terms and conditions of said grants and participating in any audits related thereto,
and preparing the proposed annual budget for presentation to the Foundation for
modification, amendment or approval; provided that any modifications or
amendments shall be approved by express vote of the Foundation and be
consistent with the staffing and educational models set forth in the Charter
Contract; and;
7.
Any other function necessary or expedient for the administration of the Charter
School pursuant to the Charter Contract.
D.
Purchases. Purchases made by CSUSA on behalf of the Charter School with the Charter
School’s funds, such as non-proprietary instructional and/or curriculum materials, books and supplies,
and equipment will be the property of the Foundation. CSUSA shall own all proprietary rights to, and the
Foundation’s proprietary interest shall not include, curriculum or educational materials that are developed
or copyrighted or similarly protected by CSUSA, including without limitation curriculum or educational
materials that are developed by CSUSA with funds from the Charter School. CSUSA’s educational
materials and teaching techniques used by or at the Charter School shall be subject to disclosure to the
extent required by law. This provision does not apply to any capital items leased or purchased by CSUSA
with CSUSA’s own funds.
3
Page 406 of 419
E.
Subcontracts. CSUSA shall not subcontract the management, oversight or operation of
the teaching and instructional program, except as specifically permitted in this Agreement or with
approval of the Board. CSUSA reserves the right to subcontract any and all aspects of all services it
agrees to provide to the Charter School.
F.
Place of performance. CSUSA reserves the right to perform functions other than
instruction, such as purchasing, professional development, and administrative functions, off-site, unless
prohibited by state or local law.
G.
Ongoing Student Recruitment. CSUSA shall develop and manage ongoing recruitment
of students subject to general recruitment and admission policies of the Charter School. Students shall be
selected in accordance with the procedures set forth in the charter Contract and in compliance with
applicable laws. CSUSA shall present a plan to the Foundation to solicit and recruit enrolment of
students by various means, which may include but shall not be limited to the following: paid and unpaid
media advertisements in a newspaper of general circulation, mailings to parents/guardians of prospective
students, word-of-mouth and presentations to interested groups and distribute information through
advertisements.
H.
Due Process Hearings. CSUSA shall, at the Board’s direction, provide student due
process hearings in conformity with the requirements of state and federal law regarding discipline, special
education, confidentiality and access to records, to an extend consistent with the Foundation’s own
obligations, and if necessary retain counsel on behalf of the School. The Board shall retain the right to
provide due process as required by law.
I.
Legal Requirements. CSUSA shall provide Educational Programs that meet federal,
state, and local requirements, and the requirements imposed under applicable laws and the Charter
Contract, unless such requirements are or have been waived.
J.
Rules and Procedures. CSUSA shall recommend reasonable rules, regulations and
procedures applicable to the Charter School and is authorized and directed to enforce such rules,
regulations and procedures adopted by the Charter School.
K.
School Year and School Day. The school year and the school day shall be as required
by law and as determined annually by the Board.
L.
Pupil Performance Standards and Evaluation. CSUSA shall be responsible and
accountable to the Board for the performance of students who attend the Charter School. CSUSA will
utilize assessment strategies required by the terms of the Charter Contract. The Board and CSUSA will
cooperate in good faith to identify measures of and goals for Charter School students and school
performance, including but not limited to academic achievement and parent satisfaction. CSUSA shall
perform its duties and responsibilities as set forth in this Agreement to the reasonable satisfaction of the
Board.
M.
Services to Disabled Students and Special Education. CSUSA shall provide special
education services to students who attend the Charter School in conformity with the requirements of state
and federal law. CSUSA may subcontract as necessary and appropriate for the provision of services to
students whose special needs cannot be met within the Charter School’s program, subject to approval of
the Board. Such services shall be provided in a manner that complies with local, state and federal laws
and applicable regulations and policies. Consistent herewith, the Board acknowledges the individualized
nature of services that may need to be provided to disabled and special needs students and the impact that
the provision of such individualized services may have on the Annual Budget. The Board and CSUSA
4
Page 407 of 419
mutually agree to adjust the Annual Budget as deemed necessary with respect to the provision of services
to disabled and special needs students under this paragraph, as required by law.
N.
Contract between the Charter School and the Sponsor. CSUSA will not act in a
manner that will cause the Foundation to be in breach of its Charter Contract with the Sponsor.
O.
Unusual Events. CSUSA agrees to timely notify the Board and/or school administrator
of any anticipated or known: (i) material health or safety issues, (ii) labor, employee or funding problems,
or (iii) problems of any other type that could adversely affect the Foundation in complying with its
responsibilities hereunder or its responsibilities under the Charter Contract.
P.
Student and Financial Records. All student and financial information related to the
Charter School shall be available for inspection at the Charter School upon reasonable request consistent
with applicable federal and state laws.
Q.
Charter School Records/Proprietary. The financial, educational and student records
pertaining to the Charter School are Foundation property, and such records are subject to the provisions of
the applicable freedom of information act(s) to the extent required by applicable law. All Charter School
records shall be physically or electronically available, upon request, at the Charter School. Except as
prohibited under the Charter Contract and applicable law, the Sponsor and the public shall have access to
the Charter School’s records.
R.
CSUSA Performance Goals.
a)
Timely submission of required reports set forth in this Agreement;
b)
Strict adherence to the approved Annual Budget for the operation and
management of the Charter School, with no aggregate cost over-runs; and
c)
Such performance goals contained within the Charter Contract and the Charter
Application;
S.
Educational and Other Services. Upon Board approval, CSUSA shall provide certain
educational and other services. Such services may include but are not limited to certain technology
services, proprietary curriculum and other instructural tools as well as school development services which
may be provided by CSUSA, its affiliates or third party entity.
ARTICLE IV
OBLIGATIONS OF THE BOARD
A.
Good Faith Obligation. The Board shall be responsible for its fiscal and academic
policy. The Board shall exercise good faith in considering the recommendations of CSUSA, including
but not limited to, CSUSA’s recommendations concerning policies, rules, regulations and budgets. If the
Board’s unwillingness to adopt CSUSA’s reasonable recommendations with respect to policies, rules, and
regulations specifically inhibits CSUSA’s ability in implementing the school design as set forth in the
Charter Application, CSUSA shall have the option of terminating this Agreement.
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B.
Assistance to CSUSA. The Foundation shall cooperate with CSUSA in furnishing all
information and submitting all forms and reports required in association with this Agreement, including
timely notice of all Board meetings. The Foundation shall timely furnish CSUSA all documents and
records necessary for CSUSA to properly perform its responsibilities under this Agreement.
C.
Unusual Events. The Foundation agrees to timely notify CSUSA of any anticipated or
known: (i) material health or safety issues, (ii) labor, employee or funding problems, or (iii) problems of
any other type that could adversely affect CSUSA in complying with its responsibilities hereunder.
D.
Retained Authority. The Board shall retain the authority to make reasonable regulations
relative to anything necessary for the proper establishment, maintenance, management, and carrying on of
the Charter School, including regulations relative to the conduct of pupils while in attendance at the
Charter School or en route to and from the Charter School. The Board retains the ultimate responsibility
for the approval and oversight of the Charter School’s budget and oversight of CSUSA in deliverance of
its curriculum.
E.
Food Service. The Foundation shall be managed, operated and administered by or shall
otherwise provide authority to CSUSA to manage, operate and administer the Food Service for the
Charter School including but not limited to cause all conditions necessary to satisfy all requirements of
the Federal Statutes regarding the National School Lunch Program at 7 C.F.R. §210.1, et seq.
ARTICLE V
FINANCIAL ARRANGEMENTS
A.
Revenues. Except as hereinafter provided, all monies received by the Board shall be
deposited in the Charter School’s depository account with a financial institution acceptable to the Board
and CSUSA. The signatories on the account shall only be the Board members or designated CSUSA
employees designated by the Board. Interest income earned on Charter School depository accounts shall
accrue to the Charter School. Except as specifically excluded by the terms of this Agreement, the term
“Revenues” shall include all funds received by or on behalf of the Charter School, including but not
limited to:
1.
Funding for public school students enrolled in the Charter School.
2.
Special education funding provided by Federal, State and Local Governments to
the Charter School that is directly allocable to special education students in the
Charter School.
3.
Gifted and Talented funding provided by Federal, State and Local Governments
that is directly allocable to Gifted and Talented students in the Charter School.
4.
At-Risk Funding provided by Federal, State and Local Governments to the
Charter School that is directly allocable to At-Risk students in the Charter
School.
5.
Funding provided by Federal, State and Local Governments to the Charter
School that is directly allocable to students in the Charter School with limited
English proficiency.
6.
Federal, State and Local grant sources, including Title I and Charter School start
6
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up funds, which is directly allocable to the Charter School.
7.
Grants and donations received by the Foundation (except to the extent CSUSA is
not required or involved in soliciting, administering, or managing such grants
and/or donations).
8.
Fees charged to students and others for extra services as and to the extent
permitted by law (all of the above are hereinafter collectively referred to as the
“Revenues”).
The Board may advance funds to CSUSA for the fees or expenses associated with the Charter
School’s operation provided that documentation for the fees and expenses are provided for Board
ratification. The Revenues shall be expended by CSUSA in accordance with the approved Budget and as
otherwise authorized by the Board. The expenditure of Revenues received from governmental entities
shall be consistent with all applicable regulations and policies, and in the case of private donations, the
directives of the donor where applicable. To the extent that there are not sufficient funds in the Operating
Account to pay Operating Expenses, CSUSA may, at CSUSA’s option, deposit funds into the Charter
School Operating Accounting (“Operating Advances”). Operating Advances can only be made in
accordance with the approved Annual Budget. The Foundation shall reimburse CSUSA all Operating
Advances, together with interest earned thereon from Total Revenues as and when the funds become
available; provided, however, that if at the end of each Fiscal Year Total Revenues, after payment of Debt
Service and Operating Expense, are insufficient to reimburse all Operating Advances attributable to such
Fiscal Year, CSUSA may forgive the un-reimbursed balance of Operating Advances, including interest
earned thereon.
B.
Budget.
CSUSA shall manage the budget, accounting, and financial reporting functions for the Charter
School in accordance with the Requests of the Sponsor, the provisions of the Charter Contract and the
approved Annual Budget by the Board.
CSUSA shall prepare and submit to the Foundation for its approval for each Fiscal Year (July 1June 30), an Annual Budget for the Charter School. Each Annual Budget shall state an estimate for the
coming Fiscal Year for (i) Total Revenues; (ii) Operating Expenses; (iii) Reserve Expenses; (iv) Audit
Expenses; and (v) Fund Balance.
Reserve Expenses means the amount of money reflected in the Annual Budget that CSUSA must
deposit into an account for Reserve Expenses. The Reserve Expense Account shall be used for the
establishment of reasonable reserves for long-term renewal and replacement of the School Facility or
portions thereof. CSUSA shall obtain approval from the Foundation to withdraw funds from the Reserve
Expense Account. There shall be a goal of 1% of funding per year for both the reserve and fund balance.
(i)
CSUSA shall submit to the Foundation for its review and approval a preliminary Annual
Budget for each Fiscal Year for the Charter School, on or before May 31st of the current Fiscal Year. It is
the intent of this provision that CSUSA prepare and submit to the Foundation a balanced Annual Budget,
which shall provide for full payment of the (i) Total Revenues; (ii) Operating Expenses; (iii) Reserve
Expenses, (iv) Audit Expenses and (v) Fund Balance with respect to the Charter School.
(ii)
The Foundation must notify the CSUSA in writing that it approves the Annual Budget
within thirty days of submission by CSUSA, which approval shall not be unreasonably withheld or
delayed. If the Foundation does not approve the Annual Budget, the Foundation shall give specific
7
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reasons therefore and continue to deposit the balance of Total Revenues into the Charter School
Operating Account pursuant to its obligations in Article V. If the Foundation does not approve the
Annual Budget within thirty days of submission by CSUSA, Foundation shall be deemed to approve the
Annual Budget. CSUSA and the Foundation acknowledge that a Final Budget shall be completed no later
than June 30.
(iii)
CSUSA may amend the Annual Budget(s) not less frequently than semi-annually in order
to reflect the results of the most recent student count and may make such other modifications as it may
from time to time find necessary. Any such amendment shall only be valid if approved by the express
vote of the Board. CSUSA shall report any changes upon which the Annual Budget was based within
fifteen days after CSUSA becomes aware of any such change.
(iv)
CSUSA shall operate and manage the Charter School according to its Annual Budget.
(v)
CSUSA shall use reasonable efforts to operate the Charter School within its Annual
Budget.
C.
Fee. CSUSA shall be entitled to compensation for its services in the amount of 15% of
“Revenues” which shall be set forth within the approved Annual Budget or a lesser percentage if, as
otherwise agreed to by CSUSA.
D.
Availability of Funds. CSUSA shall only be required to perform its responsibilities
under this Agreement to the extent that there are sufficient Revenues to make payments in accordance
with the terms of the Budget.
E.
Financial Reporting. CSUSA shall provide the Board with:
1.
The projected Annual Budget as required by the terms of this Agreement.
2.
Detailed statements of all Revenues received, and detailed statements of all
expenditures for services and or expenses rendered or incurred to or on behalf of
the Charter School, whether incurred on-site or off-site, upon request.
3.
Monthly financial statements by the 30th day of the following month, including a
balance sheet, statement of revenues and expenditures.
4.
Other information on a periodic basis to enable the Board to (i) monitor
CSUSA’s performance and the efficiency of its operation of the Charter School,
and (ii) furnish reports and information which the Foundation is required to
provide pursuant to its Charter Contract and/or applicable laws.
5.
All financial reports provided or prepared by CSUSA shall be presented in the
format prescribed by BESE, or, if BESE has not prescribed a format, in
GAAP/FASB approved nonprofit format.
G.
Access to Records. CSUSA shall keep accurate financial records pertaining to its
operation of the Charter School, together with all Charter School financial records prepared by or in
possession of CSUSA, and shall retain all of the said records for a period of time as may be required by
the Charter Contract. CSUSA and the Charter School shall maintain the proper confidentiality of
personnel, students, and other records as required by law.
8
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H.
Review of Operational Budget. The Board shall be responsible for reviewing and
approving the Annual Budget of the Charter School as presented by CSUSA.
I.
Annual Audit. The Board shall select and retain an independent auditor, to conduct an
annual audit of the Foundation in accordance with the Foundation’s authorizing documents. Subject to
applicable law, all finance and other records of CSUSA related to the Charter School will be made
available to the Foundation’s independent auditor.
J.
Start-up Operating Losses. With Foundation approval, CSUSA may, in its sole
discretion, provide funds for operating losses for the Charter School during the start up period. CSUSA
advances shall be budgeted and shall be in amounts acceptable to CSUSA. CSUSA shall be reimbursed
from the Revenues as and when funds are available.
K.
Marketing. Marketing and development costs paid by or charged to the Charter School
shall be limited to those costs specific to the Charter School program and may include costs for the
marketing and development of the Charter School.
ARTICLE VI
PERSONNEL & TRAINING
A.
Personnel Responsibility. CSUSA shall select and hire qualified personnel to perform
services at the Charter School and shall ensure that all employees or contractors hired by CSUSA who
have direct, daily contact with students of the Charter School shall be subject to criminal background
check requirements pursuant to L.A.-R.S. 17:3991(E)(5), to the same extent as employees of the Charter
School. Personnel shall be employees of CSUSA, unless otherwise agreed by CSUSA and the Board.
Each party shall be responsible for all compensation for their respective employees. The compensation of
all employees will be paid in accordance with the approved Annual Budget referenced in Article V of this
Agreement. CSUSA shall have the responsibility and authority to determine staffing levels, and to select,
evaluate, assign, discipline, transfer and terminate personnel consistent with state and federal law.
B.
School Administrator. The accountability of CSUSA to the Foundation is an essential
component of this Agreement. Since the responsibility of the School Administrator is critical to the
Charter School’s success, CSUSA shall have the authority, consistent with state law, to select and
supervise each School Administrator and to hold the School Administrator accountable for the success of
the Charter School. CSUSA shall consult with the Board with respect to the hiring of the School
Administrator, and CSUSA shall remove the School Administrator from the Charter School if the Board
is reasonably dissatisfied with his or her performance.
C.
Teachers. CSUSA shall determine the number of teachers, and the applicable grade
levels and subjects, required for the operation of the Charter School. CSUSA shall provide the Charter
School with such teachers, qualified in the grade levels and subjects required, as are required by the
Charter School. The curriculum taught by such teachers shall be consistent with the Educational Program.
Such teachers may, in the discretion of CSUSA, work at the Charter School on a full or part time basis. If
assigned to the Charter School on a part time basis, such teachers may also work at other schools
managed or operated by CSUSA. Each teacher assigned to the Charter School shall have such credentials,
certifications and experience as may be required under the Charter Contract and applicable laws and shall
undergo a criminal background check as if such teacher was employed by the Charter School.
D.
Support Staff. CSUSA shall determine the number and the functions of support staff
required for the operation of the Charter School. CSUSA shall provide the Charter School with qualified
9
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staff to efficiently operate the Charter School in accordance with the Charter Contract. The support staff
may, in the discretion of CSUSA, work at the Charter School on a full or part time basis. If assigned to
the Charter School on a part time basis, the support staff may also work at other schools managed or
operated by CSUSA.
E.
Training. CSUSA shall provide training in its methods, curriculum, program, and
technology to all teaching personnel on a regular basis. Instructional personnel shall receive at least the
minimum hours of professional development required by applicable laws. Non-instructional personnel
shall receive such training as CSUSA determines reasonable and necessary under the circumstances.
F.
Limitations on Discretion. All decisions made by CSUSA, and any discretion exercised
by CSUSA, in its determination of staffing levels and its selection, evaluation, assignment, discipline, and
transfer of personnel, shall be consistent with the approved Annual Budget, local, state and federal law,
and consistent with the parameters adopted by the board and included within the Educational Program.
ARTICLE VII
DEFAULT
A.
following:
Default. An event of default (“Event of Default”) by either party shall be limited to the
1.
The Charter School fails to make any payment due hereunder within ten (10)
days after the date such payment was due.
2.
The Charter School materially breaches any of its other obligations under this
Agreement and fails to cure such material breach within sixty (60) days after
notice of such breach.
3.
If CSUSA shall under such law as shall be applicable to it commence any case or
proceeding, or file any petition in bankruptcy, or for reorganization, liquidation
or dissolution, or be adjudicated, insolvent or bankrupt, or shall apply to any
tribunal for a receiver, intervener, conservator or trustee for itself or for any
substantial part of its property; or if there shall be commenced against it any such
action and the same shall remain un-dismissed for more than sixty (60) days.
4.
If CSUSA is found by an administrative or judicial body to have made fraudulent
use of funds, or if an administrative or judicial body has revoked any license that
may be required for CSUSA to carry on its business and perform its obligations
and functions under this Agreement.
5.
If CSUSA materially breaches this Agreement. Material Breach includes (i)
failure to account for its expenditures or pay the Charter School’s operating costs
(provided funds are available to do so), (ii) failure to follow policies, procedures,
rules or curriculum duly adopted by the Board which is not in violation of this
Agreement or the law, or (iii) insufficient progress has made in attaining student
achievement objectives of the Agreement and the Charter Contract, and it is not
likely that such objectives can be achieved before expiration of this Agreement,
(iv) if the health, safety, or welfare of the students is threatened, (v) violation of
law, (vi) the revocation, suspension or termination of licenses/certifications
needed for any Charter School operations solely as direct result of an act or
failure to act by CSUSA, and (vii) the revocation by the sponsor of the Charter
10
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Contract, or a default thereunder, solely as the direct result of an act or failure to
act CSUSA. In the event of a material breach, CSUSA shall have (60) days after
receipt of written notice to remedy said breach.
B.
Remedies. Upon the occurrence of an uncured Event of Default by either party, the nonbreaching party shall be entitled to pursue all remedies available under law or equity, including without
limitation, terminating this Agreement upon seven (7) days prior written notice. In the event of
termination of this Agreement for any reason by either party prior to the end of this Agreement’s term,
CSUSA may, for a fee reasonably acceptable to CSUSA, provide the Foundation reasonable assistance
for up to thirty (30) days to assist in the transition to another administrative or structural arrangement
(although CSUSA shall not be required to provide any assistance to another management company or
service provider). However, CSUSA will abide by all state laws that govern transition obligations,
including but not limited to:
Transfer to such entity of all student records;
Transferring any and all other non proprietary information and providing
necessary assistance to the new program or education service provider to ensure
the least disruption of the Charter School operation as a result of the termination
of this agreement;
Transferring and/or assigning to the Foundation all contracts, agreements,
licenses, permissions, and other rights and privileges related to the operation of
the Charter School; including, at CSUSA’s option, assignment of contracts for
Personnel.
ARTICLE VIII
INDEMNIFICATION
Each party to this Agreement does hereby indemnify and hold harmless the other, and the
Sponsor, and their respective boards of directors, partners, officers, employees, agents, representatives,
and attorneys from and against any and all claims, actions, damages, expenses, losses or awards which
arise out of (i) its negligence, (ii) its action taken or not taken, or (iii) its noncompliance or breach of any
of the terms, conditions, warranties, representations, or undertakings contained in or made pursuant to this
Agreement. As used in this subsection, “party” shall include the party’s trustees, directors, officers,
employees, agents, representatives and attorneys. Such indemnification may be achieved by the joint
purchase of general liability and property insurance policies, or by such other means as the parties may
mutually agree.
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ARTICLE IX
INSURANCE
A.
Insurance Coverage. Each party shall maintain such insurance in the coverage amounts
as may be required by the Charter Contract, with the other party listed as an additional insured. Revenues
from the Charter School will be used to purchase insurances defined in the Charter Contract to operate the
Charter School, including the provision of Directors & Officers Liability insurance for the Board. Each
party shall, upon request, present evidence to the other that it maintains the requisite insurance in
compliance with the provisions of this paragraph. Each party shall comply with any information or
reporting requirements required by the other party’s insurers, to the extent reasonably practicable.
B.
Workers’ Compensation Insurance. Each party shall maintain workers’ compensation
insurance as required by the Charter Contract and applicable laws, covering their respective employees.
ARTICLE X
WARRANTIES AND REPRESENTATIONS
A.
Foundation Warranties and Representations. The Foundation represents that it has
the authority under law to execute, deliver and perform this Agreement and to incur the obligations
provided for under this Agreement. The Board warrants that its actions have been duly and validly
authorized, and that it will adopt any and all resolutions or expenditure approvals required for execution
of this Agreement.
B.
CSUSA Warranties and Representations. CSUSA warrants and represents that it is a
limited liability company authorized to conduct business in the State of Louisiana. CSUSA will comply
with all registration and licensing requirements relating to conducting business under this Agreement.
The Foundation agrees to assist CSUSA in applying for such licenses and permits and in obtaining such
approvals and consents.
C.
Mutual Warranties. The Foundation and CSUSA mutually warrant to the other that
there are no pending actions, claims, suits or proceedings, to its knowledge, threatened or reasonably
anticipated against or affecting it, which if adversely determined, would have a material adverse effect on
its ability to perform its obligations under this Agreement.
ARTICLE XI
MISCELLANEOUS
A.
Sole Agreement. This Agreement supersedes and replaces any and all prior agreements
and understandings between the Foundation and CSUSA.
B.
Force Majeure. Notwithstanding any other sections of this Agreement, neither party
shall be liable for any delay in performance or inability to perform due to acts of God or due to war, riot,
embargo, fire, explosion, sabotage, flood, accident, labor strike, or other acts beyond its reasonable
control; provided either party may terminate this Agreement in accordance with the termination
provisions contained in this Agreement if sufficient grounds exist as provided in the Article of this
Agreement governing termination.
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C.
State Governing Law/Waiver of Jury Trial. The rights of all parties hereto shall be
subject to the jurisdiction of and be construed according to the laws of the State of Louisiana, and subject
to venue in Calcasieu Parish. CSUSA and the Foundation hereby waive the right to a jury trial in any
action, proceeding or counterclaim brought by either CSUSA or the Foundation against the other.
D.
Agreement in Entirety. This Agreement constitutes the entire agreement of the parties.
E.
Official Notices. All notices and other communications required by the terms of this
Agreement shall be in writing and sent to the parties hereto at the facsimile number or address set forth
below. Notice may be given by: (i) by facsimile with written evidence of confirmed receipt by the
receiving party of the entire notice, (ii) certified or registered mail, postage prepaid, return receipt
requested, or (iii) personal delivery. Notice shall be deemed to have been given on the date of transmittal
or personal delivery if given by facsimile or personal delivery, or upon the date of postmark if sent by
certified or registered mail. Notices to the Foundation shall be sent to the current address of the then
current Board President or Chairman, with a copy to the then current Board attorney. The address of the
parties hereto for the purposes aforesaid, inclusive of the address of the initial Board President or
Chairman and Board attorney, are as follows:
The Foundation:
The Honorable Ulysses Gene Thibodeaux
3910 Marie Court
Lake Charles, LA 70607
Fax: (337) 491-2830
with a copy to:
James Spruel, Esq.
3112 Enterprise Blvd.
Lake Charles, LA 70601
Fax: (337) 478-2765
CSUSA:
Chairman, Chief Executive Officer
Charter Schools USA
6245 North Federal Highway, 5th Floor
Ft. Lauderdale, FL 33308
Phone: 954-202-3500
Fax: 954-202-2047
with a copy to:
Tripp Scott, P.A.
Attn: Edward J. Pozzuoli
110 S.E. Sixth Street
15th Floor
Fort Lauderdale, FL 33301
Phone: 954-525-7500
Fax: 954-761-8475
13
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F.
Assignment. Either party may assign this Agreement with the written consent of the
other.
G.
Amendment. This Agreement shall not be altered, amended, modified or supplemented
except in writing and approved by the Board and signed by both the President or Chairman of the Board
and the CEO of CSUSA.
H.
Waiver. No waiver of any provision of this Agreement shall be deemed or shall
constitute a waiver of any other provision. Nor shall such waiver constitute a continuing waiver unless
otherwise expressly stated.
I.
Cost and Expenses. If any party commences an action against another party as a result
of a breach or alleged breach of this Agreement, the prevailing party shall be entitled to have and recover
from the losing party its reasonable costs and attorneys’ fees (including those incurred at appellate levels).
J.
Delegation of Authority. Nothing in this Agreement shall be construed as delegating to
CSUSA powers or authority of the Board, which are not subject to delegation by the Board under
applicable law.
K.
Compliance with Law.
applicable laws and regulations.
The parties to this Agreement agree to comply with all
L.
Compliance with Charter Contract. The parties to this Agreement agree to comply
with the terms and conditions set forth in the Charter Contract and the terms and conditions of the Charter
Contract are incorporated herein by reference.
SIGNATURE PAGE TO FOLLOW
14
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AppendixFF:ApplicantChecklist
ExecutiveSummary
SectionI.Culture
SectionII.Leadership
SectionIII.SchoolOperations
SectionIV.EducationProgram
SectionV.Teaching
SectionVI.Governance
SectionVII.BudgetandFinancialManagement
SectionVIII.Preopening
SectionIX:ThirdPartyEducationalServiceProviderRelationship
SectionX:ApplicantsapplyingwithaCorporatePartner
SectionXI:Type2CharterApplicants
SectionXII:Type4CharterApplicants
SectionXIII:Type5CharterApplicants
SectionXIV:VirtualCharterApplicants
SectionXV:NonprofitsoperatingmorethanoneschoolinLouisiana
AppendixA– EvidenceofCommunityPartners
AppendixB– DisciplinePolicy
AppendixC– JobDescriptionsforallLeadershipPositions
AppendixD–ResumesforallIdentifiedLeadershipTeamMembers
AppendixE–Quotelettersfrompossibleinsuranceproviders
AppendixF–SchoolOrganizationChart
AppendixG–StaffRoster
AppendixH–PersonnelPoliciesor EmployeeManual
AppendixI–Curriculumtobeusedbytheschool
AppendixJ–CourseScopeandSequenceforOneGradeinEachSchoolLevel
AppendixK– SchoolCalendar&SchoolDaySchedule
AppendixL–TeacherEvaluationRubric/Tool
AppendixM–ResumesofallBoardMembers
AppendixN–CharterSchoolBoardMemberQuestionnaire
AppendixO–SchoolLeadershipEvaluationRubric/Tool
AppendixP–Bylaws
AppendixQ–ConflictofInterestPolicy
AppendixR– OptionalLettersofcommitmentfromprivatesources
AppendixS–BudgetForms14submittedasaseparateexcelfile
AppendixT– TimelinesandScheduleforPreOpening
AppendixU–ThirdPartyESPSchoolPerformanceDataChart
AppendixV– MostrecentFinancialAuditofthirdpartyESP
AppendixW–MostrecentannualreportofthirdpartyESP
AppendixX– DraftofManagementAgreementwithThirdPartyESP
AppendixY– Mostrecentfinancialauditofcorporatepartner
AppendixZ–Mostrecentannualreportofcorporatepartner
AppendixAA–DraftMemorandumofUnderstandingwithCorporatePartner
AppendixBB–ApprovedboardminutesapprovingdraftMOUwithCorporatePartner
AppendixCC–VirtualCharterTestingPlan
AppendixDD–Staff/TeacherPolicyAcceptableUseofTechnology
AppendixEE–ElectronicCommunicationPolicy
AppendixFF–ApplicantChecklist
1
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Page 419 of 419

Lake Charles College Prep (Calcasieu)

Transcription

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