Document 6524272

Transcription

Document 6524272

OnLine Academy Charter School
2012 Charter School Application
Submitted by:
OnLine Training, Inc.
August 1, 2012
Table of Contents
I. EDUCATIONAL PLAN....................................................................................................... Sections 1-8
1. Mission, Guiding Principles and Purpose ................................................................................ Section 1
2. Target Population and Student Body ...................................................................................... Section 2
3. Educational Program Design ................................................................................................... Section 3
4. Curriculum Plan ....................................................................................................................... Section 4
5. Student Performance, Assessment and Evaluation ................................................................ Section 5
6. Exceptional Students ............................................................................................................... Section 6
7. English Language Learners ...................................................................................................... Section 7
8. School Climate and Discipline ................................................................................................. Section 8
II. ORGANIZATIONAL PLAN .............................................................................................. Sections 9-13
9. Governance ............................................................................................................................. Section 9
10. Management ....................................................................................................................... Section 10
11. Education Service Providers ................................................................................................ Section 11
12. Human Resources and Employment ................................................................................... Section 12
13. Student Recruitment and Enrollment ................................................................................. Section 13
III. BUSINESS PLAN ........................................................................................................ Sections 14-16
14. Budget ................................................................................................................................. Section 14
15. Financial Management and Oversight ............................................................................... Section 15
16. Action Plan ......................................................................................................................... Section 16
STATEMENT OF ASSURANCES ............................................................................................... Final Page
FIVE YEAR AND MONTHLY BUDGETS............................................................................ ATTACHMENT 1
ONLINE PROVIDER CONTRACTS ...............................................................................ATTACHMENTS 2-3
OnLine Academy Charter School Application - 2012
1. MISSION, GUIDING PRINCIPLES, AND PURPOSE
1.A. Provide the mission statement for the proposed charter school.
The mission statement should, in a few concise sentences, indicate what the school intends to do, for
whom and to what degree. A school’s mission statement provides the foundation for the entire
application.
The mission of OnLine Academy Charter School (OLACS) is to provide the highest standards of academic
excellence incorporating a guided self-directed learning philosophy. We are committed to providing a
challenging and supportive online learning opportunity for public school students that fosters high
expectations for intellectual development that help form a catalyst for the success of every student.
Utilizing a strong partnership between home and school, we strive to have active involvement between
students’ parents, course providers, and OLACS representatives resulting in learning and development
that will achieve the student’s greatest potential and enable them to ultimately find where they fit in
the workplace and society. An ultimate goal is the achieve accreditation with the Southern Association
of Colleges and Schools (SACS) as soon as possible.
1.B. Describe how the school will utilize the guiding principles found in section 1002.33(2)(a), F.S.
In accordance with the law, charter schools shall be guided by the following principles:
1.B.i. - Meet high standards of student achievement while providing parents flexibility to choose
among diverse educational opportunities within the state’s public school system.
OnLine Academy Charter School recognizes that public school districts in Florida offer virtual public
instruction as a school choice option. The issue is how to make the virtual option an optimum learning
solution for public school students that provides flexibility in its design and offers additional features
and benefits that differentiate it from other online enterprises. OLACS will meet high standards of
student achievement by utilizing one or more of the Florida Department of Education’s approved
providers. OLACS will strive to provide students with the highest quality public education. Being open
to any student wishing to enroll, OLACS expects to offer a diverse group of parents and students an
innovative educational opportunity through the implementation of a self-directed learning process for
improving academic achievement. The support necessary to ensure success in the virtual learning
environment has been the expertise of those who will staff OLACS. This will be realized by utilizing staff
members from the parent company, OnLine Training, Inc., who have been delivering online courses to
students for over one and a half decades, and adding new staff members with experience in an online
public school environment. An added dimension will incorporate the use of a personal advisor
individually assigned to each student. The advisor will be a Palm Beach County resident with
appropriate credentials as a certified teacher to serve both to guide and monitor progress of each
student. The one-on-one relationship will be an important catalyst at ensuring students with OLACS are
reaching their full potential while achieving a world-class education.
ONLINE ACADEMY Charter School Application – 2012
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Additionally, high school students will be offered involvement in the Learn A LivingTM program, providing
a method by which students can choose a career path and be assisted in pursuing that career through
partnerships with local businesses. This program is currently available through OnLine Training, Inc.
(OLT), the parent company of OLACS. OLT has been providing online courses to individuals for over 15
years who are looking to acquire knowledge and skills that will propel them into a career field that
matches their interest and meets a need of society.
Qualified students will also be able to engage in a dual diploma program that will permit participation in
OLACS’s online high school program while also receiving college credits. In conjunction with Redding
College, which is fully licensed by the Florida Department of Education’s Commission on Independent
Education (and a subsidiary of OLT), the student can potentially receive an Associate of Science degree
in one of three fields. OLACS will also match students up with other dual enrollment programs for which
they are eligible so that students will be prepared for a career that is of interest to them.
1.B.ii.- Promote enhanced academic success and financial efficiency by aligning responsibility
and accountability.
The School will have the responsibility of determining students’ educational needs and continuously
monitoring their progress. Florida Assessment for Instruction in Reading (FAIR) (Grades K-8) or student
records from previous schools (as applicable) may be used to gather baseline data on each student. The
assessment capability of the approved course provider will also be utilized to determine the student’s
level in order to prepare an individualized learning plan (ILP). The data may also include standardized
test scores, report card grades, attendance records, behavioral records, and any other available
documentation to assist proper placement and to ensure academic success.
Accessing data from the State’s Accountability Reports, the School will measure its own progress in
meeting the needs of its student population and make the necessary accommodations as applicable in
meeting its educational responsibilities. In the first year of operation, the School will gather varied data
to develop a School Improvement Plan as a method of accountability on an annual basis. This plan will
detail specific goals and strategies to achieve academic success and fiscal efficiency (including budget
projections and evaluations from internal and external audits). Financial controls - including an annual
audit and regular board review of financial statements - will be employed to safeguard finances and
promote financial efficiency as detailed in Section 15 (Financial Management and Oversight). By
communicating specific educational goals and financial responsibilities to its stakeholders – sponsor,
board of directors, community partners, staff, students, and parents - the School Improvement Plan will
serve as a viable vehicle of promoting continuous academic success and financial efficiency.
The School will also work closely with the approved course provider(s) to ensure that the highest level of
online delivery is being accomplished. The experience of the staff is such that the School will be able to
identify deficiencies in content and/or teacher student interface that may impact the effectiveness of
each student’s education. Regular communication with the course provider(s) will be a practice of
OLACS as the staff will be able to speak their language and offer recommendations for improvement.
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1.B.iii.- Provide parents with sufficient information on whether their child is reading at grade level and
whether the child gains at least a year’s worth of learning for every year spent in the charter school.
Reading at grade level will be a particular focus of OLACS. In conjunction with the approved online
course provider(s), OLACS will ensure the courses are appropriate for each student and challenging
enough to ensure the student stretches their intellectual capacity to reach grade level each year.
Through detailed assessment of academic performance, the School will identify students who are not
making adequate progress toward the Next Generation Sunshine State Standards (NGSSS) and institute
applicable measures for improvement.
The School will provide parents with Yearly Progress reports indicating to the parent the child’s learning
gains for each year. The School is committed to ongoing communication between the School and the
parents regarding every child’s progress. This will be achieved through mid-quarter progress reports,
quarterly report cards, regular online grade-book postings, virtual or face-to-face parent conferences,
and other events and other forms of virtual, written, and oral communication to promote parental
involvement.
The many years of experience of the OLACS staff with online course delivery will also enable continued
dialogue with the online course provider(s) assuring that measurement, feedback, and course quality
are of the highest level.
1. C. Describe how the school will meet the prescribed purposes for charter schools found in section
1002.33(2)(b), F.S.
In accordance with the law, charter schools shall fulfill the following purposes:
- Improve student learning and academic achievement.
- Increase learning opportunities for all students, with a special emphasis on low performing
students and reading.
- Encourage the use of innovative learning methods.
- Require the measurement of learning outcomes.
The School’s curriculum will be performance-based in correlation with the Next Generation Sunshine
State Standards (NGSSS) as developed by the School’s approved course provider(s). The School’s
educational philosophy and its core values and beliefs are grounded on the use of innovative learning
methods intended to increase learning for all students. These values and beliefs have been aligned to
specific instructional strategies that have proven to raise student learning and achievement. The course
provider(s) that will partner with OLACS is (are) approved by the State of Florida Department of
Education because they have sufficiently demonstrated their courses comply with the NGSSS.
Notwithstanding the criteria online course providers must meet to be approved by the DOE, OLACS will
monitor and evaluate the programs being offered OLACS students. Online delivery faces unique issues
that must be considered as parents assume greater responsibility for coordinating the management of
their child’s education in a virtual environment and teachers no longer have a face-to-face relationship
with students.
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OnLine Academy Charter School will offer a well-rounded, innovative and rigorous educational program
that holds the School and its students accountable for meeting self-imposed goals and standards, as well
as those required by the State of Florida. The School will participate in all applicable components of the
Florida State Accountability system as required by Florida Statute, as well as any other age-appropriate
research-based assessments. Using data from the published FCAT Reports to measure its own progress
in meeting the needs of its student population, the School will annually develop measurable learning
objectives over the major subject areas, to target student learning and development needs in its annual
school improvement plan. Through this process, students not making adequate progress towards
mastery of the Next Generation Sunshine State Standards will be identified, and appropriate measures
for remediation will be instituted. A tremendous benefit of virtual learning is the ability to structure
individualized learning solutions that are unique to each student and make each learning plan a
customized endeavor.
1. D. Describe how the charter school will fulfill, if applicable, the optional purposes of charter schools
found in section 1002.33(2)(c), F.S.
In accordance with the law, charter schools may fulfill the following purposes:
1.D.i. – Create innovative measurement tools.
The role of virtual learning is new and the optimum use of technology by human beings to enable
effective, efficient, and successful learning outcomes is just beginning to be understood. As with any
new paradigm shift, the tools of the past are not necessarily the best tools to be used for the present
and future. While OLACS has not developed any new ideas to better measure student success, the staff
will constantly be aware of the importance to appropriated match the measurement process with the
learning environment as understanding of the environment evolves. The freedom to experiment with
new ideas that the technology enables will be a hallmark of the reputation that OLACS intends to
engender.
1.D.ii. – Provide rigorous competition within the public school district to stimulate continual
improvement in all public schools.
OnLine Academy Charter School seeks to provide rigorous competition within the public school district
to stimulate continual improvement in all public schools through the creation of an innovative and
unique facilitated self-directed learning process. It is the goal of OnLine Academy Charter School, as a
Palm Beach County Public Charter School, to provide students with a quality choice education which
produces successful, high performing, lifelong learners. By utilization of an Individual Learning Plan,
assigning each student an advisor, and engaging qualified students in the Learn A LivingTM and dual
diploma programs with Redding College, students will be afforded a learning experience designed just
for them which incorporates a strong accountability level as an important dimension in learning how to
take responsibility for one’s own success. Teachers and staff will be encouraged to share their
innovation by publishing their ideas and participating in professional conferences and seminars.
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1.D.iii. – Expand the capacity of the public school system.
It is the desire of OLACS to provide a virtual learning experience that is considered to be commensurate
with the best learning environments that have been created ever since mankind recognized the need to
formalize the learning process. Consequently, savings will be realized due to less need for expenditures
for buildings or transportation with the realization that the virtual learning environment created by
OLACS is not the result of a need to reduce costs but is an important catalyst in advancing the quality of
education for all. By focusing on educational quality and technological leadership, OLACS will be a
facilitator of offering a premier educational opportunity that just happens to also lead to more effective
use of public education funds that can expand the education system in total.
1.D.iv.- Mitigate the educational impact created by the development of new residential dwelling units.
As an online program, the need for buildings is virtually eliminated. The flexibility of the system enables
expansion and contraction of the system to be adjusted easily and quickly to respond to growth as well
as contraction of the student population in any given location in the entire district.
1.D.v.- Create new professional opportunities for teachers, including ownership of the learning
program at the school site.
As an online program, the school site is virtual. This, then, provides unique requirements for OLACS to
develop a professional atmosphere where teachers, advisors, tutors, and staff develop a strong sense of
partnership in fulfilling the objectives of the School one student at a time. All stakeholders will
necessarily need to understand the nuances and unique nature of online learning. The internal
standards of excellence and commitment to assisting students in meeting personal and professional
goals will be the over-riding principles by which the School will operate. As virtual instructors, teachers
will be given every opportunity to improve their skills and knowledge regarding facilitation of online
students.
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2. Target Population and Student Body
A. Describe the anticipated target population to be served.
- If applicable, applicants should describe if they will target, in accordance with the law, certain
populations defined in section 1002.33(10)(e), F.S.
OnLine Academy Charter School will provide online instruction for grades Kindergarten through 12.
An open admissions policy will be implemented wherein OLACS will be available to any student residing
in the County. Any eligible student, as described in Fla.Stat.§1002.33, who submits a timely application
and whose parents accept the conditions of the Parental Involvement Contract shall be considered.
In accordance with Federal and State anti-discrimination laws and in accordance with the Florida
Educational Equity Act, Section 1000.05(2)(a) the School will not discriminate on the basis of race,
ethnicity, national origin, gender, disability, or marital status against a student in its school admission
process.
B. Provide the following for each year of proposed operation: the grades that the school will serve,
the projected number of students to be served in each grade, and the total number of students
enrolled.
Table 1. Enrollment Projections for OnLine Academy Charter School’s First Five Years of Operation.
Grades Served
Projected Number of
Students
Projected No. of
Students Eligible for
Free or Reduced Meals
Year 1
2013-2014
Kindergarten
to Grade 12
Up to 150
Students
Year 2
2014-2015
Kindergarten
to Grade 12
Up to 225
Students
Year 3
2015-2016
Kindergarten
to Grade 12
Up to 300
Students
Year 4
2016-2017
Kindergarten
to Grade 12
Up to 375
Students
Year 5
2017-2018
Kindergarten
to Grade 12
Up to 375
Students
Up to 83
Students
Up to 124
Students
Up to 165
Students
Up to 206
Students
Up to 206
Students
C. Provide the projection for the percentage and number of students who will qualify for free or
reduced price lunches under the National School Lunch Act, or who are on the direct certification list.
Approximately 55% of the student population of Palm Beach County are currently eligible for free or
reduced price meals. Therefore, OnLine Academy Charter School anticipates the same percentage of its
student body to be eligible with numbers of students reflected in Table 1.
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D. Provide a description of how the student population projections were developed.
The School District of Palm Beach County currently has approximately 300 students enrolled in the
district’s Florida Virtual School. The move toward online learning and increased opportunity for use of
excellent online education programs enables more parents to take advantage of the many options
available to the student population. With greater desire to manage and control the education options,
parents will be informed regarding this delivery capability. The experience of the parent company that
will manage the start-up of the OLACS has considered the target enrollment to be the minimum the
school will be capable of managing and enrolling.
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3. EDUCATIONAL PROGRAM DESIGN
A. Explain how the educational program aligns with the school’s mission.
The School’s educational philosophy, values and belief statements, referenced in Section 1, are all in
direct alignment with the School’s mission. It is the goal of OnLine Academy Charter School (OLACS) to
support and facilitate implementation of the School’s mission.
The School opens “windows to the world” by creating growth in the personal, social, and intellectual
domains. Through enriched learning experiences, the School remains true to its mission by developing
and empowering its students through the development of superior cognitive, affective, and cognitive
abilities, all of which refer to the whole child, not just the intellect, and reflects the OnLine Academy
philosophy. These objectives drive the selected approved online course providers, NNDS and
EdOptions, that enables OLACS to offer students learning solutions that align with the School’s mission.
B. Describe the process the school will use to ensure that students eligible to receive a computer,
monitor, printer (if necessary) and/or internet access, pursuant to Section 1002.45(3)(d), Florida
Statutes, receive such equipment, and how the school will provide, track, and retrieve the necessary
equipment (this information should be reflected in the budget section as well).
OLACS will implement a Technology Department to verify with students that their computer and
internet access capability are sufficient to be successful in OLACS’ program. The Tech Department will
also coordinate with School staff assigned to identify eligible students to ensure all students eligible will
receive technology and services that are installed by an OLACS technologist. Inventory labeling on the
hardware will be installed and records of location and disposition of equipment will be tracked and
managed by the Technology Department. Once the student completes or withdraws from OLACS, the
Tech Department will remove and/or reassign the retrieved equipment. Inventory records will be
maintained on all equipment made available to students so that location, condition, and value is
continuously updated.
The Technology Department will also be required to continuously monitor the course providers’
technology interface requirements to their online courses verifying that all OLACS students are equipped
with appropriate tools to optimize the student learning experience.
C. Provide evidence that the existing design has been effective and successful in raising student
achievement.
The National Network of Digital Schools, the exclusive provider of Lincoln Interactive online curriculum,
has received corporate accreditation from the Commission on International and Trans-Regional
Accreditation (CITA), a global, nongovernmental, Voluntary association of schools, learning centers, and
corporations in 100 countries. CITA is an accreditation division of AdvancED, a parent organization for
OnLIne Academy Charter School Application – 2012
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the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and
the Southern Association of Colleges and Schools Council on Accreditation and School Improvement
(SACS CASI).
Since 2005, The National Network of Digital Schools (NNDS), the exclusive provider of Lincoln
Interactive curriculum, has retained the services of The Tri-State Area School Study Council of the
University of Pittsburgh to conduct a comprehensive audit and individual evaluation of each course in
the Lincoln Interactive curriculum. As a result of the partnership between NNDS and Lincoln Interactive
and The Tri-State Area School Study Council, a three-tiered endorsement process has been developed
and implemented to review the rigor and quality of course content, instruction, and student
achievement and to gather feedback from students enrolled in Lincoln Interactive courses.
The audit process includes:
Tier I – An evaluation of the quality of the content of Lincoln Interactive courses
Tier II – The collection and analysis of feedback provided by students enrolled in Lincoln Interactive
courses
Tier III – A study of achievement and performance of students enrolled in the Lincoln Interactive
curriculum
Significant revisions and improvements to the Lincoln Interactive curriculum are the result of the
three-tiered audit process conducted by The Tri-State Area School Study Council of the University of
Pittsburgh. In an effort to continuously improve Lincoln Interactive courses, this process of evaluation
and analysis is ongoing.
Universal Screening:
Utilizing models from high-achieving state-wide virtual schools, such as The Pennsylvania Cyber Charter
School, this school will develop a comprehensive student acheivement program that includes universal
screening, tutorial programs in reading and math, and other programs designed to supplement a
student's curriculum and add to individual acheivement of academic goals. The school will implement
universal screenings to be administered to all students in grades K-12 twice a year. Using DORA/DOMA,
students will be screened to determine accuracy of grade placement, course placement, and the
possibility of providing academic assistance to students who are struggling or performing below
expectations.
The following is a detailed explanation of both instruments:
DORA - Diagnostic Online Reading Assessment (K-12)
DORA is a comprehensive, valid, and reliable web-based assessment that diagnostically assesses a
student’s reading abilities. Functioning like a personal reading specialist, it adapts to the students as
they respond to each question in the online program, getting harder or easier as needed to complete
the diagnosis. DORA’s interactive style makes testing fun, engages students, and enables testing from
any location.
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Measures eight sub-skills of reading
K-12 content adapts to each learner’s ability in real-time
Interactive technology features a mix of audio, text, and multimedia images to engage all
students
The eight sub-skills of reading assessed by DORA are: high-frequency words, word recognition, phonics,
phonemic awareness, oral vocabulary, spelling, reading comprehension, and fluency. By examining
multiple reading measures together, DORA reveals your child’s unique reading profile.
DOMA - Diagnostic Online Math Assessment
DOMA Basic Math Skills is a comprehensive, valid and reliable web-based assessment that diagnostically
assesses students' math abilities. The adaptive nature of the assessment maximizes the useful
information that parents and teachers receive while reducing the total assessment time for students.
DOMA Basic Math Skills is appropriate as a screening or diagnostic tool for students in grades K-5 and
for remedial math students.
DOMA Basic Math Skills assesses students' K-5 math abilities, including:
•
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Number skills, from number recognition to calculations of fractions and decimals
Measurement skills, including time, money, units of measurement, capacity, area, etc.
DOMA Pre-Algebra assesses 14 areas of pre-requisite mathematical knowledge, needed for success at
the Algebra I level. The assessment's advanced adaptive features reduce the total assessment time,
increase the diagnostic nature of the program, and maximize the useful information teachers receive.
Immediately after the assessment, students who qualify for instruction are automatically transitioned
into powerful online pre-algebra lessons.
The individual math profile generated for each student enables parents to clearly identify specific math
constructs in need of targeted instruction. DOMA's web-based platform allows for easy at-home
assessment that can lead to dramatic math score improvement. Reports are instantly available for
teachers and parents to download, view, or print. Accompanying instructional suggestions help teachers
and parents develop meaningful activities that will support their student's learning.
Response to Intervention:
Using models from highly successful state-wide virtual schools, The RtI model will allow students to have
immediate, appropriate intervention. Modeled on other state-wide virtual schools' plans, a plan will be
implemented for encouraging students to participate in test-preparation programs and to ensure that all
students will participate in the state's mandated tests.
At the heart of this model is the focus that students use only a standards-based curriculum, with sound
instructional practices, and ongoing measurement of performance. As soon as any screening indicates
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that a student is in need of intervention, the school will act immediately to insure that the student is
placed into an appropriate program. The Student Learning Advocate will contact the student's
parents/guardians, and together they will formulate a plan for that student.
To summarize this RtI Program:
This three-tiered program provides immediate help for the student, which is the key to any successful
SAP. In this three-tiered approach, the student may be placed into a variety of tutorials, all designed to
improve student performance.
Tier 1 offers the student Unique Reader, Unique Math, and Study Island. In Unique Reader, the lessons
use a multi-sensory, instructional approach and follow a tutorial, reinforcement, and graded review
format. At early levels, online instructional activities use large text and have clear audio playing as the
student reads along. Parents and the SLA can monitor the student's progress and repeat assessments to
demonstrate advances in learning. The targeted lessons featured in Unique Math use online versions of
familiar math manipulatives and models to help students understand lessons and apply their learning to
real-world problem solving. The Numbers and Operations track helps students gain number sense
through an understanding of operations and computations, including numbers' relationships to one
another. The Fractions Track helps students develop fraction knowledge, including computation using
fractions and mixed numbers. Unique Math's Measurement track helps students understand
measurement attributes of objects and their units, systems, tools, and processes of measurement.
Study Island gives students practice in the content standards that are found on state-wide assessments.
The program is divided into sections based on subject matter, and they include math, reading, writing,
and science. Each section is comprised of approximately 30 topics and corresponding to a state
standard or multiple, related standards.
Topics consist of a lesson and a bank of practice questions with explanations. All students will be
encouraged to visit Study Island frequently to help them prepare for the state-mandated assessments.
Tier 2 is a more intense intervention and places the student into the Academy of Math and/or the
Academy of Reading. These students will be expected to spend a minimum of 30 minutes a day at least
three days per week working in the appropriate Academy.
The Academy of Reading and The Academy of Math are programs that were built using Brain Study
Research that works to change the way the student processes information. The program works to break
down the skills to simpler components to help with task analysis, deciphering, and fluency. When the
student works in the program consistently, approximately 3 times a week in 30 minute intervals, the
student will show rapid skill development.
The goal of each program is to use the program methodology with an adaptive intervention engine, skill
mastery based on automaticity, and motivational principles to build fluency in the foundation skills to
help students achieve rapid and permanent gains.
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The Academy of Reading emphasizes the component skills of reading, including sound matching, letter
sound matching, decoding, and phonics. The purpose is to work towards developing a student's
comprehension abilities.
The Academy of Math concentrates on ten basic math skill areas: number sense, addition, subtraction,
multiplication, division, fractions, equations, measurement, geometry, and graphing. In each of these
areas, the student learns the appropriate terms, uses them in operations, and solves word problems.
When the SLA confirms that a student is in need of placement in either or both Academies, the
parents/guardians are contacted, and an extensive conversation/ explanation takes place. The
parents/guardian also receive a letter containing all the necessary information and
requirements/expectations. Students and parents are then guided through the process of getting
started in the program. Log in information is provided, and the students and parents are then directed
to the narrated tutorial. Following that, the student will complete the Pre-Assessment. This will create a
customized learning path for the student, enabling him or her to begin working on mastery of each skill
level. Students are required to spend a minimum of 20-30 minutes, three times a week, working on
their program. Completion is enforced/monitored by the student's SLA, who observes the work done by
the student in either Academy and can/will continue to intervene and adjust the program as necessary.
Depending on the student's needs and progress, the student may also be placed in individualized
tutoring sessions and possibly referred to the school's IAT for evaluation.
For the student who is older and reading well below grade level, the use of Lincoln Interactive Literacy
Series is often recommended and used in conjunction with the Academy of Reading. These courses
were designed to address the need for engaging, age-appropriate reading materials for students
needing remediation in middle and high school. The following are the course descriptions from the
Lincoln Interactive catalog:
Literacy Source: (1004TP) Start on your path to literacy! This course is the first of three literacy courses
designed to help students achieve literacy. Throughout this course, students focus on what they are able
to read rather than what they “can not.” Students will be introduced to different types of sentences, the
five W’s, and how to make predictions when reading a story. Students will complete a reading inventory
upon entering and exiting this course in order to measure their improved reading level.
Literacy Power; (1005TP) Continue on your path to literacy with the second of three literacy courses.
After establishing a base for literacy learning, students will identify new vocabulary words and
comprehend their meaning, learn the steps that it takes to summarize a reading, and grasp concepts
such as antonyms, synonyms, and homonyms. Students will complete a reading inventory upon entering
and exiting this course in order to measure improvement of reading skills and level.
Literacy Journey: (1010TP) Continue down the final stretch of literacy! This course is the final literacy
course designed to help students realize their full potential. Throughout the course, students will be
exposed to many new reading genre, vocabulary, analogies, word origins and note taking. Students’
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confidence levels will soar when they realize their potential. Students will complete a reading inventory
upon entering and exiting this course in order to measure their improved reading level.
Tier 3 is the most intensive tier and may involve requesting an evaluation by the school's psychologist to
determine if the student is eligible for Special Education Services. The students in Tier 3 will be placed
into Title 1 reading and/or math tutoring.
HIGH SCHOOL PROGRAM
Apex Learning
Founded in 1997, Apex Learning is the leading provider of blended and virtual learning solutions to the
nation's schools. The company's standards-based digital curriculum — in Math, Science, English, Social
Studies, World Languages, and Advanced Placement — is widely used for original credit, credit recovery,
remediation, intervention, acceleration, and exam preparation.
Schools across the country are successfully using Apex Learning digital curriculum to meet the needs of
students, from building foundational skills to creating opportunities for advanced coursework.
With Apex Learning digital curriculum, success is supported for all students:
•
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•
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Multiple course pathways which include honors and AP coursework to engage students in
rigorous coursework that prepares them for college and work.
Teachers effectively differentiate instruction and spend more time working one-on-one with
students to address individual needs.
Students move at their own pace, taking as much — or as little — time as they need to master
the material.
Multimedia instruction motivates and engages students, provides multiple representations of
concepts, and addresses different learning styles.
Apex Learning partners with school districts to provide solutions tailored to meet their specific
educational objectives. Experienced Apex Learning education consultants work with administrators to
customize a professional development plan that supports success from the start to finish of each school
year.
Apex Learning, headquartered in Seattle, is accredited by the Northwest Accreditation Commission and
its courses are approved for National Collegiate Athletic Association eligibility.
Lincoln Interactive
Lincoln Interactive provides a series of cutting-edge, engaging courses for elementary, middle,
and high school students designed to maximize academic success. It is a high-tech, high-touch,
comprehensive learning package supported by highly qualified teachers dedicated to providing
flexible, dynamic, and adventurous learning opportunities for students.
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Lincoln Interactive operates in partnership with National Network of Digital Schools, a Florida
Department of Education approved online course provider. Lincoln Interactive offers over 250
online, self-paced semester courses offered in basic and advanced classes to serve the needs of
a variety of different students including accelerated courses, expanded curriculum options,
alternative education, credit recovery, and special education. Lincoln Interactive is used to
expand learning opportunities in schools, as well as bridge educational gaps with its courses for
core subjects and electives.
Lincoln Interactive utilizes technology – especially interactive videos, games, and learning
experiences – to bring lessons to life and allow students to engage in the learning process. Each
course is tailored and adapted to meet the needs of each individual student and is facilitated by
a qualified teacher.
All courses are subject to a three-tier audit process to evaluate the quality of content, collect
and analyze student feedback, and study student achievement and performance by the TriState Area School Study Council of the University of Pittsburgh. The National Network of Digital
Schools which designs, develops, and delivers Lincoln Interactive courses, has also received
accreditation from AdvancED, the secondary school accrediting agency of the Southern
Association of Colleges and Schools.
Reading Plus®
Reading Plus® is one of the most extensively documented programs to establish the effectiveness of its
technology delivered reading improvement techniques, especially in the area of silent reading fluency
development. Beyond the pedagogical considerations observed in Reading Plus®, there is an array of
studies dating back to the 1930s, when Earl A. Taylor initiated the first reading instrument training
technique to develop fluency in silent reading. The studies continued through the1960s and into the
1980s with the introduction of the Controlled Reader, Guided Reader, Tach-X, and Tach-Mate
tachistoscopes by Stanford E. Taylor.
Taylor Associates studied the records of over 300 schools and the reports on 65,000 students during the
school years of 2005-2007, facilitating the creation of Reading Plus® 3.6, which contains an automated
system of instruction, provisions for scaffolding of instruction to best accommodate individual student
needs, ongoing formative and summative assignments, as well as many motivational measures that will
maximize student progress toward developing reading proficiency.
Numerous studies conducted with Reading Plus® demonstrate the system's effectiveness in developing
reading proficiency in elementary, middle, and high school students. A recent study involving more than
28,000 students supported the following outcomes:
•
Reading Plus® significantly improved reading scores in middle school and high school students
regardless of student ethnicity or sub-population.
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•
•
•
A direct correlation was observed between the number of Reading Plus® lessons completed and
gains achieved.
Participating Exceptional Student Education (ESE) students (both non-gifted and gifted) made
significantly greater gains compared to non-participating students.
Participating English Language Learner (ELL) students made significantly greater gains compared
to non-participating students.
Individual Learning Plan
An Individual Learning Plan (ILP) will be developed for each student to track and monitor individual
student outcomes and progress. This plan will serve as the "roadmap" to student progress and success.
The ILP will include the following essential components: 1) Individual Graduation Plan, 2) Personal Goals
Statement, 3) Foundational Skills Assessment and Growth, 4) Social/Personal Needs Intervention Plan, 5)
Career Interests Inventory, and (6) Individual Postsecondary Transition Plan.
Career Preparation
Additional instructional time will be offered to students in the areas of employability skills, career and
college readiness, and postsecondary options based on each student's ILP. Students will develop
requisite skills for postsecondary success while they develop career portfolios using career planning and
preparation software. A college advisor with experience in college preparation and evaluation
advisement will work closely with students to help prepare the students for a successful postsecondary
transition.
Students seeking a dual diploma will be administered Florida’s Postsecondary Education Readiness Test
(PERT) to adequately assess the student’s academic skills in mathematics, reading and writing through
the delivery of three tests, one for each of these areas. The results of these tests are used to determine
placement into appropriate college level courses.
Students at the School will be supported in using FACTS.org, Florida's official online student advising
system. High school students, parents, and counselors can use the services provided on this website to
help plan and track educational progress in Florida. FACTS.org is provided free by the FLDOE to help
students make informed choices about their education. With FACTS.org, students can:
• Determine career objectives.
• Evaluate high school progress.
• Review high school course summary and grades.
• Learn about postsecondary opportunities in Florida.
• Apply online to college.
Competency Exam Preparation
The curricula are aligned to the Next Generation Sunshine State Standards (NGSSS), which puts us in an
ideal position to prepare students to succeed on the FCAT. Students with identified deficiencies in FCAT
scores will be provided with individualized instruction through tutoring in essential knowledge for
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success on the FCAT. Identified gaps in content knowledge will be addressed through intensive
remediation using teacher-directed approaches, technology-enhanced activities, and supplementary
resources and materials. Supplemental instructional time will be allocated for all students with low FCAT
scores. Students will transition through the Apex Learning Curriculum in preparation for ACT; CPT; SAT;
and PERT exams through test prep classes. The PERT exam will be administered to students entering for
proper academic placement.
Assessment and Performance Communication
OLACS will use a student growth model with a value-added approach for student assessment. Specific
student achievement measures and targets will lead to the achievement of higher rates of course
completion, graduation, workforce preparedness, and college readiness. OLACS will develop
performance incentives to facilitate cost effective performance and success based on the following
measures and targets:
• FCAT scores, including measures of overall achievement and student level growth measures.
• Student retention.
• Promotion, completion, and graduation rates.
• College and career preparedness.
• Student and parent satisfaction.
OLACS education program will have a positive impact on student outcomes, including accelerating
student achievement as well as offering school retention (remaining in school) and promotion
opportunities for all high school students. OLACS will create a learning environment that encourages
students to become in tune with their learning needs and educational options while learning about real
life academic applications.
It is the belief of this school that every student can achieve and maintain academic progress. The goal of
this intensive, student-centered program is to help the student enrolled in either or both Academies, or
any of the tutorials, make significant progress quickly. Working closely with each student and his or her
parent/guardian, recommendations, adaptations, and adjustments can and will be made in order to help
the student continue to grow. The first priority of every SLA and the entire faculty and administration of
the school is to keep every student moving in the right direction, achieving academic goals and learning
life-long skills.
D. Describe the applicant’s capacity to replicate an existing school design.
The applicant does not plan to replicate an existing school design but will implement and manage with
students the online provider’s state approved educational program in accordance with all the benefits
and features OLACS is developing as part of the overall online education program. This includes OLACS’s
own internally developed methodologies and programs for assisting students in staying on track and
ultimately graduating. These methodologies and programs include assignment of a personal advisor,
the Learn A Living program, and Dual Diploma program.
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4. CURRICULUM PLAN
A. Describe the school’s reading curriculum. Provide evidence that reading is a primary focus
of the school and that there is a curriculum and set of strategies for students who are reading
at grade level or higher and a separate curriculum and strategy for students reading below
grade level. The reading curriculum must be consistent with effective teaching strategies and
be grounded in scientifically-based reading research.
B. Explain how students who enter the school below grade level will be engaged in and
benefit from the curriculum.
The online programs offered by the approved online providers have been designed and customized such
that each student can individually achieve their maximum potential. Students below grade level receive
the individual attention needed that will enable the student to improve.
DORA - Diagnostic Online Reading Assessment (K-12)
DORA is a comprehensive, valid, and reliable web-based assessment that diagnostically assesses a
student’s reading abilities. Functioning like a personal reading specialist, it adapts to the students as
they respond to each question in the online program, getting harder or easier as needed to complete
the diagnosis. DORA’s interactive style makes testing fun, engages students, and enables testing from
any location.
•
•
•
Measures eight sub-skills of reading
K-12 content adapts to each learner’s ability in real-time
Interactive technology features a mix of audio, text, and multimedia images to engage all
students
The eight sub-skills of reading assessed by DORA are: high-frequency words, word recognition, phonics,
phonemic awareness, oral vocabulary, spelling, reading comprehension, and fluency. By examining
multiple reading measures together, DORA reveals your child’s unique reading profile.
Reading Plus®
Reading Plus® is one of the most extensively documented programs to establish the effectiveness of its
technology delivered reading improvement techniques, especially in the area of silent reading fluency
development. Beyond the pedagogical considerations observed in Reading Plus®, there is an array of
studies dating back to the 1930s, when Earl A. Taylor initiated the first reading instrument training
technique to develop fluency in silent reading. The studies continued through the1960s and into the
1980s with the introduction of the Controlled Reader, Guided Reader, Tach-X, and Tach-Mate
tachistoscopes by Stanford E. Taylor.
4- 1
Taylor Associates studied the records of over 300 schools and the reports on 65,000 students during the
school years of 2005-2007, facilitating the creation of Reading Plus® 3.6, which contains an automated
system of instruction, provisions for scaffolding of instruction to best accommodate individual student
needs, ongoing formative and summative assignments, as well as many motivational measures that will
maximize student progress toward developing reading proficiency.
Numerous studies conducted with Reading Plus® demonstrate the system's effectiveness in developing
reading proficiency in elementary, middle, and high school students. A recent study involving more than
28,000 students supported the following outcomes:
•
Reading Plus® significantly improved reading scores in middle school and high school students
regardless of student ethnicity or sub-population.
•
A direct correlation was observed between the number of Reading Plus® lessons completed and
gains achieved.
•
Participating Exceptional Student Education (ESE) students (both non-gifted and gifted) made
significantly greater gains compared to non-participating students.
•
Participating English Language Learner (ELL) students made significantly greater gains compared
to non-participating students.
C. Describe proposed curriculum areas to be included other than the core academic areas.
A wide range of courses outside the core curriculum will be made available through the offerings of the
approved course provider. Lincoln Interactive is the course developer for National Network of Digital
Schools and offers the following for Elementary and Middle School level students.
ELEMENTARY LEVEL – LINCOLN EXPLORATIONS
Lincoln Interactive’s Explorations courses are nine week, four-unit, self-paced enrichment courses,
designed for elementary students. They are offered so that students can explore new and interesting
areas of study.
Exploring Keyboarding
Exploring Keyboarding is an exciting beginner’s course that teaches proper typing techniques through
interactive lessons and engaging activities. Students will learn proper posture, correct finger positioning,
and effective typing strategies. Some of the typing strategies associated with this course include learning
all of the letters of the alphabet, punctuation, numbers, shift keys and control keys, backspace and
delete keys, the enter key, the caps lock key, and the tab key. These strategies will be helpful in enabling
students to succeed in a technological world.
Exploring Music
Exploring Music offers an introduction to basic keyboard skills and note reading. This is a hands-on
course where instruction will be provided through an interactive keyboard. Students will use the
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keyboard to learn the keys, note names and values, and treble and bass staff lines and spaces. Students
will also learn proper techniques for playing the keyboard. In addition, this course will discuss musical
concepts such as the repeat sign, time signatures, and measures.
Exploring Photography
Exploring Photography is a beginner’s course that teaches students about cameras and how to take
better photographs. Students will examine the different parts of a camera and will be able to describe
how the parts work together. Through examining the structure of pictures, students will learn the
importance of composition in photography. Areas of exploration include detecting lighting conditions,
using different viewpoints or angles, finding subject matter to photograph, and creating interesting
compositions. Particular emphasis is placed on viewing photographs by exploring activities that include
taking pictures.
Exploring Study Skills
This course is filled with helpful strategies and practical suggestions to help students improve their study
skills. Exploring Study Skills will help students become better prepared and more successful in school.
Students will learn how to set up the perfect study space and how to use effective time management
skills. Each student will discover his or her individual learning style and how to use it when completing
homework assignments and studying for tests. This course will also focus on listening skills and will help
students become proficient readers. From homework hints to tackling tests and note taking, this course
will help students study to the best of their abilities, to help them become successful, lifelong learners.
Exploring The Kitchen
Exploring the Kitchen will familiarize students with tools, appliances, and common kitchen etiquette,
including how to set a proper table, safety techniques, and cleanliness. Students will complete basic
recipes using beginning cooking techniques. Students will receive some cooking supplies to use
throughout the course; however, each student is responsible for purchasing the food for each recipe,
and all purchases are non-refundable. Due to food allergies, some ingredients can be substituted or
eliminated.
World Languages
The Lincoln World Language Exploration courses are online courses for elementary students that use an
interactive system to deliver beginning language elements. Each day, students will be introduced to
language goals from which they will be taught the day’s lessons through a mixture of videos, flashcards,
and games. These activities allow students to hear and see the language, aiding in both proper
pronunciation and written word recognition. The goal of these courses is to introduce students to the
most basic elements of each language (including letters, numbers, accents, common nouns, and basic
articles) in ways that are both fun and educational.
World Language Exploration courses are available in these four content areas:
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• Exploring Spanish
• Exploring French
• Exploring German
• Exploring Chinese
MIDDLE SCHOOL ELECTIVES
Lincoln Interactive’s Discoveries courses for the middle school level are four-unit, self-paced enrichment
courses provide students with an opportunity to discover new and interesting areas of study. Each
course is nine-weeks long.
Discovering Digital Drawing
Discovering Digital Drawing is an experimentation course for students interested in digital media.
Drawing is the process of making art with lines – but in this course, pencils and markers will be put
away. Instead, the digital counterparts to these traditional tools will be explored. This is an interactive
course that assists students in creating dynamic compositions with just the click of a mouse and stroke
of the stylus. Students will learn to sharpen observation skills, communicate ideas, and express feelings
while learning the language of Photoshop Elements. Rules of composition, the elements of art and
principles of design, tricks that artists use to organize artwork, and virtual tours to museums and artists’
studios are included in this course.
Discovering Digital Painting
This course will teach students how to create exciting paintings in a matter of minutes by using only
their computer and imagination. Learners will put their traditional paints, brushes, and canvas away
because these days, artists are creating digital paintings for book covers, illustrations, and video games
directly on their computer. Students will learn how “Digital Painting” is becoming an emerging art form
in which traditional painting mediums such as watercolors, oils, and spray paints are applied using digital
tools, software, and computers. After learning a few basic techniques, only a student’s time and
commitment can limit their creativity.
Discovering Digital Photography
In this course, students will enter the fascinating world of digital photography. Basic features of a digital
camera aw well as the various techniques necessary for taking interesting and vivid digital pictures will
be covered. Learners will find out how to create the best shots by adjusting the color, lighting, and setup of a camera. This course also includes helpful editing tips that enable up –ad-coming photographers
to create high-quality photos.
Discovering Music
This course is designed for beginning musicians with little or no background in music or keyboardplaying. Music is a very hands-on, interactive subject area. Discovering Music will incorporate the
performance aspects of music and a basic understanding of music theory. Students will use the
keyboard to learn fun, creative songs with the use of Internet and interactive web pages. Beginning
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music concepts such as note names and note values will be discussed.
Starting the Road to Wellness
Starting the Road to Wellness is a one-semester course that encompasses a variety of topics with a focus
on nutrition and physical fitness. The course includes basic nutrition principles and practices in addition
to dietary guidelines. It will teach students how to read labels and understand food safety concepts.
Other areas addressed include the foundations of physical fitness, exercise guidelines, and sports
nutrition. This course will help students to become self-motivated about leading a healthy lifestyle. This
course is appropriate for students in seventh and eighth grades.
Middle School Health
This course has been designed as a guide to introduce students to the many aspects of health they
may encounter in middle school. This is a one-semester course that will focus on topics such as health
and wellness, healthy relationships, violence, drugs and alcohol, diseases, and bodily changes. This is
an exciting and fun course that will make students aware of ways to become healthier now and in the
future.
Discovering Chinese
Discovering Chinese is an introductory course to Modern Standard Chinese, which includes the spoken
language Mandarin and the written language of simplified characters. Students will also learn the basics
of Pinyin for pronunciation purposes. This course introduces a beginner’s vocabulary using examples,
games, podcasts, and online assignments to make Chinese fun and accessible. Students will also get a
glimpse of Chinese tradition and society through cultural tips.
Discovering French
This course aims to introduce the French language and culture to learners who have little to no previous
foreign language experience. The course will be vocabulary intensive and focus on the basics of French
grammar including nouns, articles, the present tense, adjectives, and adverbs. Students will also be
supplied cultural material that will help integrate and contextualize the vocabulary and grammar they
are learning.
Discovering German
Discovering German will provide the learner with a comprehensive introduction to some of the most
essential and elementary skills in German. The course begins with an introduction to the German
alphabet, German pronunciation, and basic grammatical concepts such as sentence structure and the
conjugation of verbs. The course will also introduce students to unique aspects of the German language,
such as its utilization of gender and a case system. There is a significant amount of vocabulary
introduced throughout the course in order to provide a rich lexicon for communicating a large variety of
ideas. Students will also be presented with many German cultural tips. Situational dialogs, audio
presentations, interactive exercises, and games will help learners expand their knowledge.
4- 5
Discovering Spanish
Discovering Spanish has been designed to provide the learner with a foundation of the Spanish language
and its cultural influences. This course aims to incorporate pronunciation, basic grammar, and practical
vocabulary components to give the learner a comprehensive understanding of both written and
conversational Spanish.
The EdOptions online course provider offers the following additional high school language and electives
beyond the core high school program:
HIGH SCHOOL LANGUAGE COURSES
Spanish I — 1 Credit
This course introduces students to the language and cultures of Spanish-speaking countries. Students
learn how to introduce themselves and others, describe themselves and others, describe likes and
dislikes, compare things, and give and receive directions. Grammar topics covered include the Spanish
present tense, irregular verbs (ir, tener, ser, and estar), tú imperatives, personal pronouns, adjective
agreement, and reflexive verbs. Students also learn about the history, cultures, art, music, and foods of
several Spanish-speaking countries.
Spanish II — 1 Credit
This course introduces students to the language and cultures of Spanish-speaking countries. Students
learn how to introduce themselves and others, describe themselves and others, describe likes and
dislikes, compare things, and give and receive directions. Grammar topics covered include the Spanish
present tense, irregular verbs (ir, tener, ser, and estar), tú imperatives, personal pronouns, adjective
agreement, and reflexive verbs. Students also learn about the history, cultures, art, music, and foods of
several Spanish-speaking countries.
HIGH SCHOOL ELECTIVE COURSES
African American Studies — 1 Credit
This course traces the experiences of Africans in the Americas from 1500 to the present day. In this
course, students will explore history, politics, and culture through readings, games, and a variety of
interactive features.
Art History — 1 Credit
Students are introduced to painting, sculpture, and architecture from ancient times to the 20th century.
By studying various forms of art from different historical periods, students develop an eye for technique.
Topics include Greek and Roman art, Renaissance painting and sculpture, Baroque and Neoclassical art,
Impressionism, Expressionism, and abstract art.
Business/Consumer Math — 1 Credit
This course focuses on reviewing and applying arithmetic skills utilized at home and in business.
Students learn how to budget, spend, invest, and make everyday financial decisions. Topics include
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budgeting, computing income and property taxes, investing in the stock market, finding interest rates,
analyzing statistics, and balancing financial accounts.
Career Explorations — ½ Credit
This semester-long course provides students opportunities to set personal and career goals while
developing career skills. Students are guided through exercises that teach them about career clusters
and paths, educational options after high school, and practical job-seeking strategies such as completing
applications, composing effective resumes and cover letters, and navigating the interview process.
Students conduct research throughout the course and present their findings in written and oral projects.
Computer Technology: An Introduction — ½ Credit
Computer Technology: An Introduction is a semester-long course that emphasizes project-based
learning where students will apply what they have studied to create formatted manuscripts, databases,
spreadsheets, and other presentations utilizing a variety of computer tools. Additional units on the
history of computers and basic technology concepts, proper and effective use of the Internet and the
World Wide Web, and emerging technology and careers provide students with a strong foundation in
21st century skills for other STEM coursework. Students will need access to Microsoft Office programs to
complete the assignments.
Economics — 1 Credit
Economics introduces students to how decisions are made in the four areas of production. Topics
include saving, spending, borrowing, the law of supply and demand, the Federal Reserve System,
sources of money supply, and the government's unique role in an open market economy.
Fine/Performing Arts — ½ credit, 1 credit
Fine arts is the knowledge of the theory and techniques required to compose, produce, and perform
works of music, dance, visual arts, drama, and sculpture. Students may earn a % credit through active
participation in a fine arts program.
Geography: An Introduction — ½ Credit
This course introduces students to basic geographic terms and regions of the world. Within each region,
the student will examine various aspects of physical and human geography. Special attention will be
paid to understanding how the different regions interact in an increasingly global world. Practice
exercises provide opportunities for students to apply these concepts to real life scenarios.
Geography: A Comprehensive Study — 1 Credit
This course builds upon Geography: An Introduction. The comprehensive study expands the lessons in
the introductory course with case studies focusing on specific and current geography issues around the
globe.
Health — ½ Credit
This course teaches human anatomy and physiology and increases student awareness of healthy
lifestyle choices and the importance of physical fitness. Topics discussed include nutrition, fitness
fundamentals, mental and emotional well-being, the effects of drugs, alcohol, and tobacco, the
environment, public health and infectious diseases, safety, accident prevention, and first aid.
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Native American Studies: Historical Perspectives — ½ Credit
This course provides an overview of historical and cultural issues affecting Native American people and
tribes today. The primary objective for this course is to enrich students' knowledge and understanding
of Native American people from a Native American perspective. For too long, the story of the Native
American experience has been told from the viewpoint of the colonizer in American text books. In this
course, we confront false images, stereotypes, inaccurate myths, and distortions from a historical
perspective. This course is designed for both Native American and non-Native American students so
everyone can better understand human similarities and differences as well as recognize the
contributions that Native American people and cultures have made to the world.
Native American Studies: Contemporary Perspectives — ½ Credit
This course provides an overview of contemporary cultural issues affecting Native American people and
tribes today. The primary objective for this course is to enrich students' knowledge and understanding
of Native American people from Native American perspective. In this course, we confront issues facing
contemporary Native Americans, including world views, spirituality, language, health, socioeconomic
factors, art, media images, organizations, veterans, and modern day pow-wows. This course is designed
for both Native American and non-Native American students so everyone can better understand human
similarities and differences as well as recognize the contributions that Native American people and
cultures have made to the world.
Social Issues — ½ Credit
This course is designed to help students understand current issues. Students will learn to form opinions
on controversial topics in the news since 2006. The social issues described in this course have been
around for centuries and will likely continue to present challenges to citizens and lawmakers in the
future. Topics include the media, civil liberties, gun control, crime and drugs, poverty, racism, women's
rights, immigration, abortion, stem cell research, education, and foreign policy and terrorism.
Physical Education — ½ Credit
Students may earn one credit for participating in an organized sport or a physical education program.
Service Learning — ½ credit, 1 credit
Service learning is a way that students can provide service in the community on a voluntary basis to
public, nonprofit, civic, charitable, and governmental organizations. Students who participate in service
learning can earn a ½ credit for 75 hours. Students may elect to earn a full credit for an additional 75
hours in a different experience.
Structure of Writing — ½ credit
This course focuses on the fundamentals of grammar and usage to strengthen writing skills. Journal
assignments and expository and narrative writing are required. Topics include vocabulary; spelling;
coordination and subordination; simple, compound, and complex sentences; and the construction of
clearly written paragraphs and essays.
Work Study — ½ credit, 1 credit
Students can earn credit by working on a job site and learning through experience. A student must have
taken or currently be enrolled in Career Explorations to be eligible for work experience credit. Students
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may earn a ½ credit by completing 75 hours in an 18 week period. Students may earn a full credit by
continuing their work experience for two semesters.
F. Describe how the effectiveness of the curriculum will be evaluated.
The learning management system provided by the online providers and implemented in coordination
with OLACS’s online registration system, includes the capability of producing a detailed report providing
an analysis of the assessment questions. The report includes the number of students who have taken
the assessment questions and how many answered the question correctly. In this way we can see which
questions students are answering correctly at an extremely high rate or answering incorrectly at a high
rate. This can drive both instruction and then a rewrite of the question.
Continuous reports are also produced by the approved online providers for each student. Specific
measures have been identified in the Assessment section of this application to continuously measure
against so that OLACS can ensure that it is reaching goals that have been identified.
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5. STUDENT PERFORMANCE, ASSESSMENT, AND EVALUATION
A. State the school’s educational goals and objectives for improving student achievement. Indicate
how much academic improvement students are expected to show each year, how student success will
be evaluated, and the specific results to be attained.
Students are expected to make annual learning gains toward achieving the Next Generation Sunshine
State Standards appropriate for the student's grade level. The annual gains will be measured by the
student’s developmental scale score on the FCAT and on internal pre and post-tests to be administered
at the beginning and end of each school year. In addition to FCAT assessments, the School will use
internal pre and post testing to measure annual gains.
Given school-wide emphasis on instruction for mastery of the NGSSS in Language Arts, at least 85% of
students will demonstrate grade level reading proficiency with a increase each year of at least 1%.
Kindergarten – second grade students will respond correctly to 4 or 5 out of 5 questions correctly on the
Reading Comprehension task; and/or If Vocabulary was administered, scoring in the average range
(40th-60th percentile).
Given school-wide emphasis on instruction for mastery of the NGSSS in Reading, the average score of
students in grades 3-8 will demonstrate grade level proficiency and meet or exceed the District or State
average by at least 85% or higher on the FCAT for Reading 2.0 with a increase each year of at least 1%.
Given school-wide emphasis on instruction for mastery of the NGSSS in Reading, the average score for
all tested subgroups of students in grades 3-12 will demonstrate grade level proficiency and meet or
exceed the District or State average on the FCAT of Reading 2.0 with a increase each year of at least 1%.
Given a school-wide emphasis on instruction for mastery of the NGSSS, at least 50 percent of the lowest
quartile of students will make learning gains in Reading as evidenced by:
•
demonstrating improvement in one or more achievement levels; or
•
maintaining FCAT achievement level 3, 4, or 5; or
•
demonstrating one year’s growth to exceed the Developmental Scale Score (cut score) for the
respective grade level for any student who scored an achievement level of 1 or 2 from the
previous year FCAT administration.
Given school-wide emphasis on instruction for mastery of the NGSSS in Mathematics, the average score
of students in grades 3-12 will demonstrate grade level proficiency and meet or exceed the District
average by at least 86% or higher on the FCAT 2.0 of Mathematics with a increase each year of at least
1%.
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Given school-wide emphasis on instruction for mastery of the NGSSS in Mathematics, the average score
for all tested subgroups will meet or exceed the District average on the FCAT 2.0 of Mathematics with a
increase each year of at least 1%.
Given school-wide emphasis on instruction for mastery of the NGSSS in Language Arts, with an emphasis
in writing, the average score of students in grade 4-12 will meet or exceed the District average by at
least 86% or higher on the FCAT 2.0 Writing Test with a increase each year of at least 1%.
Given school-wide emphasis on instruction of the NGSSS in Science, 75 percent of students in grades 512 will earn at least 86 % or higher on the FCAT 2.0 of Science with a increase each year of at least 1%.
Increased graduation rates for high school students will be an important focus of OLACS. At least 50% of
students enrolled at the high school level will earn at least 5 credits with greater increase in percentage
of these students in subsequent years.
With emphasis on improving the graduation rate, the rate will increase at least 2.5% annually which will
increase the annual cohort graduation rate.
In addition to the FCAT and all applicable district/State assessments, the School will conduct its own
internal pre and post testing and assessment to measure annual gain. The test will be comprehensive,
and will include assessments in readiness, listening, reading, spelling, writing, research and study skills,
and mathematics. Other internal testing and assessment, such as competency-based standardized tests,
may also be used by the School to evaluate the effectiveness of its curriculum and teaching methods.
Other methods of assessing students' mastery of performance outcomes may include, but will not be
limited to, peer- and self-evaluations, online tests and quizzes, projects, presentations, exhibitions, and
portfolios. The student portfolios will show not only the student’s “best” work, but also drafts of student
work that will demonstrate progress. Ongoing internal audits (Progress Reports and Report Cards) of
student performance, including beginning year, mid-year, and end-year assessments, will be utilized as
reflective and guidance tools.
B. Describe the school’s student placement procedures and promotion standards including any
policies regarding acceleration.
Student placement procedures and promotion standards shall be in accordance with the PBCSD Student
Progression Plan as amended from time to time.
The school will use data (state and district requirements, report cards, testing scores, past performance
and comportment) as factors for placement in the appropriate classes which best suit each child.
Ongoing internal audits (Interim Progress Reports and Report Cards, F.A.I.R., ongoing assessments, etc.)
of student performance, including beginning year, mid-year, and end-year assessments, will be utilized
as reflective and guidance tools for course placement.
5 -2
Each student’s progression from one grade to another is determined, in part, upon proficiency in
reading, writing, science, and/or mathematics. Each student and his or her parent/guardian will be
informed of the student’s progress. Each student who does not meet specific levels of performance as
determined by the district school board in reading, writing, science and mathematics for each grade
level, or who does not meet specific levels of performance on statewide assessments at selected grade
levels, will be provided with additional diagnostic assessments to determine the nature of the student’s
difficulty and areas of academic need.
Instructional staff members will utilize such evaluative devices and techniques as may be needed to
report individual achievement in relation to school goals, acceptance norms, and student potential. The
academic grades in all subjects are to be based on the student’s degree of mastery of the instructional
objectives and competencies for the subject.
The student's mastery of the content of the course in which the student is enrolled is a condition for
passing the course.
C. If the school will serve high school students, describe the methods used to determine if a student
has satisfied the requirements specified in section 1003.43, F.S., and any proposed additional
requirements.
Students will be required to obtain total credits necessary to receive a high school diploma in
accordance with standards determined by the Sponsor.
In addition to the ratings referenced above, MCA and student subgroups will make Adequate Yearly
Progress (AYF) every year in all subject areas as defined by the goals from the current State of Florida
Consolidated State Application Accountability Workbook.
Following are OLACS’s educational goals and objectives for high school students:
Goal
Baseline Target
Student Progress
and Performance
Evaluation
Results
Student
participation
FCAT and
FCAT 2.0, End
of Course
Assessments
At least 90% of eligible
students will participate in
the FCAT, FCAT 2.0 test
Test Participation
will increase at
least 1% annually
Attendance and
participation in
administration of
FCAT, FCAT 2.0,
End of Course
Assessments
Eligible students participate
on FCAT, FCAT 2.0, End of
Course Assessments
Standardized
test
performance
At least fifty percent (50%) of
students who take the FCAT,
FCAT 2.0 and End of Course
Assessments will demonstrate
annual learning gains as
defined by the FLDOE
The percentage of
enrolled students
demonstrating
learning gains will
increase 2.5%
annually
Test Results
Overall performance of
eligible students to be at
level 3 FCAT, FCAT 2.0 and at
the average score to be
established by the State for
End of Course Assessments
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Goal
Baseline Target
Student Progress
and Performance
Evaluation
Results
Reading and
Math levels
At least 50% of students will
demonstrate annual learning
gains in reading and math
The percentage of
enrolled students
demonstrating
growth in reading
and mathematics
will increase 2.5
each year
Pre and Post
Assessments
Students will perform at
grade level in reading and
mathematics
Earned Credits
At least 50% of the students
enrolled in an entire academic
year (August-June) will earn
at least 5 credits
The percentage of
enrolled students
earning at least
five credits per
academic year will
increase annually
Number of credits
earned
Eligible students will be
moving toward graduation
Graduation
At least 50% of eligible
seniors enrolled for an entire
academic year and enter with
17 or more credits will
graduate.
The graduation
rate will increase
2.5% annually
Students
Graduate
Ongoing improvement in
annual cohort graduation
rate.
D. Describe how baseline achievement data will be established, collected, and used. Describe the
methods used to identify the educational strengths and needs of students and how these baseline
rates will be compared to the academic progress of the same students attending the charter school.
Pre- and post-testing in Year 1, as well as reports from previous school records will be collected as
baseline to measure progress.
Baseline data will include standardized test scores, report card grades, attendance reports, behavioral
records, and other data as available and/or applicable. This data will be compared to current data at the
end of each school year. For example, FCAT Scores from 2013 will be compared to FCAT Scores from
2012.
Based on the school’s philosophy of providing ”personalized instruction,” the school will use data (state
and district requirements, report cards, testing scores, past performance and comportment) as factors
for placement in the appropriate classes which best suit each child. Ongoing internal audits (Interim
Progress Reports and Report Cards) of student performance, including beginning year, mid-year, and
end-year assessments, will be utilized as reflective and guidance tools for course placement.
Student records from previous schools will be secured and reviewed for baseline data on each student
and assessment of their progress. That data will include, but will not be limited to, standardized test
scores, report card grades, attendance records, and behavioral records (including in school and out of
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school suspensions as well as exemplary behavior). This data will be made available to teachers and
parents who will assess progress against the baseline data and provide appropriate services to
successfully attain the Next Generation Sunshine State Standards.
The baseline data will be compared to current data at the end of each school year. Expectations are that
students will progress at least as well as they did before attending the charter school, and that the
specific measurable objectives for the school are achieved. Standardized tests results will be compared
from the previous school year to the current school year (i.e., FCAT Spring 2012 to FCAT Spring 2013).
Other methods of assessing students' mastery of performance outcomes will include, but will not be
limited to, peer- and self-evaluations, online tests and quizzes, projects, presentations, exhibitions, and
portfolios. The student portfolios will show not only the student’s “best” work, but also drafts of student
work that will demonstrate progress.
For each student who does not meet state performance levels in reading, writing, mathematics, and/or
science, the school, in consultation with the student's parent, will implement a Pupil Monitoring Plan
(PMP) to assist the student in meeting expectations for proficiency.
Ongoing internal audits (Interim Progress Reports and Report Cards) of student performance, including
beginning year, mid-year, and end-year assessments, will be utilized as reflective and guidance tools.
E. Identify the types and frequency of assessments that the school will use to measure and monitor
student performance.
In accordance with s. 1003.43, the School will participate in all statewide assessment programs. The
School will use state standardized assessment scores, district and school-based assessments to measure
student progress toward mastery of the Next Generation Sunshine State Standards in all grade levels in
accordance with all requirements set forth by the School District plans.
Where practicable, these include but are not limited to:
State and District Assessments:
•
Florida Comprehensive Assessment Test 2.0 (FCAT) - Reading and Mathematics (Grades 3-5)
•
Florida Comprehensive Assessment Test (FCAT) - Science Baseline (Grade 5)
•
Florida Comprehensive Assessment Test (FCAT) – Writing (Grade 4)
•
Florida Kindergarten Readiness Screener (FLKRS)
•
Scholastic Reading Inventory (SRI)
•
Florida Assessment for Instruction in Reading (FAIR)*
•
Comprehensive English Learning Language Assessment (CELLA) (For ELL)**
•
Palm Beach Writes
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•
Reading Running Records (K-3 Benchmark Assessment)
•
Diagnostic Assessment of Reading (DAR)
•
Grade Level Benchmark Assessments
•
Florida Alternate Assessment (3-5) (Students with IEP excluding them from FCAT)
•
School District of Palm Beach County Sunshine State Standards Diagnostic Test
School-Based Assessments in all Courses for High School students:
•
Grade 10 FCAT 2.0 Reading (or scores that are concordant with the passing scores on the Grade
10 FCAT 2.0 Reading).
•
Algebra 1, Geometry, and Biology 1 EOC Assessment in order to earn course credit.
•
•
At least one course within the 24-credit program must be completed through online learning.
Cumulative GPA of 2.0 on a 4.0 scale.
•
Regular online generated quizzes and chapter tests
•
Quarterly projects and/or investigations based on focus lessons
•
Midterm and Final Examinations
•
Portfolios and presentations
Monitoring Student Performance - It is the responsibility of the School to provide students with
effective instructional and remedial programs that monitor progress, promote continuous achievement,
and make provisions for individual difference. Administrators and faculty collaboratively will develop an
instructional calendar with a timeline for addressing targeted strands as denoted in assessed
benchmarks. The calendar will reflect item specification formats and the percentage of students who
attained proficiency during prior year assessment. Through the use of the calendar, student assessment
data will drive decisions for continuous improvement of teaching and the learning process. Data will be
used to understand and improve school effectiveness by targeting benchmarks indicating which
students need additional support to master specific grade level skills.
F. Describe how student assessment and performance data will be used to evaluate and inform
instruction.
The comprehensive, state-of-the-art student information system this school will utilize is Backpack™ for
Microsoft Dynamics CRM. This is a suite of products that leverages one of the most powerful enterprise
development platforms available in order to create a true shift in how schools of tomorrow will need to
operate and manage student data. Built in a top-down approach by educators for traditional, hybrid
and e-learning environments, Backpack™ extends the normal features of student information systems
and combines the rich functionality required for today's integrated data-management processes with a
private social network for OnLine Academy Charter School, bringing together students, parents, and
teachers.
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With a familiar Microsoft interface, Backpack™ for Dynamics CRM is highly customizable, easily
integrated with existing and legacy systems, and provides some of the most easily configurable real-time
reporting capabilities on the market today. Because of the importance of accurate, timely data
collection, OACS has chosen to contract with Backpack™ to manage all student data required for
effective school administration and the production of FLDOE reports.
G. Describe how student assessment and performance information will be shared with students and
with parents.
Student assessment and performance information will be shared with students and parents in
accordance with all requirements set forth in by the School District. All parents/guardians must be
notified in writing of the promotion requirements set forth by the District.
In accordance with the School’s mission of developing self-directed leaders, students will have an active
role in their education by learning to monitor and evaluate their work. FCAT Student and Parent
Reports received from the FL-DOE will be sent to parents and shared with students in planning student’s
academic program and services for the following school year. Teachers will use assessment rubrics as
teaching tools in the classroom by helping students to interpret their performance and comprehend
their result.
If a child’s performance is below target (not making adequate progress towards the Next Generation
Sunshine State Standards), parent(s)/guardian(s) will be advised in a special conference, if necessary,
and remedial strategies will be communicated.
If a child’s performance is on target for his or her immediate stage of development, we will so advise the
parents. Assessment and performance information will be shared with parents and documented by
parental contact logs maintained by each teacher.
If a child’s performance is above target for his immediate stage of development, the School may
recommend to the parent advanced level placement such as multi-age.
Not later than midway between marking periods, an interim report shall be sent to parents of students
who are experiencing difficulty including, but not limited to, the following: failing, a drop of two or more
grades, unacceptable behavior, and/or excessive absences. Ongoing communication will occur through
progress reports, report cards, parent/student conferences, and other forms of written and oral
communication. Conferencing will be a highly effective way to keep parents apprised of their child’s
progress in all grade levels.
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6. EXCEPTIONAL STUDENTS
A. Please indicate the level of service that the school will provide to students with disabilities.
All applicants will be evaluated for disabilities upon application. If any disability is identified, an ESE
specialist will document the necessary requirements to remedy them. The screening and placement
process described in section C below details the services to be provided.
B. Describe how the school will ensure that students with disabilities will have an equal opportunity
of being selected for enrollment in the charter school.
All students regardless of exceptionality will have an equal opportunity to enroll once they submit all
required general education documents for enrollment.
C. Describe how the school will work with the sponsor to ensure the charter school is the appropriate
placement for each student with a disability, based on the student’s needs.
Once the Advisor/ESE Specialist identifies a student with exceptionalities, the Advisor/ESE Specialist will
then have a conversation with the parent/guardian and/or student as appropriate to discuss academic
needs and determine appropriate course placement as well as to discuss all the facets of learning in an
online environment and the supports that are available for qualifying students. This conversation allows
the parent and student to make an informed decision regarding the appropriateness of enrollment in
the school. When necessary, the School will also include the participation of Sponsor representation in
conversations regarding the student’s needs and suitability of the School’s program. When needed
services are identified and parents, Sponsor and School all agree to the appropriateness of the program,
the school will work with the sponsor to identify appropriate related services that may be available and
assure timely accessibility to those services.
This school will hire a fully-qualified and experienced Special Education Services specialist to oversee the
special education requirements of OnLine Academy Charter School (OLACS) ensure that every student
identified as having a disability receives any and all accommodations and services as dictated by the
student's Individual Learning Plan (ILP), and to oversee and direct all activities of the special education
department, including testing and evaluations, ILP conferences, and any other duties as may arise. The
Director of Special Education will be a certified special education teacher in the state of Florida, with
experience in administration of special education programs. All Student Learning Advocates assigned to
students with IEPs or who have been identified under IDEA will be certified in special education in the
state of Florida.
It is the responsibility of OLACS to ensure that all children with disabilities residing in the district,
regardless of the severity of their disabilities, and who are in need of special education and related
services, are identified, located, and evaluated. This responsibility is required by the federal law
Individuals with Disabilities Education Improvement Act (IDEA) 2004.
6 -1
The IDEA 2004 requires each state educational agency to publish a notice to parents, in newspapers or
other media, before any major identification, location, or evaluation activity. The IDEA 2004 requires
this notice to contain certain information. Another federal law, the Family Educational Rights and
Privacy Act of 1974 (FERPA), which protects confidentiality, requires educational agencies to notify
parents annually of their confidentiality rights. This school fulfills the above duties with this annual
notice, and will continue to post this notice annually.
This school is required by the IDEA 2004 to provide a free and appropriate public education to school
age children with disabilities who need special education and related services. School age children with
disabilities who need special education and related services are identified as eligible for special
education if they need specially designed instruction and have one or more of the following physical or
mental disabilities:
Autism
Deaf-blindness
Deafness
Emotional Impairment
Hearing Impairment
Mental Retardation
Multiple Disabilities Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or language Impairment
Traumatic Brain Injury
Visual Impairment
Screening
This school will establish and implement procedures to locate, identify, and evaluate school age
students suspected of being eligible for special education. These procedures include screening activities
that include but are not limited to: review of group based data (cumulative records, enrollment records,
health records, and report cards); hearing screening (at a minimum of kindergarten. first, second, and
third grades); vision screening (every grade level); motor screening; and speech; and speech and
language screening.
Except as indicated above or otherwise announced publicly, screening activities will take place in an
ongoing fashion throughout the school year. Screening is conducted at the school's offices or at one of
the Student Support Centers, unless other arrangements are necessary.
If parents need additional information about the purpose, time and location of screening activities, they
will be able to call or write to the school's Director of Special Education.
6 -2
Evaluation
When screening indicates that a student may be eligible for special education, this school will seek
parental consent to conduct an evaluation.
“Evaluation” means procedures used in the determination of whether a child has a disability and the
nature and extent of the special education and related services that the child needs. The term
procedure, used selectively with an individual child, does not mean basic tests administered to or
procedures used with all children.
This evaluation is called an Individual Assistance Evaluation. This evaluation is conducted by a
multidisciplinary team (IAT), which includes a teacher, other qualified professionals, and the parents.
The process must be conducted in accordance with specific timelines and must include protection in
evaluation procedures. For example, tests and procedures used as part of the multidisciplinary
evaluation may not be racially or culturally biased.
The process results in a written evaluation report called a Comprehensive Evaluation Report (ER). This
report makes recommendations about a student’s eligibility for special education based on the presence
of a disability and the need for specially designed instruction.
Parents who think their child is eligible for special education may request at any time that the school
conduct a multidisciplinary evaluation. Requests for a multidisciplinary evaluation should be made in
writing to the Special Education Contact person. If a parent makes an oral request for a multidisciplinary
evaluation The South Carolina Cyber Charter School shall provide the parent with a form for that
purpose.
Parents also have the right to obtain an independent education evaluation. The school must provide to
parents on request information about where an independent educational evaluation may be obtained.
Under certain circumstances, such an independent educational evaluation may be obtained at public
expense.
Educational Placement
The determination of whether a student is eligible for special education is made by an Individual
Learning Plan team. A single test or procedure may not be the sole factor in determining that a child is
exceptional. The ILP team must include at least two members in addition to the parent(s). Other
required members include at least one regular education teacher of the child (if the child is, or may be
participating in the regular education environment), at least one special education teacher, or where
appropriate, at least one special education provider, and a representative of the school. If the student is
determined to be eligible for special education, the ILP team develops a written education plan called an
IEP. The IEP shall be based on the results of the multidisciplinary evaluation. The ILP team may decide
that a student is not eligible for special education. In that instance, recommendations for educational
programming in regular education may be developed from the ER.
6 -3
An ILP describes a student’s current educational levels, goals, objectives, and the individualized
programs and services, which the student will receive. ILP’s are reviewed on an annual basis. The IEP
team will make decisions about the type of services, the level of services, the level of intervention, and
the location of intervention.
Placement must be made in the least restrictive environment in which the student’s needs can be met
with special education and related services.
All students with disabilities must be educated to the maximum extent appropriate with children who
are not disabled.
Services for Protected Handicapped Students
Students who are not eligible to receive special education programs and services may qualify as
handicapped students and therefore be protected under federal statutes and regulations intended to
prevent discrimination (in particular, 34 CFR Part 104 and 28 CFR Part 35). This school must ensure that
qualified handicapped students have equal opportunity to participate in the school program and
extracurricular activities to the maximum extent appropriate for each individual student. In compliance
with federal laws the school will provide to each protected handicapped student without discrimination
or cost to the student of family, those related aids, services or accommodations which are needed to
provide equal opportunity to participate in and obtain the benefits of the school program and
extracurricular activities to the maximum extent appropriate to the student’s abilities. In order to qualify
as a protected handicapped student, the child must be of school age with a physical or mental disability,
which substantially limits or prohibits participation in or access to an aspect of the school program.
These services and protections for “protected handicapped students” may be distinct from those
applicable to eligible or thought to be eligible students. The parent may initiate an evaluation if the
parent believes a student is a protected handicapped student. For further information on the evaluation
procedures and provision of services handicapped students, parents should contact the Special
Education Contact.
Transition Services
IDEA requires that transition planning begin at the earliest age appropriate. For each student with a
disability, beginning at age 14 (or younger, if determined appropriate by the IEP team), the IEP must
include a statement of the student's transition service needs that focuses on the student's course of
study (such as advanced academic courses, technical training, or intensive employment preparation).
Thus, beginning at age 14, the IEP team, in identifying annual goals and services for a student, must
determine what instruction and educational experiences will help the student prepare for the transition
from school to adult life. For example, if a student's transition goal is to secure a job, a transition service
need might be enrolling in a career development class to explore career options and specific jobs related
to that career. A statement of transition service needs should relate directly to the student's goals after
high school and show how planned activities are linked to these goals.
6 -4
The law requires that the IEP team begin no later than age 14 to address the student's need for
instruction that will assist him or her in preparing for transition. Beginning at age 16 (or younger, if
determined appropriate by the IEP team), the IEP must contain a statement of needed transition
services for the student, including, if appropriate, a statement of interagency responsibilities. This
includes a coordinated set of activities with measurable outcomes that will move the student from
school to post-school activities.
This school plans to provide its students with the best possible transition services. To this end, the
school will utilize such programs as Kuder Galaxy and Kuder Navigator. Specifically, Kuder Navigator:
•
•
•
•
•
Delivers simple, age appropriate content customized by developmental level, middle school
versus high school.
Provides a reliable foundation for career exploration by starting the process with research-based
assessments.
Helps students easily navigate through their career options while making connections between
coursework and the world of work.
Supports high school completion and confident college choices with flexible education planning
tools.
Promotes effective career preparation by introducing students to lifelong portfolio development.
D. Describe how the needs of exceptional students will be met, to the maximum extent appropriate,
including the provision of supplementary aid and services.
Assistive technology is provided to students based on the recommendation of the advisor and
appropriate evaluation in order for students to have access to online and print materials. Consultation
with Sponsor representatives may also be included to ensure all available support, supplementary aid,
and other services are delivered to the student.
Assistive technology products are designed to provide additional accessibility to individuals who have
physical or cognitive difficulties, impairments, and disabilities. When selecting assistive technology
products, it is crucial to find products that are compatible with the computer operating system and
programs on the particular computer being used.
Descriptions of Assistive Technology Products
Alternative input devices allow individuals to control their computers through means other than a
standard keyboard or pointing device. Examples include:
•
•
Alternative keyboards—featuring larger- or smaller-than-standard keys or keyboards,
alternative key configurations, and keyboards for use with one hand.
Electronic pointing devices—used to control the cursor on the screen without use of hands.
Devices used include ultrasound, infrared beams, eye movements, nerve signals, or brain
waves.
6 -5
•
•
•
•
•
•
•
•
•
•
•
•
Sip-and-puff systems—activated by inhaling or exhaling.
Wands and sticks—worn on the head, held in the mouth or strapped to the chin and used to
press keys on the keyboard
Joysticks—manipulated by hand, feet, chin, etc. and used to control the cursor on screen.
Trackballs—movable balls on top of a base that can be used to move the cursor on screen.
Touch screens—allow direct selection or activation of the computer by touching the screen,
making it easier to select an option directly rather than through a mouse movement or
keyboard. Touch screens are either built into the computer monitor or can be added onto a
computer monitor.
Braille embossers transfer computer generated text into embossed Braille output. Braille
translation programs convert text scanned-in or generated via standard word processing
programs into Braille, which can be printed on the embosser.
Keyboard filters are typing aids such as word prediction utilities and add-on spelling checkers
that reduce the required number of keystrokes. Keyboard filters enable users to quickly
access the letters they need and to avoid inadvertently selecting keys they don't want.
Light signaler alerts monitor computer sounds and alert the computer user with light signals.
This is useful when a computer user can not hear computer sounds or is not directly in front
of the computer screen. As an example, a light can flash alerting the user when a new e-mail
message has arrived or a computer command has completed.
On-screen keyboards provide an image of a standard or modified keyboard on the computer
screen that allows the user to select keys with a mouse, touch screen, trackball, joystick,
switch, or electronic pointing device. On-screen keyboards often have a scanning option that
highlights individual keys that can be selected by the user. On-screen keyboards are helpful
for individuals who are not able to use a standard keyboard due to dexterity or mobility
difficulties.
Reading tools and learning disabilities programs include software and hardware designed to
make text-based materials more accessible for people who have difficulty with reading.
Options can include scanning, reformatting, navigating, or speaking text out loud. These
programs are helpful for those who have difficulty seeing or manipulating conventional print
materials; people who are developing new literacy skills or who are learning English as a
foreign language; and people who comprehend better when they hear and see text
highlighted simultaneously.
Refreshable Braille displays provide tactile output of information represented on the computer
screen. A Braille "cell" is composed of a series of dots. The pattern of the dots and various
combinations of the cells are used in place of letters. Refreshable Braille displays
mechanically lift small rounded plastic or metal pins as needed to form Braille characters. The
user reads the Braille letters with his or her fingers, and then, after a line is read, can refresh
the display to read the next line.
Screen enlargers, or screen magnifiers, work like a magnifying glass for the computer by
enlarging a portion of the screen which can increase legibility and make it easier to see items
6 -6
•
•
•
•
•
on the computer. Some screen enlargers allow a person to zoom in and out on a particular
area of the screen.
Screen readers are used to verbalize, or "speak," everything on the screen including text,
graphics, control buttons, and menus into a computerized voice that is spoken aloud. In
essence, a screen reader transforms a graphic user interface (GUI) into an audio interface.
Screen readers are essential for computer users who are blind.
Speech recognition or voice recognition programs, allow people to give commands and enter
data using their voices rather than a mouse or keyboard. Voice recognition systems use a
microphone attached to the computer, which can be used to create text documents such as
letters or e-mail messages, browse the Internet, and navigate among applications and menus
by voice.
Text-to-Speech (TTS) or speech synthesizers receive information going to the screen in the form
of letters, numbers, and punctuation marks, and then "speak" it out loud in a computerized
voice. Using speech synthesizers allows computer users who are blind or who have learning
difficulties to hear what they are typing and also provide a spoken voice for individuals who
cannot communicate orally, but can communicate their thoughts through typing.
Talking and large-print word processors are software programs that use speech synthesizers to
provide auditory feedback of what is typed. Large-print word processors allow the user to
view everything in large text without added screen enlargement.
TTY/TDD conversion modems are connected between computers and telephones to allow an
individual to type a message on a computer and send it to a TTY/TDD telephone or other
Baudot equipped device.
The OnLine Academy Charter School will continue to research and procure the best in assistive technology
products for its students. An ESE specialist will work closely with the technology specialist to ensure that
the implementation of any and all assistive technology is fully supported.
E. Describe how the school’s effectiveness in serving exceptional education students will be
evaluated.
The following areas will be measured to determine the school's effectiveness in serving students with
exceptional needs:
• Tracking of timelines
o related to provision of IEP services
o provision of evaluation/reevaluations
• Student achievement
o FCAT scores, curriculum-based assessment
o Tracking of mastery of IEP goals
• Annual Satisfaction Surveys
o Parent/guardian
o Student
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The staff of Online Academy Charter School work with the full knowledge that all children are unique
and have unique learning styles, circumstances, and issues to deal with, and it is the goal of the School
to assist the student in formulating the best learning solutions. Ongoing, continuous monitoring of the
student’s individual program and progress is an important activity to ensure that all students enrolled in
OACS courses are as successful as possible in their academic pursuit.
F. Provide the school’s projected population of students with disabilities and describe how the
projection was made.
Based on Palm Beach County School District estimates countywide, OnLine Academy Charter School can
expect to have 10% of it student population in the ESE category and 2% in the ESOL category, translating
to 10 and 2 students in each category respectively during the first year of operation.
G. Explain how exceptional students who enter the school below grade level will be engaged in and
benefit from the curriculum.
Independent use of online learning solutions permit each student to learn at their own level and at their
own rate. When the incoming student is evaluated for grade level, the challenge for those below grade
level is to move them through the educational program in a manner that will permit them to catch up to
grade. Since the environment is typically in a home, student’s will have the advantage of being focused
on the learning at hand without the distractions that a classroom environment can present. By working
closely with parents who can serve as learning facilitators in conjunction with OACS online teachers, the
intent is enable learning at maximum proficiency for every student.
H. Describe how the school will serve gifted and talented students.
Students identified as gifted and talented will have an education plan developed by the student's
academic team which includes the student, parent, and advisor. The state approved online course
providers employ teachers certified to teach gifted students to support all courses identified for
advanced/gifted students. Online teachers will provide individual enrichment activities and the students
will also be invited to participate in online group activities specifically designed for gifted and talented
students. Gifted and talented high school students may also enroll in a range of AP courses to promote
college readiness. Advanced Placement courses will also be made available that are designed to prepare
students for success on AP exams, providing students the opportunity to earn credit at most of the
nation's colleges and universities.
6 -8
7. ENGLISH LANGUAGE LEARNERS
A. Describe how the school will comply with state and federal requirements for serving English
language learners, including the procedures that will be utilized for identifying such students
providing support services.
Requirements
The mission of the school's ESOL program is to successfully prepare all students through identification
and provision of services to students whose native language is other than English. In accordance with
the State Board of Education Consent Decree (1990) the Florida State Board of Education and the
coalition of eight groups represented by Multicultural Education, Training, and Advocacy in servicing
English Language Learners (ELL) the school will implement the state approved, English Language Learner
Program in effect within the district to promote both literacy and proficiency. The ESOL program is not
only tailored to each student's English proficiency level, but it will also comply with the state and federal
requirements by providing English Language Learners (ELL) with English language development and
instruction that is both age and grade appropriate. The plan reflects current policies and procedures
adopted by the sponsor. The School hereby agrees to adopt and implement the Sponsor's plan for
services to ELL students, as amended each Fall and Spring.
Students enrolled in the school within the ESOL program will receive comprehensible instruction from
ESOL certified/endorsed instructional staff, in accordance with the policies and procedures of the State
of Florida and the district. All English Language Learner students will be in a climate that promotes
listening, speaking, reading and writing skills.
Enrollment Procedures
English Language Learners (ELLs) are identified through the registration process via the Home Language
Survey. Parents who respond affirmatively to any of the questions on the Survey signal, in essence, that
their student is a potential ELL. The student is then referred to the Sponsor’s English for Speakers of
Other Languages (ESOL) liaison for language screening. Parents are advised that the student will need an
aural/oral language assessment of English proficiency to determine eligibility and placement in the ESOL
Program. The student is then referred to either a trained language assessor with the school or in
conjuction with the Sponsor’s ESOL representative, within twenty (20) days of registration. The school
will follow the districts ELL plan to ensure students are assessed in a timely manner. The ESOL designee
with the school or the Sponsor’s ESOL representative will then administer ESOL program reading/writing
assessments. If the assessment is delayed beyond the twenty-day period, the following documentation
must be provided for each student:
• Reason for the delay in assessing the student.
• Evidence that the student is being provided ELL accommodations until the assessment is
complete.
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• Timetable to complete the assessment.
• Notification of timetable to parent/guardian, preferably in their primary language.
• Assessment to be completed no later than eight weeks (40 school days) after initial enrollment.
Assessments Procedures
An Advisor/ESE Specialist will ensure students are tested, the assessments are graded, and the data
recorded.
Students in grades K-2 who score as fluent English speakers on the listening and speaking test do not
qualify for ESOL program services, unless recommended by the school’s ELL designee. Those students
are placed into regular mainstream courses. The initial testing documents for students who do not
qualify for ESOL services are stapled to their registration form and filed in their cumulative folders. The
data processor or person responsible for ELL data entry enters the oral category on the student's
demographic screen to indicate that appropriate language assessment has been completed.
Students in grades 3-5, who have scored limited English proficient on the listening and speaking test, will
qualify for ESOL program services. Students scoring as fluent English Speaking on Levels 4 or 5 (D or E),
based on the Listening and Speaking (Aural/Oral) assessment (LAS-O) results, are administered the LAS
Reading/Writing assessment. The state approved LAS Reading/Writing (LRW) norm-referenced test is
used to measure English reading and writing proficiency. The results help to determine program
eligibility for those students in grades 3-5 who scored as fluent English speaking on the LAS-O. Any
student scoring below 142 on the LRW is eligible for ESOL services. Those scoring above 142 are
considered English proficient unless otherwise recommended by the school’s ELL designee.
The Advisor/ESE Specialist first reviews the roster of students in grades 3-5 who have scored proficient
on the listening and speaking assessment and then administers a reading and writing assessment, within
a year of the listening and speaking assessment.
To guarantee that the reading/writing test is administered within one year of the aural/oral test, the
following procedures will be implemented:
• Reading and writing subtests are administered to identified students in grades 3-5.
• The testing is completed within twenty (20) days of the identification of the student. The
district ESOL program staff informs the School's ESOL contact of the results so that
appropriate student placement can be made and the school staff can complete the
database.
ESOL Program Placement: The School will implement an ESOL program of instruction in meeting the
needs of the ELL population to be served. In addition to the home language survey and other means for
determining which students are in need of assistance, the school will utilize the results of the universal
screenings. Students may then be placed into one or more of the following supplementary programs:
• Unique Reader
• Unique Math
• Academy of Reading
• Academy of Math
• Online tutoring
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•
Resources: Word-to-Word dictionaries in the students’ heritage language/English language will be
available online in the online course system throughout the year.
The Individual ELL Student Plan: All students will have an Individual Learning Plan (ILP). Such plan is part
of the permanent student cumulative record folder upon entry into OnLine Academy Charter School.
The plan will include biographical student information (name, grade, home language), initial assessment
and placement data, ESOL program and update information, program participation, amount of
instructional time and/or schedule, exit information, post-program review, etc. The plan will be updated
on an ongoing basis to include programmatic changes, assessments, level updating, and ELL school
designee and Sponsor representative meeting information.
The ELL Plan will include:
• Registration Form
• Programmatic Assessment and Academic Placement Review
• Oral Language Assessment
• Literacy Assessment
• Parent Notification
• Education Team Report
• Re-evaluation
• Exiting the ESOL Program
• Post Reclassification
• Reclassification
• Re-exit
The Advisor/ESE Specialist will maintain all ESOL compliances and will ensure the development and
updating of all student ELL Plans, ensure records are kept of parental contact and ensure maintenance
of all ELL Program Records Folders. The record folder containing, at minimum, the following will be
available for all ELL students:
•
Home Language Survey - signed and dated by parent/guardian
•
Copy of Annual Letter of Participation in ESOL program - signed by the principal
•
A copy of student’s current schedule
•
Language Assessment Test (LAS-O and LRW if applicable)
•
WLDI-P or WLDI-E if applicable
•
School created assessments
•
Parent notification
•
Transcript of prior schooling or report card
Evaluation: The Student's ILP will be reviewed at least once each trimester by the School’s ELL designee.
They will also document ELL student’s progress in the student’s ILP using a Post-Program Review Report.
A Post-Program Review Student Profile is generated with information regarding ELL students who have
exited the ESOL program within the last two years. Documentation of the progress review for each
ESOL-exited student will be conducted at the end of the student’s first grading period, first semester,
first year, and second year after exiting.
The School will monitor the student’s progress:
•
Report cards
•
Test scores
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•
•
•
•
Course performance
Post-Program Review Reports (as applicable)
Standardized tests (as applicable)
Student Case Management referrals (as applicable)
This information will assist the School in determining the student’s progress as well as the School’s
effectiveness in servicing the needs of its ELL population.
B. Describe how the needs of English Language Learners will be met.
The school will contract with, as needed, appropriately licensed ESOL teachers for the ELL identified
students. The ESOL teachers can provide support to the students within the distance learning
environment by relating background information and experiences to the students to better grasp a
concept, scaffold instruction to aid the students in comprehension, adjusting speech or content,
providing project based learning experiences, necessary visuals and providing best instructional
practices for online education. All ELL students will be tracked upon exiting the ELL program for a
minimum of one year to ensure continued progress and success in all academic endeavors.
We have estimated that 10% of our students will be English Language Learners equating to 10 students
during the first year of operation. The number of appropriately certified teachers employed to serve
this population will be based on the actual number of English language learners
enrolled in the school.
The ESOL-certified teachers will follow the Curriculum Guidelines and accommodations outlined by the
district in the District Limited English Proficiency Plan, as well as all requirements of the LULAC et.al. v.
State Board of Education Consent Decree (1990). Appropriately certified personnel will ensure that
student’s needs are being met. The school will also utilize the Student Progression Plan, for
identification, testing, and placement of ELL and foreign students. ELL students will have a LEP plan that
complies with state and federal regulations. The school will employ teachers who meet all licensure
and/or certification requirements that apply to the area in which the individuals are providing services
to the ELL students.
Every effort will be made by the school to employ bi-lingual office and administrative staff in order to
facilitate communication with non-English speaking parents.
The number of teachers needed will be based on the number of students identified upon student
enrollment (results from home language surveys and/or ESOL levels). There is room in the budget to
modify the amount for ESOL service in the budget reserve and in other areas, should the rate of
contracted services for ESE/ESOL increase due to the various needs of the students once enrolled.
C. Explain how English Language Learners who enter the school below grade level will be engaged in
and benefit from the curriculum.
Online learning solutions are especially valuable in permitting students at any level to advance at the
rate appropriate to their personal learning styles, exceptionalities, and language proficiency. By
employing an Individual Learning Plan (ILP) for all OnLine Academy Charter School students, the school is
expanding the opportunities for the student to reach levels of proficiency in an individualized manner.
The concept around providing every student an ILP, the emphasis on home support from parents or
guardians, the support and monitoring by online teachers, and the monitoring of each child’s program
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by a local OACS staff member is designed to offer optimum development and advancement by every
student. Any additional, remedial, advanced, or other activities and resources will be identified and
incorporated into the student’s ILP. The online content being deployed by OACS includes provisions by
online certified ELL instructors who can monitor, recommend, and support the ELL population.
The ILP will be reviewed at least once each trimester by the student’s education team consisting of, but
not limited to, OACS staff member assigned to the student, ELL contact representative, and parent(s) or
guardian(s). The ultimate goal is for all students to reach their optimum learning level. Therefore,
modifications and adjustments to the ILP will be made on a regular basis as needed.
It is also recognized by OACS that not all students do better in an environment that requires greater
time management, greater parental or guardian involvement, and other factors unique to online
education. It will be the priority of all OACS staff to identify any issues that may arise regarding lack of
progress or achievement by any student. If any issue relates to the online program or methodology and
requires modification or change, the School will ensure it is brought to the parent or guardian’s
attention and resolved expeditiously. The solution may require the need to move the student into the
traditional classroom environment. While this is never the solution OACS hopes or expects, the key
priority is to ensure that all students who come in contact with the School receive the best education
possible.
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8. SCHOOL CLIMATE AND DISCIPLINE
8. A. Describe the school's planned approach to classroom management and student discipline.
The School will function on the belief that an orderly school is of primary importance in order to create a
productive learning environment for students. With the children’s best interests in mind, it is imperative
that parents and staff work together to ensure a productive learning experience. The School expects
parents to take an active role in supporting this plan in order for children to learn to be responsible
citizens. Since most learning activity will occur at the student’s domicile, Online Academy Charter
School will provide recommendations to parents and guardians on how to provide an effective learning
environment.
8. B. Describes the school’s Code of Conduct, including the school’s policies for discipline, suspension,
dismissal, and recommendation for expulsion.
The School will adopt and abide by any Code of Student Conduct that has been developed by the
Sponsor for online students, therein incorporating the district’s policies and expectations for students
related to consistent and timely participation, technology usage, student publications, student activities,
student records, and the right to appeal, including grievance procedures. This information will be made
available to parents and students upon registration.
The Principal and staff have the responsibility and authority for maintaining an orderly educational
process. The Principal is authorized to take administrative action whenever a student's misconduct or
misuse of online educational tools and courses has a detrimental effect on the orderly educational
process. Advisors and staff will strive to use a variety of informal disciplinary or guidance strategies,
prior to, during, and after formal disciplinary action.
It is also expected that students treat both online education supporters and other students with respect
and proper decorum. The School policies will conform to state laws concerning bullying (including
cyber-bullying) harassment, and other dangerous behavior. Cyber-bullying will not be tolerated and will
result in the same type of response by the School’s administration that any type of in-person bullying
would otherwise constitute. The following lists the disciplinary actions that can be taken for offenses:
• 1st Consequence – VERBAL and WRITTEN WARNING
• 2nd Consequence –LOSS OF PRIVILEGES
• 3rd Consequence – PARENT CONTACT/REFERRAL COMMUNICATION SENT TO PARENT or
GUARDIAN
• 4th Consequence –SUSPENSION – FULL DAY/REFERRAL COMMUNICATION SENT TO PARENT or
GUARDIAN
• 5th - Severe Clause – Disrespectful behavior, misuse of technology and/or courses, and
academic dishonesty; disruptive or inappropriate behavior of this sort, or repeated suspensions
(5 or more) will result in immediate suspension from school. Parent/guardian will be notified of
such action.
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Consequences are determined by the severity of the infraction. Students who receive three suspensions
will meet with the school Board of Directors for possible withdrawal from school.
Dismissal or Recommendation for Expulsion
The School’s Principal may request that the Superintendent recommend to the School Board that a
student be expelled. The Principal of the School may take this action when he/she has exhausted less
severe administrative disciplinary action, or when he/she has considered those alternatives and rejected
them as inappropriate in the given situation. The School will abide by the School District of Palm Beach
County’s policies for dismissal/expulsion.
Academic Honesty
All students will fulfill the expectation of being academically honest in all their assignments. This means
that students will do their own work as they read, write, research and prepare projects; when working
on a group project, each team member will accomplish the assigned work to the best of his or her
ability.
Glossary of terms:
Code of Conduct: a set of rules that develop self-control and orderliness in students by providing logical
consequences for both appropriate and inappropriate behavior; the goal being an orderly education for
ALL STUDENTS.
Disrespect: to be rude or discourteous to another person, talking back, or arguing with another.
Respect: to be courteous to those around you; to show consideration.
Severe Clause: extremely disruptive behavior resulting in immediate removal from the online program
and/or from the School.
Suspension: takes away the privilege of participation in online courses; student remains enrolled in
school. A student receiving suspension may not be allowed to participate or attend during the
suspension period in extra-curricular school activities (i.e., clubs, extracurricular activities, etc.). No work
missed during suspension may be made up for credit.
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II. ORGANIZATIONAL PLAN
9. GOVERNANCE
A. Describe how the school will organize as or be operated by a non-profit organization.
Online Academy Charter School (OACS) is a subsidiary of OnLine Training, Inc. (OLT) and will be
organized as 501(c)3 organization. OLT has been designing and delivering online instruction since 1997.
When a charter is granted by the Sponsor, OnLine Training, Inc. will appoint an Online Academy Board of
Directors (hereafter referred to as “the Board”), selected from interested parties from the academic
community, supporters of online public education, technical experts, and other leaders in advocating
excellence in public schools. Subsequent board members will be appointed by the OLT board. Any
action of or by the Board shall be in compliance with Florida’s “Government in The Sunshine” Law. The
School will comply with all requirements, reports, structure, and organization as stipulated for a 501(c)3
organization.
B. Provide an organizational chart for the school and a narrative description of the chart. Clearly
describe the proposed reporting structure to the governing board and the relationship of the board to
the school’s leader and administration.
Organizational Plan
The governance model of the Florida School Boards Association (www.fsba.org) includes emphasis on
the boards’ focus on student learning through vision, structure, accountability and advocacy. The
National School Boards Association provides a publication, The Key Work of School Boards
(www.nsba.org), which details a continuous improvement model that aligns vision, standards,
assessment, accountability, climate and collaboration.
Through a combination of these models and the training required by the Florida Department of
Education for charter school boards, the Board will implement a governing structure that will allow the
OnLine Academy Charter School strive to follow the “one voice” principle, speaking and governing as a
full board, rather than as individuals. The Board’s deliverables will include written governing policies
which facilitate academic standards and budget priorities as well as assurance of organizational
performance.
The Board, in collaboration with the Principal, will be responsible for the organization and control of the
OACS and is empowered, with consideration to the boundaries of federal and state statute, to
determine the policies necessary for the effective operation and general improvement of the school.
The Board will be a public entity and may take action only during a meeting in official public session,
when a quorum is present. The Board shall limit its action to establishing policy and to meeting the
requirements prescribed by laws and rules of the State Board of Education. Individual members of the
Board have authority to take official action only when sitting as a member of the Board in public session,
except when the Board specifically authorizes the member to act. The Board shall not be bound in any
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way by any action on the part of an individual board member or an employee, except when such
statement or action is in compliance with the public action of the Board.
Board of Directors
Principal
Parent Teacher Org.
Instructional Staff
Course Provider
Admin. / Staff
Online Academy Charter School Organization Chart
C. Provide a description of the responsibilities and obligations of the governing board as a whole,
individual members, and officers of the board.
Online Academy Charter School Board of Directors
The governing body of OACS will be a five member Board of Directors. The Executive Officers of the school’s
governing board will consist of a President, Vice President, Secretary, and Financial Specialist. The governing
board will also include one member at large with duties to be assigned as needed.
The School's day-to-day administration will consist of the principal, and administrative staff. The
principal will ensure that the operations of the OnLine Academy Charter School (resources, courses,
policies) are in accordance with the mission and vision of the School. The administrative staff and
instructional staff will make all school-based decisions, establishing and implementing procedures for
the day-to-day operations of the School. The administrative staff will be responsible for carrying out
these procedures in their daily activities and interactions with students, teachers, and parents of the
School.
The approved online course provider manages the day-to-day delivery of academic courses to OACS
students. The provider is solely responsible to hire certified teachers and manage all technology
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necessary to provide the instruction they are certified by the state to provide in an online environment.
The agreement prepared between the Online Academy Charter School and K12, an approved online
provider, is included as Attachment 1.
The instructional staff will serve as placement advisors and planners with parents and students in
formulating the academic strategies necessary to provide a quality education to the students of OACS.
They will interface with the online provider’s teachers to ensure the online environment and courses
optimally meet the students’ educational needs. Tutors will also be hired on an hourly basis to assist
individual students as needed.
The Parent Teacher Organization will be managed in a virtual environment as parent representatives will
be able to meet through Internet real-time meetings as scheduled by the PTO. The PTO will serve as an
advisory body to the School administration and Board, and will be important in assisting effective
communication between the School, Board of Directors, and community. However, despite the general
virtual nature of the School, face-to-face meetings will be scheduled as necessary.
The Board will operate as one body. The roles of the Board of Directors will be defined as follows:
President. Subject to Board control, the President shall preside at all Board meetings, set the agenda for all
meetings (given input from other Board members, the Principal and the school community). The President
will perform such other duties as may be prescribed by law or by action of the Board.
Vice-President. The Vice-President shall preside in the absence of the President and shall perform such other
duties of the President as required by circumstances. The President and Vice-President shall be bonded in the
manner prescribed by the State Board of Education.
Secretary. The Secretary shall: (a) keep or cause to be kept, at the Principal’s office, or such other place as
the Board may direct, a book of minutes of all meetings of the Board and Board Committees, noting the time
and place of the meeting, whether it was regular or special (and if special, how authorized), the notice given,
the names of those present, and the proceedings; (b) keep or cause to be kept a copy of the corporation's
Articles of Incorporation and Bylaws, with amendments; (c) give or cause to be given notice of the Board and
Committee meetings as required by the Bylaws; and (d) have such other powers and perform such other
duties as the Board may prescribe.
Financial Specialist. The Financial Specialist shall, in collaboration with the Principal: (a) keep or cause to be
kept adequate and correct accounts of the school’s properties, receipts and disbursements; (b) render to the
President and the Board, as requested but no less frequently than once per fiscal quarter, an account of the
school’s financial transactions and financial condition; (c) review any reports on financial issues; and (d) have
such other powers and perform such other duties as the Board may prescribe. All financial reports required
by the Sponsor will be sent to the Sponsor by the Financial Specialist or his designee.
Member at Large. The Member at Large shall fill nondescript Board positions and exercise full voting
authority.
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D. Describe the policies and procedures by which the governing board will operate, including board
powers and duties; board member selection, removal procedures and term limits; code of ethics,
conflict of interest, and frequency of meetings. If the Board has not yet developed policies, the
applicant shall describe the timeline for development and approval of Board policies.
OnLine Academy Charter School Board of Directors shall meet a minimum of once each quarter. The Board
will publish in advance an annual calendar of meetings scheduled for the academic year, all official board
meetings shall be open to the public, and all informal meetings and conferences involving board members
shall be conducted as public meetings unless specifically exempted by Florida Statutes. The Board shall
comply fully with the Government in the Sunshine Laws as outlined in the Government in the Sunshine
Manual. A majority shall constitute a quorum for any Board meeting. Unless a majority is present, no
decisions can be made. The Board may take no official action at any time other than an official meeting.
Minutes will be taken at such meetings and submitted to the Board as well as made public in the school
office, online, or wherever the Board and Principal deem appropriate to keep the parent population
informed. The minutes will be available once accepted by the Board at the next official meeting. The Board
may appoint a committee (or committees) to carry out the charter’s mission as the Board shall determine to
be necessary or appropriate.
These committees may consist of less than the full membership of the Board, and should include members of
the school community and community members at large, when appropriate. The formation of school
committees should be discussed at Parent Teacher Organization (PTO) meetings and all interested parties
should have an opportunity to participate as needed.
Special committees will be officially appointed by the Board President. The duties of any such committee
shall be outlined at the time of appointment; the committee shall be automatically dissolved when the Board
accepts the committee’s final report. Each Board member shall be notified of all committee meetings, but
shall have no vote unless the member is serving as a committee member. Special committees or individuals
who serve on special committees shall take no action that is binding; the committee chairperson will, instead,
make recommendations to the Board and the Board will approve or disapprove the recommendations.
Election. Initially, the Board will be appointed by the founding team and will serve for a period of one to two
years depending on availability. Thereafter, Board members will be elected to a two year term to Board
positions at the beginning of the school year or a meeting designated for such purpose. The Principal will
inform all school families in writing of the upcoming election and provide a description of expectations and
responsibilities for each open position. The pool of candidates will be approved by the Board prior to general
election, after which each candidate will be given the opportunity to address the school community before
the election. Each family enrolled at the school will be entitled to one vote. In the event that a position
becomes vacant mid-term, members shall be selected by the Board to fulfill the remainder of the term.
Appointment. The current Board reserves the right to identify skill sets required of certain members,
such as the Financial Specialist, to fulfill the duties of the Board. Initial Board members will be
appointed by the founding group once the charter is approved. Review of candidates is currently
underway. Any individual may be appointed or elected to the Board regardless of whether he/she has
children in the school.
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Term of Office. Each initial member of the Board will serve a one or two year term. Members may be reelected or re-appointed for consecutive terms and may fill different positions within the Board during their
service. The Board will endeavor to stagger terms in order to maximize continuity.
Resignation/Removal. Any Board member may resign at any time by giving written notice to the
organization. The resignation may take effect on receipt of the notice or at a later date as specified in the
notice. The Board shall have authority to remove a Board member for cause by majority vote.
Bonding, Insurance and Background Checks. Board members and employees of OnLine Academy
Charter School who have been granted authority to receive and expend funds on behalf of the school
will be bonded and insured. All bonds will run to the school, the not-for-profit corporation, and the
School District of Palm Beach County. Bond and insurance documentation will be maintained on file in
the school’s office for inspection. In addition, all Board members and employees will undergo criminal
background clearance checks (including fingerprinting) according to the standards and procedures
prescribed by the district.
Conflict of Interest. As required for the granting of 501(c)(3) Tax Exempt Status by the Internal Revenue
Service the Governing Board will adopt a conflict of interest policy, which will be thoroughly reviewed
and acknowledged by all Directors. Where applicable, the Conflict of Interest Policy will also govern
specific actions of the school management and its employees.
Directors of the Corporation are prohibited from:
• personally benefiting or standing to benefit from the school’s operations
• acting in a self-serving manner or for any self-serving financial benefit
• acting in his/her private capacity, selling services directly or indirectly to the school
• employing relatives in the school as defined specifically in the Florida Senate Bill 278, section,
Restriction on the Employment of Relatives
Upon approval from the Palm Beach County School Board and the Charter School District, the by-laws of
OnLine Academy Charter School will be developed by the founding board upon board formation.
Code of Ethics. The School shall require that its employees to abide by the guidelines set forth in
Chapter 6B-1.001, Code of Ethics of the Education Profession in Florida, and Chapter 6B-1.006, Principles
of Professional Conduct for the Education Profession in Florida. The School shall be responsible for
informing all new employees regarding the Code of Ethics policies, and investigation and discipline of
any School employee who may be in violation of theses regulations.
•
Charter school governing boards must be guided by a set of by-laws that define how the board
will operate. Applicants may include their proposed by-laws.
The by-laws of Online Academy Charter School will be developed by the founding board upon board
formation.
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E. Explain how the founding group for the school intends to transition to a governing board.
Initially, the Board will be appointed by the founding group and will serve a one or two-year term.
Thereafter, Board members will be elected to positions of two-year term periods at the beginning of the
school year or at a meeting designated for such purpose.
F. Describe the plans for board member recruitment and development, including the orientation
process for new members and ongoing professional development.
Board members will be recruited from the founding team, the parent base, and the community at large
within which the school resides. Every year, members of the governing board will be required to
participate in the mandatory governance training as stipulated by Florida law on or before August 1st of
each year:
Four-Hour Initial Governance Board Training Course
This training is designed for governing boards with one or more members who have had no
previous board service or have served on the board for less than ninety days.
Two-Hour “Refresher” Governance Board Training Course
This two-hour course is designed for governing boards if ALL of the members have served
continuously on the school’s board for ninety days or more and have completed four hours of
initial state-approved training. Members who are new to the board must still complete the
four-hour course even if other members have previously completed the four-hour training.
G. List each of the proposed members of the school’s governing board, indicating any ex-officio
members and vacant seats to be filled. For each proposed member, provide a brief description of the
person’s background that highlights the contribution he/she intends to make through service as a
governing board member and any office of the board that individual holds.
Currently no board has been designated and will be formed upon the Sponsor issuing a charter to Online
Academy Charter School. The founding team is composed of the following executive members all of
whom reside in Palm Beach County:
Richard Durr, Ed.D., Educational Leadership; Wellington, FL; Provides an extensive background
in online course design, development, and delivery after serving 20 years with Motorola
University pioneering their online design and delivery process for 100,000 employees worldwide
and is currently working as Vice President with OnLine Training, Inc.
Joseph Russ, B.A., Education; Greenacres, FL; Florida certified public school teacher who
initiated the CHAMPS after-school program to great success in Palm Beach County, which
provides support and reinforcement of ethics and values, and demonstrated the ability to
heighten self-esteem and confidence levels in students.
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Terrence R. Redding, Ph.D., West Palm Beach, FL; President of OnLine Training, Inc.; researcher
and practitioner of self-directed learning, originally started OLT in 1997 to effectively deliver
online training solutions to professionals in various fields.
Stacie Panton, B.A., Anthropology; North Palm Beach, FL; Florida certified public school teacher
and grant specialist with experience teaching for Florida Virtual Academy.
Peter Innis, Wellington, FL; President of The BizLine, an information technology consultant firm
with keen interest in promoting and defining the appropriate use of technology in education.
H. Outline the methods to be used for resolving disputes between a parent and the school.
Initially, the Principal will contact the parent/guardian to determine the nature of the dispute. The
Principal has wide latitude regarding resolution and any agreement that can be obtained will be
documented in writing and may become part of the student’s permanent record. If agreement cannot
be resolved, the dispute will be escalated to the Board of Directors whereby the Board will hear the
details of the dispute and attempt to resolve the issue(s). If mutual agreement cannot be obtained, the
dispute will then be brought to the Sponsor for additional dispute resolution as defined by the Sponsor
for such matters.
If the school is filing the application in conjunction with a college, university, museum, educational
institution, another nonprofit organization or any other partner, provide the following information:
Name of the partner organization.
I. Name of the contact person at the partner organization and that person's full contact information.
J. A description of the nature and purpose of the school's partnership with the organization.
K. An explanation of how the partner organization will be involved in the governance of the school.
Online Academy Charter School will not be filing the application in conjunction with a partner institution
or organization. As a subsidiary of OnLine Training, Inc., the Charter School will act independently and
autonomously from OnLine Training, Inc.
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10. MANAGEMENT
A. Describe the management structure of the school. Include job descriptions for teachers and each
administrative position that identify key roles, responsibilities and accountability.
The management of the school academic activities will be through an online course provider of virtual
instruction services and will be arranged through a Services Agreement with a state approved online
course provider of these services. Attachment 1 and 2 are the Services Agreements prepared between
OnLine Academy Charter School (OLACS) and National Network of Digital Schools (NNDS) and
Educational Options (EdOptions), both state approved online course providers. Both organizations have
years ofexperience offering and managing their end-to-end curriculum and learning system, and also
contain the associated administrative and technology services and support necessary to deliver the
curriculum and maximize student academic achievement.
Under the Services Agreements, the online provider manages the day-to-day operations of OnLine
Academy’s education delivery utilizing the providers curriculum, online Learning Management System
(LMS), and management services. Under the agreement, NNDS and EdOptions provide online teachers
for every course to every student. The teachers with both organizations are required to be Florida state
certified in their area of academic responsibility. Both have undergone rigorous evaluation by the State
of Florida Department of Education to achieve their approval status in the state.
OnLine Academy Charter School will be the interface organization between the online course provider
and system and will recruit, document, and work with the Palm Beach County School Board to satisfy
the requirements of reporting, monitoring, and managing all legal issues required by Florida state law to
fulfill student education requirements.
The OnLine Academy Charter School team will be composed of the following:
• Board of Directors
• Principal
• Office Administrator
• Advisor/ESE Specialist(s)
• Tutors
• Bookkeeper/Data Entry
• Online provider’s teachers and staff serving virtual support
Principal
The Principal will be the administrative leader of the school and will be specifically responsible for
managing staff to fulfill all student instructional support roles. All such staff will report directly to the
Principal. The Principal’s role will be to foster a virtual school climate and a learning environment that
promotes the school’s mission and meets targeted school and student academic achievement
objectives. The Principal will participate in communications with school families particularly concerning
academic issues. Additionally, he or she will address any day-to-day instructional and academic issues,
10 -1
assist instructional support staff, and parental concerns. During the start-up phase, the Principal will
oversee the implementation of the online instructional delivery model (including coordinating related
training), curriculum resources, and assuring appropriate teacher support is available as needed for
online students. Jointly, the principal and School staff will make recommendations to the Board of
Directors concerning the implementation of the initial schedule calendar, Parent-Student Handbook,
Employment Handbook and various policies and procedures necessary for school operations.
Office Administrator
The Office Administrator (OA) will be the business operations, business development, compliance and
program innovation leader for the school and will be specifically responsible for recruiting staff to fulfill
all non student instructional roles (i.e. technology and media, facility workers, and outside service
contractors). All such staff will report directly to the CA. In concert with the Principal, the OA’s role will
be to foster a school climate and a learning environment that promotes the school’s mission and meets
the school’s targeted school and student academic achievement objectives. The OA will coordinate
student recruitment efforts, school communications, and marketing activities. Additionally, he or she
will address all day-to-day business and operations issues, assist non-instructional support staff and
liaise with outside service contractors and vendors. Additionally, the OA will coordinate school-based
testing, reporting and compliance requirements mandated by the state and the district. During the startup phase, the OA will coordinate with the parent organization (OnLine Training, Inc.) management to
facilitate operations and the installation of any equipment, or other supplies needed to support Online
Academy Charter School. The OA’s role will be to evaluate the adherence of the school to its unique
vision and conduct research and make recommendations for ongoing innovation for program
improvement. Jointly, with the Principal, the OA will make recommendations to the Board concerning
the implementation various policies and procedures necessary for school operations. The OA will also be
responsible to submit financial statements for and audit to the Board.
Advisor/ESE Specialists
Certified ESE teachers will be contracted as Advisor/ESE specialists and will be employed to ensure that
prospective students are appropriately placed in courses to meet their individual learning requirements.
Credentials and qualifications will be evaluated to ensure the specialist has sufficient experience and
training to fulfill this critical function of OLACS.
Tutors
Online Academy Charter School will engage tutors to offer additional assistance to students enrolled in
the program who need additional assistance in achieving levels of mastery necessary to complete course
goals. All tutors will be required to have appropriate credentials in the subject area for which the tutor
will be responsible and will comply with any standards and policies set by the School District of Palm
Beach County. Tutors will connect with specific online provider teachers to determine what support is
needed to assist the student.
Bookkeeper/Data Entry
This position is responsible for generating payroll, purchase orders, school deposits, petty cash, grants,
capital inventory, district required reports, insurance paperwork, employment forms, and staff benefits.
10 -2
This individual will report to the Office Administrator and will compile budget data and maintain records
for the school budget and will compile financial reports that will ultimately be presented to the Board
for audit and review. The Bookkeeper will work with the district and the school’s accountant to provide
monthly bank reconciliations, monthly financial statements, detailed ledgers and other required
financial and reporting documentation. In addition, the Bookkeeper may be involved in data
management and data entry with respect to online student records and school reporting requirements.
Online Provider’s Teachers and Staff
The agreement with the approved online providers will ensure that all teachers of courses offered by
the online providers are certified and qualified according to the requirement of the State of Florida DOE
for online instruction. This and other criteria were necessary compliance by the online providers when
receiving approval as an online course provider. The technical staff of the online provider is also crucial
to the maintenance and support necessary to ensure the online program is properly supported and
maintained. The OnLine Academy Charter School staff will connect with teachers of OLACS students
when necessary to discuss and review any issues or concerns the teacher may have regarding the
progress of students taking their courses. The agreement developed with the approved online course
providers are included as Attachments 1 and 2.
JOB DESCRIPTIONS for OnLine Academy Charter School Administration and Staff
PRINCIPAL
QUALIFICATIONS:
1. Master’s degree with Educational Leadership certification or training.
2. Successful experience as a school district administrator.
3. Evidence of successful teaching experience.
4. Evidence of leadership ability, including motivating school personnel to achieve District goals and
objectives.
5. Evidence of knowledge of school-related data and the ability to utilize such data for decision-making
purposes.
6. Evidence of ability to serve as a change agent in schools.
7. Evidence of ability to interact collaboratively with students, parents, school-based personnel and
community organizations.
8. Evidence of excellent oral and written communication skills.
JOB ANALYSIS DIMENSIONS:
Communication
Organizational Ability
Decision Making
Management Control/Delegation
Commitment to Vision and Mission
Critical Thinking Skills
Facilitative Leadership
Organizational Sensitivity
Proactive Orientation
10 -3
Achievement and Developmental Orientation
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
1. Functions collaboratively with the Parent Teacher Organization to assess school needs, develop a
meaningful School Improvement Plan, and introduce those changes in school programs and personnel
assignments that will result in achievement of school performance objectives and other District goals.
2. Provides proactive, comprehensive and facilitative leadership for the school in the planning and
implementation of school improvement initiatives.
3. Oversees from an administrative point of view the daily operation of the school.
4. Reviews student results and provides input to the online provider’s teachers in an effort to improve
instruction and student performance.
5. Supervises and evaluates all school-based personnel, including conducting performance appraisal
sessions which are extensions of a Board-approved personnel assessment system, making
reappointment recommendations and providing staff development/training opportunities.
6. Manages and supervises the school’s financial resources, including the preparation of the school’s
budget, the monitoring of internal accounts, and the review and approval of purchases and payments
for all goods and services received.
7. Enhances the decision-making capabilities of all school-based personnel through involvement of staff.
Develops new skills and approaches to implement the school improvement and accountability.
8. Encourages increased involvement by parents, businesses and other community interests through
partnerships designed to achieve both management and academic improvement and accountability.
9. Gathers, analyzes and uses data from varied and multiple sources to form concepts and hypotheses,
and to consider alternatives.
10. Maintains appropriate records related to pupil attendance, FTE generation, instructional and noninstructional school-based personnel, and property inventories and ensures the accuracy and timeliness
of all school reports.
11. Provides effective communications with and seeks input from parents, teachers, students and the
community via systematic processes.
12. Keeps fully abreast of and diligently enforces appropriate federal, state, and local statutes; and
complies with audit requirements, School Board policies and administrative directives.
13. Emphasizes increased literacy in reading, writing, and mathematics for all students, including
students in Exceptional Student Education and English for Speakers of Other Languages.
ADDITIONAL JOB FUNCTIONS:
1. Follows adopted policies and procedures in accordance with School Board priorities.
2. Conducts oneself in the best interest of students, in accordance with the highest traditions of public
education and in support of the District’s Mission Statement.
3. Performs other duties as assigned.
RESPONSIBLE TO:
• Board of Directors
10 -4
OFFICE ADMINISTRATOR
QUALIFICATIONS:
• High school diploma or equivalent (bachelor degree preferred)
• Minimum of three (3) years of experience performing routine office/clerical duties (experience in a
school setting beneficial)
• Demonstrated knowledge of current computing technologies and software applications appropriate to
the position’s job responsibilities, including accurate keyboard speed of 55 words per minute
• Demonstrated ability to deal effectively with parents, students, teachers and the public
• Demonstrated knowledge of modern office practices and procedures
• Ability to communicate effectively, both orally and in writing
• Passion for helping children succeed in reaching their fullest potential
• Answers the telephone, responds to inquiries and provides information based on extensive knowledge
of school programs and activities.
• Establishes and maintains control procedures for processing incoming correspondence and action
documents.
• Composes moderately to highly complex correspondence for Principal’s signature and maintains highly
complex correspondence and records in support of the Board of Directors
• Maintains current information regarding policies, programs and procedures and processes routine and
more complex matters within established policies
• Opens and distributes mail; assembles material for use by the Principal
• Prepares payroll, travel reports, etc. for school personnel as directed
• Orders supplies, initiates purchase orders, authorizes payment for items received
• Maintains department/division personnel records and processes personnel paperwork related to
newly-hired department/division employees.
• Coordinates preparations for workshops, meetings, seminars
• Maintains complete filing systems and records as required
• Maintains confidentiality regarding school and business matters
Additional Job Functions:
• Follows adopted policies and procedures in accordance with School Board priorities.
• Conducts oneself in the best interest of students, in accordance with the highest traditions of public
education and in support of the District’s Mission Statement.
• Performs other duties as assigned.
RESPONSIBLE TO:
• Principal
BOOKKEEPER/DATA ENTRY
QUALIFICATIONS:
10 -5
• High school diploma or equivalent
• Demonstrated knowledge of current computing technologies and software applications appropriate to
the position’s job responsibilities, including accurate keyboard speed of 40 words per minute
• Demonstrated ability to deal effectively with parents, students, teachers and the public
• Demonstrated knowledge of modern office practices and procedures
• Ability to communicate effectively, both orally and in writing
• Demonstrated knowledge and experience with financial software packages
• Assists other school personnel in checking forms and other documents for completeness and accuracy,
processing forms, preparing listings, filing and responding to routine inquiries.
• Performs standardized clerical or record-keeping functions, e.g., completing and mailing forms or form
letters, maintaining established records and preparing new records, assembling and posting data, and
composing routine letters.
• Prepares various materials or tabulations from copy or rough draft.
• Sorts and files various correspondence, reports, vouchers and other materials.
• Maintains confidentiality regarding school and business matters.
• Follows adopted policies and procedures in accordance with Board priorities.
• Conducts him/herself in the best interest of students and the school, in accordance with the highest
standards pursuant to the school’s mission and governing principles and in support of the School District
of Palm Beach County’s Mission Statement.
RESPONSIBLE TO:
• Principal
ADVISOR/ESE SPECIALIST
QUALIFICATIONS:
• Bachelor's degree from an accredited college or university
• Valid Florida certification in the subject area
• ESE certified

Demonstrate mastery of all state competencies
Demonstrate mastery of all twelve of the teacher practices benchmarks for the 21St century at the
professional and eventually the accomplished level
10 -6

Foster students’ achievement gains from baseline assessment levels to be evident in pre/post tests
comparison results, standardized test scores, and portfolios

Maintain student portfolios
D
emonstrate consistent attendance
D
emonstrate efficiency
Demonstrate oral proficiency
Demonstrate written proficiency
Pursue further education and supplemental credentials
Maintain and promote a safe learning environment and administer student surveys twice yearly
Promote problem-solving skills and character education
Promote and enforce Code of Conduct
Continually assess students' development (psychological and academic) through clearly defined
rubrics
E
stablish, maintain, assess, and (if needed) modify individual student progression plans
Identify those students who exhibit exceptional thinking styles and behaviors and implement and/or
accommodate those exceptional needs
Demonstrate punctuality
Initiate opportunities for professional development
Initiate and present innovative ideas for special projects, school functions, field trips, extracurricular
activities, and clubs
Document parent phone calls, conversations, and conferences
standards pursuant to the school’s mission and governing principles and in support of the School
District of Palm Beach County’s Mission Statement.
RESPONSIBLE TO:
• Principal
TUTORS
QUALIFICATIONS:
• Bachelor's degree from an accredited college or university
• Valid Florida certification in the subject area
10 -7

Demonstrate mastery of all state competencies
Demonstrate mastery of all twelve of the teacher practices benchmarks for the 21St century at the
professional and eventually the accomplished level

Foster students’ achievement gains from baseline assessment levels to be evident in pre/post tests
comparison results, standardized test scores, and portfolios

Demonstrate consistent attendance

Demonstrate efficiency
Demonstrate oral proficiency
Demonstrate written proficiency
Maintain and promote a safe learning environment
Promote problem-solving skills and character education
Promote and enforce Code of Conduct
Continually assess students' development (psychological and academic) through clearly defined
rubrics
Demonstrate punctuality
Document parent phone calls, conversations, and conferences
standards pursuant to the school’s mission and governing principles and in support of the School
District of Palm Beach County’s Mission Statement.
B. Outline the criteria and process that will be used to select the school’s leader and the process by
which the school leader will be evaluated.
The school principal will be hired by the School’s Board of Directors. The Board will extensively advertise
when seeking to fill the position of the principal and a rigorous process of interviewing candidates and
reviewing their credentials will take place in order to secure the best possible candidate to lead the
school.
The school principal will be responsible for all aspects of school operations within the scope of operating
policy and budgetary approval by the Governing Board, and will hire support and clerical staff of the
school. The school’s staff will report directly to the principal, who reports to the Governing Board of the
school. The principal will also be responsible for interface with the online course providers’ faculty to
ensure course delivery and management meets educational standards.
The school principal will be evaluated by the Board of Directors using an evaluation tool that will
incorporate the Florida Principal Competencies. These standards center around commitment to vision
10 -8
and mission, proactive orientation, managing interaction, tactical adaptability, concept formation,
conceptual flexibility, organization ability and sensitivity, delegation, self-presentation, written
communication, achievement and developmental orientation, management control, budget oversight
and development, information search and analysis, and interpersonal sensitivity.
Other data included in the evaluation tool will be parent participation, FCAT and AYP reports,
professionalism and student participation statistics, and parent, student, and staff climate surveys.
C. Provide a staffing plan for each year of the charter term aligned with the school’s projected
enrollment as detailed on the cover page of this application.
Staffing Plan
Instruction Staff Provided by Online Course Providers
Yr1
Yr2
Yr3
Yr4
Yr5
NA
NA
NA
NA
NA
Pupil Personnel Services
Tutors (hourly)
Advisor/ESE Specialist
2
1
4
2
6
2
6
3
6
3
School Administration
Principal
Office Administrator
1
1
1
1
1
1
1
1
1
1
Fiscal Services
1
1
1
1
1
TOTAL STAFF
6
9
11
12
12
While the staffing plan addresses accommodation of students needs based on the growth plan, the
parent organization, OnLine Training, Inc., (OLT) that is providing guidance and initial startup support, is
fully capable of managing rapid ramp up of support services, if needed. The extensive experience of OLT
enables OLACS to be capable of adapting to contingencies that it has experienced and can bring to bear
on solutions for effectively operating OLACS.
D. Explain the school’s plan for recruitment, selection, development, and evaluation of staff.
Prior to OLACS opening, the process to advertise for, select, and employ highly qualified staff will be
finalized by the founding team.
The school’s recruitment initiatives will include:
• Internet ads in select websites
• Local and statewide media
• Word of mouth
Criteria for selection of the staff members will be informed by the job descriptions listed in Section A.
Selection of all staff shall be at the discretion of the Board and based on interviews conducted and
recommendations made by the Principal.
An Individual Development Plan (IDP) will be put in place for each staff member that will consist of a
combination of required professional development as deemed appropriate or as identified by an
10 -9
administrator as an opportunity for improvement, and other optional offerings particular to the
individual’s area of expertise and interest.
Initial orientation will be implemented to all staff regarding OLACS operation, rules, regulations,
statutes, and unique characteristics that an online charter school possesses.
For the first year, evaluations and observations will follow the current PBCSD evaluation system.
Thereafter, the Principal will work with staff members to review current PBCSD evaluation documents
and potentially provide a unique or hybrid system of evaluation and observation. School
representatives will meet with School District representatives to obtain PBCSD evaluation documents
and receive briefings on their use if needed.
10 -10
11. EDUCATION SERVICE PROVIDERS
Online Academy Charter School will not be contracting with any ESPs, but will be contracting with
approved virtual providers as required.
11 -1
12. HUMAN RESOURCES AND EMPLOYMENT
* Explain the school's compensation plan, including whether staff will be publicly or privately employed.
Administrators, education specialists (ESE, ELL, etc.), tutors, and staff will be privately employed.
However, we are aware that in order to keep quality staff as well as to attract teachers and tutors for
specific functions and fields (e.g. ESE specialists or specific subject tutors), Online Academy Charter
School will provide rewards and incentives for high performing employees. The Board will follow all
Florida statutes and regulations in regard to employment of all personnel. Policies and procedures
regarding human resource issues will address: the labor market, Family and Medical Leave benefits
regulation (e.g. COBRA), safety regulation (e.g. OSHA) as well as workers compensation and
unemployment compensation.
* Describe the personnel policies and procedures to which staff will be required to adhere, including
expectations for participation in the school's professional development program. If personnel policies
and procedures have not been developed provide a clear plan, including timeline, for the development
and approval by governing board.
Policies and procedures will address employee qualifications, receive employee retirement plans, and
other employment policy choices that normally confront charter schools in Florida. In addition to
salaries and benefits, Online Academy Charter School will have a comprehensive professional
development program. It will include involvement in Palm Beach County School District’s staff
development where appropriate. The professional development program will be designed and
developed by the founding team, and reviewed and approved by the governing board. The founding
team has extensive experience in professional development for personnel engaged in the virtual
education environment. The timeline will for development will commence once the charter is granted.
The founding team will prepare a draft of the development program within three months after the
charter is granted. The governing board will review, adjust and/or amend, and approve the program by
July 1.
12 -1
13. STUDENT RECRUITMENT AND ENROLLMENT
A. Describe the plan for recruiting students, including strategies for reaching the school’s targeted
populations and those that might otherwise not have easy access to information on available
educational options.
A comprehensive advertising and promotional plan will include the use of print, broadcast, and online
media to disseminate information about the school’s educational program and open enrollment period.
The promotional plan to be followed in publicizing the school will be designed to reach the district-wide
population for which the school is intended. The school will provide copies of its promotional materials
and announcements to local community organizations to make sure that “harder-to-reach” families (e.g.
single-parent families, low socio-economic households, the home-schooled, etc.) are aware of the
school and their eligibility to apply for enrollment.
The School may also prepare a public service announcement for broadcast on local media and a press
release for dissemination to all the major print media in the district so that the general public can be
made aware of the enrollment period and availability of the school.
Pupils will be considered for admission without regard to ethnicity, national origin, gender, or
achievement level.
B. Explain how the school will achieve a racial/ethnic balance reflective of the community it serves or
with the racial/ethnic range of other local public schools.
Pupils will be considered for admission without regard to ethnicity, national origin, gender, or
achievement level. Due to the diverse racial and ethnic mix of Palm Beach County, the school expects to
achieve diversity reflective of the community it serves. The promotional plan to be followed in
publicizing the school will be designed to reach the geographic area in which the online charter school is
approved to operate, and, accordingly, all racial/ethnic groups within it including an effort designed to
inform the “harder-to-reach” families as identified in section A, above.
C. Describe the school’s enrollment policies and procedures, including an explanation of the enrollment
timeline, criteria and/or any preferences for enrollment, and lottery process.
Any eligible student, as described in Fla.Stat.§1002.33(10), who submits a timely application and whose
parents accept the conditions of the Parental Involvement Contract shall be considered.
An open admissions policy will be implemented wherein the School will be open to any student residing
in the district approved for OnLine Academy Charter School to offer programs.
The School will not discriminate on the basis of race, religion, or national or ethnic origin, or
exceptionality in the admission of students. Staff at the School will accommodate the needs of students
enrolled at the school to ensure a positive learning experience.
13 -1
Tentative Enrollment Timeline- (The following timeline reflects the assumption is made that since
facility preparation is not needed, the waiting time for enrollment can be shortened. Otherwise, the
Online Academy Charter School will comply with registration guidelines required by the Sponsor):
August, 2013 - Initial student registration period begins, unless agreement is made between the PBCSD
and Online Academy Charter School, that an earlier beginning date may be implemented.
There is theoretically no limit to how many students OLACS can accommodate, as the founding team has
experience in being able to hire additional staff requirements as needs arise for expansion or
contraction of support resources.
D. Explain any student and/or family contracts that will be used as a requisite for initial and continued
enrollment in the school. Describe if and how the school will enforce such contracts.
No restrictions will be placed on enrollment within the district approved for OnLine Academy Charter
School to operate. OLACS will engage the needed staff and support is required to ensure exceptional
service to all students as demand requires.
Contracts of commitment will be required of students and their families. These contracts will be a twoway agreement between the school and the family based on commitments to the school and to the
child. The main intent of the parent commitment is to ensure, as much as possible, maintenance of a
rigorous learning schedule is maintained. Failure to maintain adequate progress or maintenance of the
schedule will potentially lead to recommendation for the student to find alternative methods of
completing their academic program. Regular communication between OLACS and the parent will
provide essential information regarding progress of the students so that any adjustments to the
student’s learning plan/schedule can be adjusted.
E. Explain any other efforts to encourage parental and community involvement, if applicable.
Currently, no other plans other than what have been outlined in this section, have been identified.
However, the founding team recognizes the changing landscape confronting education and creative
solutions to improving the process and success of OLACS students will be encouraged and considered.
13 -2
14. BUDGET
A. Provide an operating budget covering each year of the requested charter term that contains revenue
projections, expenses and anticipated fund balances. The budget should be based on the projected
student enrollment indicated on the cover page of the application.
The proposed five-year budget based on the projected student enrollment indicated on the cover page
is included as Attachment 1.
B. Provide a start-up budget that contains a balance sheet, revenue projections, including source of
revenues, expenses and anticipated fund balance. The start-up budget must cover any period prior
to the beginning of FTE payments in which the school will expend funds on activities necessary for
the successful start-up of the school.
OnLine Academy Charter School (OLACS) will begin its start-up with resources from the parent company,
OnLine Training, Inc. (OLT). OLT will provide all funds necessary until operational funding is received
from the sponsor and will absorb any costs in the operation of OLACS. No repayment or interest will be
required from OLACS to OLT. OLT has been in business for over 13 years delivering online courses and
has all necessary equipment and staff necessary to begin this endeavor. The start-up team will occupy
office space provided in the OLT offices at no cost to OLACS. The following budget is planned for the
start-up period:
Budget Worksheet
Start-Up Budget Before Schools Open
Total Revenue Allocation by parent company
$32,588.67
The parent organization will supply all
necessary start-up funds at no interest
or repayment.
Account
Code
Description
Units
Rate
Total
Classroom Instruction (5000)
100
Three
months:
Salaries
Lead Advisor/ESE Specialist
1
Total Instructional Personnel
$38,000.00
0
Rate = Your Average Teacher Salary
$9,500.00
Range: $35,000-$48,000
$9,500.00
210
Retirement
$9,500.00
0.00%
$935.75
220
Social Security
$9,500.00
7.65%
$726.75
230
Health Insurance (includes dental, life, etc.)
0
$-
$-
240
Workers' Compensation
$9,500.00
0.00%
$-
250
Unemployment Compensation
0
$-
$-
310
Professional Services (contracted instructional services)
$-
$-
Speech Therapy
$-
$-
Occupational/Physical Therapy
$-
$-
Physical Education, Art, Technology
$-
$-
350
Computer Repairs
$-
$-
510
Classroom Supplies
$-
$200.00
520
Instructional Materials (textbooks, workbooks, etc.)
$-
$-
641-642
Classroom Equipment (desks, chairs, etc.)
0
$350.00
$-
643-644
Computer Equipment
1
$479.00
$479.00
Purchase iPads
Software
1
$200.00
$200.00
Lease 15 copies software at $200 X 36/3
690
14 - 1
Total Instruction
$12,041.50
Media Services (6200)
610
Library Books
0
$-
$-
620
Audio-Visual Materials
0
$-
$-
Total Media Services
$Curriculum Development (6300)
310
Professional Services (consultants, etc.)
Total Curriculum Development
$Staff Development (6400)
100
Workshop Stipends
220
Social Security
$-
310
Professional Services (workshop, consultants, training, etc.)
330
Travel (workshop registration, lodging, etc.)
$-
Total Staff Development
$-
$-
$7.65%
$-
$-
$-
Instructional-Related Technology(6500)
310
Professional Services (workshop, consultants, training, etc.)
330
643-644
$$-
Computer Equipment
$-
$General Support Services
Board (7100)
310
Professional Services (Legal)
320
Insurance
$-
Liability/Errors & Omissions/Crime
100
Officers and Directors
310
Audit
330
Governance Training
330
$14.00
$350.00
$4,000.00
$1,000.00
Range: $14-$22 per student
$500.00
Total Board
Average: $4,000 annual
Purchase online state approved training pkg.
$1,850.00
School Administration (7300)
100
Salaries
Principal (Three months before the school opens)
1
Total Office Personnel
1
$60,000.00
$15,000.00
$15,000.00
210
Retirement
$15,000.00
3.00%
$450.00
220
Social Security
$15,000.00
7.65%
$1,147.50
230
Health Insurance (includes dental, life, etc.)
240
250
1
$-
$-
360
Lease-Copy Machine
1
$500.00
$41.67
370
Postage
$500.00
Initial marketing mailing.
390
Printing (includes advertising)
$500.00
Initial marketing material.
510
Office Supplies
3
$-
$-
$15,000.00
1.22%
$183.00
$200.00
Lease All-In-One Printer at $500 * 36 mo. / 3
$200.00
641-642
Office Equipment
$-
Lease 5 desks and chairs at $350 * 36 / 3
643-644
Computer Equipment
$-
Lease 5 iPads at $479 * 36 / 3
730
Dues and Fees
330
Total School Administration
$18,022.17
Facilities Acquisition and Construction (7400)
350
Repairs and Maintenance
360
Building Lease (Three months before school opens)
0
$-
$-
1
$150.00
$150.00
No charge - covered by parent company.
Total Facilities Acquisition and Construction
Fiscal Services (7500)
310
Professional Services:
Bookkeeping/Accountant
730
Bank Fees/Payroll Processing Fees
Total Fiscal Services
$-
Set up accounting records by OLT
bookkeeper
$$150.00
14 - 2
Central Services (7700)
310
Professional Services
$-
Marketing/Staff Recruiting and Placement
$150.00
730
$150.00
Intial online classifieds for staff
Dues and Fees
Total Central Services
$150.00
Operation of Plant (7900)
390
Other Purchased Services
$-
Total Operation of Plant
$$-
Administrative Technology Services (8200)
310
Consultants - Administrative Networks
350
510
Supplies
No charge by
OLT
$-
641-642
Offcie Equipment Lease
1
$500.00
$41.67
643-644
Computer Equipment Lease
1
$1,500.00
$125.00
Lease 1 servers at $1500 * 36 / 3
$2,500.00
$208.33
Network Software
690
Software
Total Administrative Technology Services
Total Budgeted Expenditures
Balance Start Up Funds
Lease All-In-One Printer at $500 * 36 / 3
$375.00
$32,588.67
$-
C. Provide a detailed narrative description of the revenue and expenditure assumptions on which the
operating and start-up budget are based, including the projected completion rate of students. The
narrative should include a description of how the governing board will monitor student completion
rate and make any budgetary adjustments necessary to address mid-year adjustments to FTE
payments.
Start-up of Online Academy Charter School will necessarily require investment primarily in marketing
and hiring personnel that will add students to the School one at a time. The parent company has
sufficient funding to launch an online charter school that can support and manage a population of at
least 300 students. The parent company, OnLine Training, Inc., from whom initial personnel are being
mobilized to support this effort, have many years experience and have supported thousands of online
students since 1997. The parent company has committed start-up funding prior to opening and initial
funding for the first year of up to $100,000 as the school eventually reaches the level of student
population to enable the School to fund itself.
The budget shows a projected first year population of 100 students. Students will be recruited from the
district in which the Online Academy Charter School is approved to operate.
Charter schools are funded by the state the same way as all other public schools in the school district.
The State of Florida has designated an amount of $5200 per student to be paid online charter schools.
OnLine Academy Charter School will provide Palm Beach County School District with the estimates of
numbers of students that will be enrolled in the online school and the Palm Beach County School
District.
The School budget utilizes the standard state codification of accounts as contained in the Financial and
Program Cost Accounting and Reporting for Florida Schools (Redbook 2011) document. Five-year
budget projections are included as Attachment 1.
14 - 3
Personnel
A principal will be hired to oversee the day-to-day operation of the OnLine Academy Charter School at a
rate specified in the budget.
The staff supporting advising and educational requirements will consist of Advisors with all credentials
necessary to facilitate students with ESE, ELL, and other exceptional requirements. The Advisor will be
responsible for placing newly enrolled students in online courses appropriate for their grade and
academic level. Any exceptionality requirements will be determined and documented by the Advisor.
The pay for this position is commensurate with an ESE specialist and will require credentials and
certification necessary to fulfill this position.
Tutors will be employed as needed to support the efforts of the teachers provided by the online course
provider. They will be appropriately credentialed in the subject area for which they tutor. Tutors will be
paid at an hourly rate.
The administrative staff will consist of an Office Manager and Bookkeeper to provide necessary
documentation and accounting of records and financial information required to track academic progress
of students and financial information. They will be responsible to report to the sponsor any student and
financial information the School District may require. They will be paid in the appropriate range for
these positions.
Instruction Costs to Approved Online Course Provider
The state approved course providers will offer online services of course delivery through Internet
services and also provide all teachers needed to support the online courses. The cost is a negotiated
rate per student completion. The payment to online providers includes use of the online provider’s
courses, learning management system, reporting system, and teachers. The approved online course
providers have provided Products and Services Agreements to OnLine Academy Charter School and are
included as Attachment 1.
Assumptions
Assumptions have been included in the rightmost column of the budgets included as Attachment 1.
General Administration
Five percent of OnLine Academy Charter School’s FEFP money will be paid to the Palm Beach County
School District. For that money, the school district is expected to provide CHAMPS Charter School with:
* Contract management services.
* FTE and data reporting services.
* Exceptional student education administration services.
* Test administration services, including payment of costs of state-required or district required
student assessments.
* Processing of teacher certificate data services.
14 - 4
* Information services, including equal access to student information systems that are used by the
public schools in the district.
* Access to the Palm Beach County School District Pinnacle system.
D. Explain the school’s spending priorities.
Priorities in spending will focus on negotiating an agreement with a state approved course provider and
developing the additional infrastructure and processes necessary to provide student support services. A
Principal along with advising, tutoring, and administrative personnel will be contracted. The first year of
the operation will be heavily supported by the parent organization, OnLine Training, Inc. Therefore,
utilities, office costs or other support costs will be assessed by the parent organization to the Charter
School based on usage. No excess materials or equipment will be purchased or leased without the
student population to support it. Only the number of advisors, tutors, and administrative staff needed
to support the opening and growth of the school will be hired.
Spending will be closely regulated as the School is formed. The office space currently occupied by the
parent company, OnLine Training, Inc., has sufficient excess space to accommodate the staff of Online
Academy Charter School. This will enable close monitoring of costs by personnel of the parent
organization with experience in budgetary matters regarding online delivery, as well as monitoring by
the governing board.
E. Provide monthly cash flow projections for the school’s start-up period through the first year of
operation.
The monthly schedule of the forecast for the first year of operation is included in Attachment 1.
Describe the school’s fundraising plan. Report on the current status of any fundraising efforts, including
verification of any fundraising monies reported in the school’s start-up or operating budgets.
Fundraising is not anticipated to be a part of the OnLine Academy Charter School.
14 - 5
15. FINANCIAL MANAGEMENT AND OVERSIGHT
A. Describe who will manage the school's finances and how the school will ensure financial resources are
properly managed.
The Board of Directors has the ultimate responsibility to ensure that the School’s finances are managed
properly. The OnLine Academy Charter School Board of Directors will recruit a member, designated as a
Financial Specialist, with the requisite skill sets in financial management and accounting.
The Board will review and approve a preliminary annual budget prior to the beginning of the fiscal year.
Each year, the Principal of the School will prepare a school-site budget, which will include anticipated
revenues and expenditures based on student enrollment. Each quarter, the Board will review the
budget and make revisions, as necessary.
The Principal will manage the day-to-day operations and site-based finances, including expenditures and
receivables. The Board will adopt a policy whereby the Principal will need to seek prior approval from
the Board for expenditures over a pre-approved amount. The Principal will report monthly to the Board
on the progress of the site-based budget and make recommendations and seek approval for large
expenses. The Board will oversee the Principal and remain responsible for all financial matters delegated
to the Principal.
B. Describe the financial controls, including an annual audit and regular board review of financial
statements, which will be employed to safeguard finances.
The School has established financial procedures to further safeguard its finances. The Board shall
annually adopt and maintain an operating budget, retain the services of a certified public accountant or
auditor for the annual independent financial audit and review, and will approve the audit report,
including audit findings and recommendations. In the event a financial recovery plan is necessary, the
Board will monitor it and ensure such plan is appropriately maintained. The Board will also review and
monitor the financial statements of the School on at least a quarterly basis during regularly scheduled
Board meetings.
Controls
The Board of Directors is responsible for establishing and maintaining a system of internal controls in
order to provide reasonable assurance that the school’s assets are safeguarded against loss from
unauthorized use or disposition, and that transactions are executed in accordance with the school's
authorization and recorded properly in the financial records. Controls will be established in accordance
with all applicable federal, state, and local laws and in line with accepted industry standards and best
practices.
OnLine Academy Charter School’s Principal and Bookkeeper shall maintain the school’s accounting
records and shall work with the Board to ensure appropriate management of those records. The School
will utilize the standard state codification of accounts as contained in the most currently available
Financial and Program Cost Accounting and Reporting for Florida Schools (Redbook 2011), as a means of
15 - 1
codifying all transactions pertaining to its operations for both internal and external reporting. Financial
reporting will be subject to any directives issued by the State of Florida and Sponsor.
Internal accounting for the School regarding receivables and disbursements will follow the following
procedures:
Receivables
All cash payments will be locked, coded by source, and deposited on a daily basis. Daily deposits will be
reconciled to cash receipts logs. Disbursements will be made only after appropriately authorized and
only to approved vendors and suppliers. The School will prepare disbursement vouchers on site and
authorized by the School’s Principal. Disbursement vouchers will be submitted to the Bookkeeper with
all necessary supporting documentation detailing the amount, purpose, and classification of the
disbursement. The Principal will then receive and approve/disapprove all vouchers. A threshold
amount will be established by the Board that will determine when more than one signature is required
on a check. Checks for certain purposes and those over the threshold amount will require the signature
of the Principal and Board Chair or a designee determined by the Board. Bank statements will be
reconciled each month and financial statements to the Board and sponsor will be regularly provided.
The statements will include revenues, expenditures, account balances, and other data as requested by
the Board or Sponsor on dates and frequency that the Board and/or Sponsor require.
Funds Transfers
Any fund transfers by electronic means made into any School account will be recorded in the general
ledger by journal entry along with supporting documentation.
Revenue Collection
Any funds collected at the School will be received by a designated member of the School staff. The
Bookkeeper will document the purpose and amount of funds collected and prepare a deposit on any day
funds are collected. Deposit receipts, copies of the deposit ticket, and any other documentation
necessary to properly document deposits will be maintained at the School. No checks or cash collected
will be left overnight at the School and will be deposited on the day received.
Capital Expenses
All capital expenditures will require a purchase order and approval by the Board Chair, Principal, or
designee determined by the Board. Capital expense limits and parameters will be set by the Board. Any
purchase order amount greater than the limit set by the Board will require Board approval. The
purchase order will be given to the vendor or supplier and a copy of the purchase order will be
maintained in the School office.
Cash Disbursements
All operating expenses will be paid out of the operating account. The Board will establish all
parameters, limits, and approval authority. The Board will receive a reconciled monthly accounting from
the Principal for their review.
15 - 2
Check Signers
Only individuals stipulated by the Board will be authorized to sign checks on School accounts.
Data Security
Financial data and records will be maintained on a secured, logon, password protected system. The
Board will determine which individuals will have access to the financial data. A secure environment will
be established in which to maintain data backup and hardcopy records.
Fixed Asset Policy
The School will establish a fixed asset policy that documents and maintains records of all fixed assets
including but not limited to regular updating of the dollar amount for capitalization and establishing
depreciation periods. The policy will also include procedures for asset tagging and performing annual
inventories.
Audit Reports
The School will provide the Board and Sponsor annual audited financial reports. All reports will be
prepared according to generally accepted accounting principles and contain a complete set of financial
statements and notes. The School will use the standard state codification of accounts as detailed in the
currently available Financial and Program Cost Accounting and Reporting for Florida Schools (Redbook
2011). The School will comply with any directives issued by the State of Florida or the Sponsor.
C. Describe the method by which accounting records will be maintained.
The School will maintain both student and financial records in accordance with Chapter 119, Florida
Statutes. Retention schedules established by the records and information management program of the
Division of Library and Information Services of the Department of State will be followed.
The School will maintain both active and archival records for current and former students in accordance
with federal, state, and local laws, and with the regulations prescribed by the Florida Department of
Education. The School will ensure that all student records are kept confidential as required by
applicable law.
All permanent records of students leaving the school, whether by graduation or transfer to another
public or a private educational institution shall have a copy of their permanent record forwarded to the
school in which the student is enrolled. All permanent records remain in the last school in which the
student was enrolled.
D. Describe how the school will store student and financial records.
All student and financial records will be kept in locked, fire-proof cabinets or in a fire-proofed locked
records storage vault. Only certain school personnel will have access to student records and
computerized student records will be backed up regularly and stored in a secure area.
15 - 3
E. Describe the insurance coverage the school will obtain, including applicable health, worker’s
compensation, general liability, property insurance and directors and officers liability coverage.
The budget provides funding for health insurance options for full-time employees as well as state
required workers’ compensation coverage, comprehensive general liability insurance, fire, property and
casualty insurance, and vehicle liability insurance. Directors and employees in leadership positions will
be bonded and errors and omissions coverage will be provided.
The insurance provider will be authorized by subsisting certificates of authority by the Department of
Financial Services or an eligible surplus lines insurer under Florida statutes. The insurer will have a Best’s
rating of “A” or better and a Financial Size category of “VI” or better, according the Best’s Rating Guide.
The following schedule will be used as a minimum requirement for each classification of insurance:
Automobile LiabilityA minimum $1,000,000 per occurrence, and if subject to an annual aggregate, $3,000,000.
Errors and OmissionsA minimum of $1,000,000 per claim/annual aggregate, and maximum deductible of $25,000 per claim.
Fidelity Bonds (or crime)$1,000,000 for each person performing Principal or Chief Financial Officer duties and $1,000,000 for
each member of the Governing Board and each person authorized to make purchases or contract for
services that exceed $5,000.
Comprehensive General Liability, Bodily Injury, Property Damage, and Personal InjuryA minimum $1,000,000 per occurrence and a $3,000,000 annual aggregate will be maintained. Except
with respect to property damage liability, coverage shall apply on a first-dollar basis with out application
of any deductible or self-insured retention. Property damage liability may be subject to a maximum
deductible of $1,000 per occurrence.
Workers’ Compensation and Employer LiabilityThe School’s insurance will cover the School (and its subcontractors, to the extent that it is not
otherwise insured) for those sources of liability which would be covered by the latest edition of the
standard Workers’ Compensation Policy, as filed for use in Florida by the National Council on
Compensation Insurance, without restrictive endorsements.
There shall be no maximum limit on the amount of coverage for liability imposed by the Florida
Workers’ Compensation Act or any other coverage customarily insured under part 1 of the standard
Workers’ compensation Policy. The minimum amount of coverage for those customarily insured under
part 2 of the standard Workers’ Compensation Policy shall be $500,000 for each accident; $500,000 for
each disease; and $500,000 each employee.
Fire, Property, and CasualtyThe School will obtain and maintain insurance for its building(s) and contents.
15 - 4
16. ACTION PLAN
Action Plan
Present a timetable for the school's start-up.
General Initial Goals
1) Assemble an effective Board of Directors.
2) Develop procedures and policies for registration, student evaluation and appropriate placement.
2) Ensure implementation of curriculum and online delivery to meet students’ needs.
3) Develop and implement financial and documentation policies and practices in conjunction with
Sponsor that meet all Florida statutes and regulations.
The founding team is following and will continue to follow the Project Plan represented below:
Online Charter School Action Plan
2013
M
Define mission and vision
Assemble Founding team
Estimate enrollment and staffing levels
Develop financial plan and budget
Develop school design and
implementation
Attend district training
Draft application
Submit application
Application follow up with School District
Recruit Governing Board members
2014
J
J
A
S
O
N
D
J
F
M
A
M
8/1
Work with Sponsor to develop a contract
Board of Directors Meet- Review By-Laws,
Policies and Procedures
Board Governance Training
Review and finalize bylaws & policies
Market the school
Recruit, hire & train administration and
staff
Create systems for administrative
functions
Grand Opening
16 - 1
J
J
A
Addressing unanticipated events
Unanticipated events will be met with a methodologically sound response. First, the event will be
assessed to determine whether it requires an immediate response, a measured response or no response
at all. Second, a response incorporating the appropriate timeline will be devised by the appropriate
elements of the School. Third, if it is determined that the response will improve the situation associated
with the event, action will be taken. If it is determined that no response will be able to materially impact
the event in a positive way, then no response will be rendered.
The initial assessment will gather information and gain an understanding of the event, and determine if
anyone from the School should be involved in formulating a response. At a minimum the Principal will
be informed and lead in the development of a response. If it is determined that a response is needed to
an unanticipated event then the timeliness of the response will be considered and the School leadership
informed. Depending on the area of the event - technology, communications, public affairs, students,
faculty, staff, etc. - appropriate members of the staff will be involved in an initial assessment. Many
unanticipated events will be informational in nature and require no response. Those events that appear
to require a response will be considered with care and deliberation with the best interest of the
students, their families and the community held in the forefront of any consideration.
The bulk of day-to-day academic delivery of instruction is accomplished through the online course
delivery system directly to the students, wherever they may choose to participate in the program. The
online course provider maintains the online files and system to enable students to participate. The
approved providers are required to have an emergency response process in place. The School will be
fully briefed on the online providers’ response process. If the situation occurred where a student could
not access their courses, students will be instructed to contact the School staff, who, in turn, will have
direct contact with the online course provider to determine what the issue may be. By working in
conjunction with the online provider, the School will troubleshoot and determine the problem and
ensure that the student has access to the courses as soon as possible. The School staff has extensive
experience in online course delivery and will be able to respond to issues as they arise. The OnLine
Academy Charter School will adopt the emergency response process of the parent company which has
been in place since their inception in 1997 to deal with power outages, hurricanes, etc. that can impact
an online operation.
Another scenario may occur where a student’s computer fails, which means the student no longer has
access to the online courses. Once again, the parent company that will be responsible for initial support
of OLACS, is accustomed to helping online students resolve this types of issues by recommending
different short-term options such as going to a library that has public computers with Internet access
that the student could use temporarily until the student has personal computer access renewed. The
School will work with students to resolve any academic or technical issues that may arise.
Online course delivery has established fairly standard operating procedures that take into account the
need to have backup computer servers to ensure that connectivity to courses can be shifted to the
backup server should the primary system go down. The extensive experience of the staff and technical
16 - 2
support personnel that will be coordinating the OLACS operation will be able to respond to unforeseen
events since they have dealt with such issues for many years.
All actions taken in response to unanticipated events will be designed to support and strengthen the
School’s commitment to educational excellence and the success of its programs and our students.
16 - 3
STATEMENT OF ASSURANCES
This form must be signed by a duly authorized representative of the applicant group and submitted with
the application for a charter school.
As the authorized representative of the applicant group, I hereby certify under the penalties of perjury
that the information submitted in this application for CHAMPS Charter School is accurate and true to the
best of my knowledge and belief; and further, I certify that, if awarded a charter, the school:
· Will be nonsectarian in its programs, admission policies, employment practices and operations.
· Will enroll any eligible student who submits a timely application, unless the school receives a greater
number of applications then there are spaces for students, in which case students will be admitted
through a random selection process.
· Will adhere to the antidiscrimination provisions of s. 1000.05, Florida Statutes.
· Will adhere to all applicable provision of Federal law relating to the education of students with
disabilities, including the Individuals with Disabilities Education Act; section 504 of the Rehabilitation
Act of 1974; and Title II of the Americans with Disabilities Act of 1990.
· Will adhere to all applicable provisions of Federal law relating to students who are limited English
proficient, including Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act
of 1974.
· Will participate in the statewide assessment program created under s. 1003.43, Florida Statutes.
· Will comply with Florida statutes relating to public records and public meetings, including Chapter
119, Florida Statutes and s. 286.011, Florida Statutes, which are applicable to applicants even prior to
being granted a charter.
· Will obtain and keep current all necessary permits, licenses and certifications related to fire, health
and safety within the building and on school property.
· Will provide for an annual financial audit in accordance with s. 218.39, Florida Statutes.
The governing board, at its discretion, allows Richard Durr, Vice President, to sign as the legal
correspondent for the school.
Signature
August 1, 2012_
Date
ONLINE ACADEMY Charter School Application – 2012 - Statement of Assurances - Final Page of Text
Five Year Budget
Yr1
FIVE YEAR Budget Worksheet
Yr2
2013-14
Number of
Students
Grade
Levels
Fiscal Year 2013 - 2017
Yr3
2014-15
150
225
K-12
K-5
Inflation
Yr4
2015-16
2016-17
300
101.0%
Yr5
2017-18
375
375
101.0%
101.0%
101.0%
Estimated
Revenue
FEFP - 3310
100
General Funds
$780,000.00
$1,170,000.00
$1,560,000.00
$1,800,000.00
$1,800,000.00
Total Revenue:
$780,000.00
$1,170,000.00
$1,560,000.00
$1,800,000.00
$1,800,000.00
Rate
Total
Account
Code
Description
Units
Rate
Total
Rate
Total
Rate
Total
Rate
$2,800.00
$1,050,000.00
375
$1,050,000.00
375
$92,727.09
6
$1,142,727.09
381
Total
Instruction (5000)
100
Instruction Costs to Approved
Provider
Students (rate per student includes
all textbooks and materials)
Total Instruction Costs to Online
Provider
Hourly Instructional Personnel
(Tutoring/Part-time Teachers)
Total Student Online instruction
Delivery
150
$3,000.00
150
2
$15,000.00
150
Total Instruction
$450,000.00
225
$450,000.00
225
$30,000.00
4
$480,000.00
225
$3,000.00
$15,150.00
$480,000.00
$675,000.00
300
$675,000.00
300
$60,600.00
6
$735,600.00
300
$3,000.00
$15,301.50
$735,600.00
$900,000.00
375
$900,000.00
375
$91,809.00
6
$991,809.00
375
$15,454.52
$991,809.00
$2,800.00
$1,050,000.00
$1,050,000.00
$15,609.06
$93,654.36
$1,143,654.36
$1,142,727.09
$1,143,654.36
Instructional Support Services (6000)
Pupil Personnel Services (6100)
100
Salaries
Advisor/ESE Specialist
1
Total Pupil Personnel Staff
1
$38,000.00
$38,000.00
2
$38,000.00
2
$38,000.00
$76,000.00
2
$76,000.00
2
$38,380.00
$76,760.00
3
$76,760.00
3
$38,763.80
$116,291.40
3
$39,151.44
$117,454.31
$116,291.40
3
$39,151.44
$117,454.31
210
Retirement
$38,000.00
3.00%
$1,140.00
$76,000.00
3.00%
$2,280.00
$76,760.00
3.00%
$2,302.80
$116,291.40
3.00%
$3,488.74
$117,454.31
3.00%
$3,523.63
220
$38,000.00
7.65%
$2,907.00
$76,000.00
7.65%
$5,814.00
$76,760.00
7.65%
$5,872.14
$116,291.40
7.65%
$8,896.29
$117,454.31
7.65%
$8,985.26
230
Social Security
Health Insurance (includes dental,
life, etc.)
1
3000.00
$3,000.00
2
3030.00
$6,060.00
2
3060.30
$6,120.60
3
3090.90
$9,272.71
3
3121.81
$9,365.44
240
$38,000.00
1.22%
$463.60
$76,000.00
1.22%
$927.20
$76,760.00
1.22%
$936.47
$116,291.40
1.22%
$1,418.76
$117,454.31
1.22%
$1,432.94
250
1
$189.00
$189.00
2
$189.00
$378.00
2
$189.00
$378.00
3
$189.00
$567.00
3
$189.00
Total Pupil Personnel Services
$45,699.60
$91,459.20
$92,370.01
$139,934.90
$567.00
$141,328.58
Staff Development (6400)
100
Workshop Stipends
220
Social Security
Travel (workshop registration,
lodging, etc.)
330
1
$400.00
$400.00
2
$404.00
$808.00
2
$408.04
$816.08
2
$412.12
$824.24
2
$416.24
$832.48
$400.00
7.65%
$30.60
$808.00
7.65%
$61.81
$816.08
7.65%
$62.43
$824.24
7.65%
$63.05
$832.48
7.65%
$63.68
1
$750.00
$750.00
1
$750.00
$750.00
2
$750.00
$1,500.00
2
$750.00
$1,500.00
4
$750.00
$3,000.00
$1,180.60
$1,619.81
$2,378.51
$2,387.30
$3,896.17
General Support Services
Board (7100)
310
Professional Services (Legal)
320
Insurance
Liability/Errors &
Omissions/Crime
1
150
310
Audit
330
Governance Training
Total Board
$1,000.00
1
$20.00
$3,000.00
225
$4,000.00
$4,000.00
$4,000.00
$4,000.00
$4,000.00
$4,000.00
$5,000.00
$5,050.00
$5,100.50
$5,151.51
$5,203.02
$500.00
$500.00
$500.00
$500.00
$500.00
$13,500.00
$15,050.00
$16,600.50
$18,151.51
$18,203.02
$20.00
$1,000.00
1
$4,500.00
300
$20.00
$1,000.00
1
$6,000.00
375
$20.00
General Administration (7200)
Attachment 1 – p. 1
$1,000.00
1
$7,500.00
375
$1,000.00
$20.00
$7,500.00
Five Year Budget
Yr1
730
$780,000.00
Administrative Fee
5%
Total General Administration
$39,000.00
Yr2
$1,170,000.00
5%
$39,000.00
$58,500.00
Yr3
$1,300,000.00
5%
$58,500.00
Yr4
$65,000.00
$1,300,000.00
5%
$65,000.00
$65,000.00
Yr5
$1,300,000.00
5%
$65,000.00
$65,000.00
$65,000.00
School Administration (7300)
100
Salaries
Principal
1
$60,000.00
$60,000.00
1
$60,600.00
$60,600.00
1
$61,206.00
$61,206.00
1
$61,818.06
$61,818.06
1
$62,436.24
Secretary / Business Manager
1
$25,000.00
$25,000.00
1
$25,250.00
$25,250.00
1
$25,502.50
$25,502.50
1
$25,757.53
$25,757.53
1
$26,015.10
$85,000.00
2
$85,850.00
2
$86,708.50
2
$87,575.59
2
210
2
$62,436.24
$26,015.10
$88,451.34
Retirement
$85,000.00
3.00%
$2,550.00
$85,850.00
3.00%
$2,575.50
$86,708.50
3.00%
$2,601.26
$87,575.59
3.00%
$2,627.27
$88,451.34
3.00%
$2,653.54
$85,000.00
7.65%
$85,850.00
7.65%
7.65%
7.65%
7.65%
Rate
Units
Rate
Units
Rate
$6,699.53
YEAR 4
Total
$88,451.34
Units
$6,633.20
YEAR 3
Total
$87,575.59
Rate
$6,567.53
YEAR 2
Total
$86,708.50
Units
$6,502.50
YEAR 1
Total
Units
Rate
$6,766.53
YEAR 5
Total
230
Social Security
FIVE YEAR WORKSHEET (P.2)
Description
life, etc.)
2
$3,000.00
$6,000.00
2
$3,030.00
$6,060.00
2
$3,060.30
$6,120.60
2
$3,090.90
$6,181.81
2
$3,121.81
$6,243.62
240
$85,000.00
1.22%
$1,037.00
$85,850.00
1.22%
$1,047.37
$86,708.50
1.22%
$1,057.84
$87,575.59
1.22%
$1,068.42
$88,451.34
1.22%
$1,079.11
250
370
Postage
390
510
220
Acct.
Code
643-644
2
$189.00
$378.00
2
$189.00
$378.00
2
$189.00
$378.00
2
$189.00
$378.00
2
$189.00
$378.00
150
$6.00
$900.00
225
$6.06
$1,363.50
300
$6.12
$1,836.18
375
$6.18
$2,318.18
375
$6.24
$2,341.36
Printing (includes advertising)
12
$1,000.00
$12,000.00
12
$1,000.00
$12,000.00
12
$1,000.00
$12,000.00
12
$1,000.00
$12,000.00
12
$1,000.00
$12,000.00
Office Supplies
12
$100.00
$1,200.00
$101.00
$101.00
$102.01
$102.01
$103.03
$103.03
2
$750.00
$1,500.00
$750.00
$1,500.00
$750.00
$1,500.00
$750.00
$1,500.00
Computer Equipment
2
$117,067.50
2
$117,442.90
2
$119,937.59
2
$104.06
$104.06
$750.00
$1,500.00
$121,451.82
$121,517.56
Facilities Acquisition and Construction (7400)
360
Office Lease
Total Facilities Acquisition and
Construction
12
$500.00
$6,000.00
12
$500.00
$6,000.00
$6,060.00
12
$600.00
$6,060.00
$7,272.00
12
$700.00
$7,272.00
$8,400.00
12
$800.00
$8,400.00
$9,696.00
$9,696.00
Fiscal Services (7500)
100
Salaries
1
Total Fiscal Personnel
$25,000.00
1
$25,000.00
1
$25,000.00
1
$25,250.00
$25,250.00
1
$25,250.00
1
$25,502.50
$25,502.50
1
$25,502.50
1
$25,757.53
$25,757.53
1
$25,757.53
1
$26,015.10
$26,015.10
$26,015.10
210
Retirement
$25,000.00
3.00%
$750.00
$25,250.00
3.00%
$757.50
$25,502.50
3.00%
$765.08
$25,757.53
3.00%
$772.73
$26,015.10
3.00%
$780.45
220
$25,000.00
7.65%
$1,912.50
$25,250.00
7.65%
$1,931.63
$25,502.50
7.65%
$1,950.94
$25,757.53
7.65%
$1,970.45
$26,015.10
7.65%
$1,990.16
230
Social Security
life, etc.)
1
$3,000.00
$3,000.00
1
$3,030.00
$3,030.00
1
$3,060.30
$3,060.30
1
$3,090.90
$3,090.90
1
$3,121.81
$3,121.81
240
$25,000.00
1.22%
$305.00
$25,250.00
1.22%
$308.05
$25,502.50
1.22%
$311.13
$25,757.53
1.22%
$314.24
$26,015.10
1.22%
$317.38
250
1
$189.00
$189.00
1
$189.00
$189.00
1
$189.00
$189.00
1
$189.00
$189.00
1
$189.00
$189.00
730
Bank Fees/Payroll Processing Fees
1
$300.00
$300.00
1
$303.00
$303.00
1
$306.03
$306.03
1
$309.09
$309.09
1
$312.18
$31,456.50
$31,769.18
$32,084.98
$32,403.94
$312.18
$32,726.09
Operation of Plant (7900)
320
Property Insurance
371
Phone
$-
$2,020.00
$-
$2,040.20
$-
$2,060.60
$-
$2,081.21
1
$1,000.00
381
$2,000.00
$1,000.00
2
$1,010.00
$2,020.00
2
$1,020.10
$2,040.20
3
$1,030.30
$3,090.90
3
$1,040.60
$3,121.81
Water and Sewage
12
$75.00
$900.00
12
$75.75
$909.00
12
$76.51
$918.09
12
$77.27
$927.27
12
$78.05
$936.54
382
Garbage
12
$50.00
$600.00
12
$50.50
$606.00
12
$51.01
$612.06
12
$51.52
$618.18
12
$52.03
$624.36
390
Other Purchased Services
2
$250.00
$250.00
2
$252.50
$252.50
2
$255.03
$255.03
2
$257.58
$257.58
2
$260.15
$260.15
430
Electricity
12
$400.00
$4,800.00
12
$404.00
$4,848.00
12
$408.04
$4,896.48
12
$412.12
$4,945.44
12
$416.24
$4,994.90
Supplies
1
$500.00
$500.00
1
$505.00
$505.00
1
$510.05
$510.05
1
$515.15
$515.15
1
$520.30
Fire Inspections
510
$10,050.00
$11,160.50
$11,272.11
$12,415.13
$520.30
$12,539.28
Maintenance of Plant (8100)
350
$1,500.00
$1,500.00
$1,515.00
$1,515.00
$1,530.15
$1,530.15
$1,545.45
$1,545.45
$1,560.91
$1,560.91
Five Year Budget
Yr1
510
Supplies
$500.00
Total Maintenance of Plant
310
Administrative Technology Services (8200)
Consultants - Administrative
Networks- Wirelss Network
1
510
Supplies- Virtual Library
Yr2
Yr3
Yr4
Yr5
$500.00
$505.00
$505.00
$510.05
$510.05
$515.15
$515.15
$520.30
$520.30
$2,000.00
$-
$2,020.00
$-
$2,040.20
$-
$2,060.60
$-
$2,081.21
$-
$-
$-
$-
$3,000.00
$3,000.00
1
$4,500.00
$4,500.00
1
$6,000.00
$6,000.00
1
$7,500.00
$7,500.00
1
$7,500.00
$7,500.00
150
$7.00
$1,050.00
150
$7.00
$1,050.00
150
$7.00
$1,050.00
150
$7.00
$1,050.00
150
$7.00
$1,050.00
$14.45
641-642
Office Equipment
12
$13.89
$166.68
12
$14.03
$168.35
12
$14.17
$170.03
12
$14.31
$171.73
1
$14.45
643-644
Computer Equipment
12
$41.67
$500.04
12
$42.09
$505.04
12
$42.51
$510.09
12
$42.93
$515.19
1
$43.36
$43.36
1
$1,000.00
$1,000.00
2
$1,010.00
$1,000.00
1
$1,020.10
$1,020.10
1
$1,030.30
$1,030.30
1
$1,040.60
$1,040.60
$4,062.56
$5,716.72
1
$4,103.19
$7,223.39
1
$4,144.22
$8,750.22
1
$10,655.15
$10,267.22
1
$10,761.70
$9,648.42
6%
$-
$-
$-
$-
$-
$-
690
Software
Total Administrative Technology
Services
Debt Service (9200)
710
Redemption of Principal
720
Interest Expense
$32,588.67
Total Debt Service
Reserve Fund
$780,000.00
1.80%
$14,040.00
$1,170,000.00
5.00%
$58,500.00
$1,300,000.00
5.00%
$65,000.00
$32,588.67
$1,300,000.00
5%
$65,000.00
$-
$1,300,000.00
2%
$26,000.00
$765,710.92
$1,136,404.97
$1,414,515.11
$1,652,788.16
$1,586,290.68
Balance
$14,289.08
$33,595.03
$145,484.89
$147,211.84
$213,709.32
First Year Monthly Budget
Number of
Students
Grade Levels
K-12
July
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$65,000.00
$65,000.00
$65,000.00
$65,000.00
$65,000.00
$65,000.00
$65,000.00
$65,000.00
$65,000.00
$65,000.00
$65,000.00
$65,000.00
$780,000.00
$10,000.00
$10,000.00
$10,000.00
$10,000.00
$10,000.00
$10,000.00
$10,000.00
$10,000.00
$10,000.00
$10,000.00
$75,000.00
$75,000.00
$75,000.00
$75,000.00
$75,000.00
$75,000.00
$75,000.00
$75,000.00
$75,000.00
$75,000.00
$65,000.00
$880,000.00
$450,000.00
$40,909.09
$40,909.09
$40,909.09
$40,909.09
$40,909.09
$40,909.09
$40,909.09
$40,909.09
$40,909.09
$40,909.09
$40,909.09
$450,000.00
$30,000.00
$2,727.27
$2,727.27
$2,727.27
$2,727.27
$2,727.27
$2,727.27
$2,727.27
$2,727.27
$2,727.27
$2,727.27
$2,727.27
$30,000.00
MONTHLY Budget Worksheet
150
Fiscal Year 2012 - 2013
Acct. No.
FEFP Basic Gross - 3310
$780,000.00
Other funds provided by parent company
$-
Total Revenue:
$780,000.00
Online Course Provider
$65,000.00
$100,000.00
Hourly Instructional Personnel
(Tutoring/Part-time Teachers)
Total Instructional Personnel
$480,000.00
$-
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$480,000.00
Total Instruction
$480,000.00
$-
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$43,636.36
$480,000.00
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$38,000.00
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$3,454.55
$38,000.00
100 Salaries
Advisors
Total Pupil Personnel Staff
$38,000.00
$38,000.00
$-
210 Retirement
$1,140.00
$103.64
$103.64
$103.64
$103.64
$103.64
$103.64
$103.64
$103.64
$103.64
$103.64
$103.64
$1,140.00
220 Social Security
$2,907.00
$264.27
$264.27
$264.27
$264.27
$264.27
$264.27
$264.27
$264.27
$264.27
$264.27
$264.27
$2,907.00
230 Health Insurance (includes dental, life, etc.)
$3,000.00
$3,000.00
$272.73
$272.73
$272.73
$272.73
$272.73
$272.73
$272.73
$272.73
$272.73
$272.73
$272.73
240 Workers' Compensation
$463.60
$42.15
$42.15
$42.15
$42.15
$42.15
$42.15
$42.15
$42.15
$42.15
$42.15
$42.15
$463.60
250 Unemployment Compensation
$189.00
$17.18
$17.18
$17.18
$17.18
$17.18
$17.18
$17.18
$17.18
$17.18
$17.18
$17.18
$189.00
Total Pupil Personnel Services
310 Professional Services (Legal)
$45,699.60
$-
$4,154.51
$4,154.51
$4,154.51
$4,154.51
$4,154.51
$4,154.51
$4,154.51
$4,154.51
$4,154.51
$4,154.51
$4,154.51
$45,699.60
$1,000.00
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$1,000.00
320 Insurance
Liability/Errors & Omissions/Crime
$3,000.00
$750.00
$281.25
$281.25
$281.25
$281.25
$281.25
$281.25
$281.25
$281.25
$-
$-
$-
$3,000.00
$4,000.00
$4,000.00
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$4,000.00
$5,000.00
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$5,000.00
$-
$5,000.00
$500.00
$500.00
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$500.00
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$13,500.00
$5,333.33
$364.58
$364.58
$364.58
$364.58
$364.58
$364.58
$364.58
$364.58
$83.33
$5,083.33
$83.33
$13,500.00
310 Audit
330 Governance Training
330 Travel (workshop registration, lodging, etc.)
Total Board
310 Professional Services-Management
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$39,000.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$39,000.00
$39,000.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$3,250.00
$39,000.00
Principal
$60,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$60,000.00
Secretary / Business Manager
$25,000.00
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$25,000.00
$85,000.00
$7,083.33
$7,083.33
$7,083.33
$7,083.33
$7,083.33
$7,083.33
$7,083.33
$7,083.33
$7,083.33
$7,083.33
$7,083.33
$7,083.33
$85,000.00
210 Retirement
$2,550.00
$212.50
$212.50
$212.50
$212.50
$212.50
$212.50
$212.50
$212.50
$212.50
$212.50
$212.50
$212.50
$2,550.00
220 Social Security
$6,502.50
$541.88
$541.88
$541.88
$541.88
$541.88
$541.88
$541.88
$541.88
$541.88
$541.88
$541.88
$541.88
$6,502.50
$6,000.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$6,000.00
$1,037.00
$86.42
$86.42
$86.42
$86.42
$86.42
$86.42
$86.42
$86.42
$86.42
$86.42
$86.42
$86.42
$1,037.00
$378.00
$31.50
$31.50
$31.50
$31.50
$31.50
$31.50
$31.50
$31.50
$31.50
$31.50
$31.50
$31.50
$378.00
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$900.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$900.00
$12,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$12,000.00
$1,200.00
$100.00
$100.00
$100.00
$100.00
$100.00
$100.00
$100.00
$100.00
$100.00
$100.00
$100.00
$100.00
$1,200.00
730 Administrative Fee
Total General Administration
100 Salaries
360 Lease-Copy Machine
370 Postage
390 Printing (includes advertising)
510 Office Supplies
First Year Monthly Budget
350 Repairs and Maintenance
$117,067.50
$9,755.63
$9,755.63
$9,755.63
$9,755.63
$9,755.63
$9,755.63
$9,755.63
$9,755.63
$9,755.63
$9,755.63
$9,755.63
$9,755.63
$117,067.50
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$6,000.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$6,000.00
$6,000.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$500.00
$6,000.00
July
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$25,000.00
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$25,000.00
$25,000.00
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$2,083.33
$25,000.00
$750.00
$62.50
$62.50
$62.50
$62.50
$62.50
$62.50
$62.50
$62.50
$62.50
$62.50
$62.50
$62.50
$750.00
220 Social Security
$1,912.50
$159.38
$159.38
$159.38
$159.38
$159.38
$159.38
$159.38
$159.38
$159.38
$159.38
$159.38
$159.38
$1,912.50
$3,000.00
360 Building Lease
Total Facilities Acquisition and Construction
Acct. No.
MONTHLY BUDGET WORKSHEET
(P.2)
100 Salaries
Bookkeeper
Total Fiscal Personnel
210 Retirement
$3,000.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$305.00
$25.42
$25.42
$25.42
$25.42
$25.42
$25.42
$25.42
$25.42
$25.42
$25.42
$25.42
$25.42
$305.00
$189.00
$15.75
$15.75
$15.75
$15.75
$15.75
$15.75
$15.75
$15.75
$15.75
$15.75
$15.75
$15.75
$189.00
310 Professional Services:
730 Bank Fees/Payroll Processing Fees
$300.00
$25.00
$25.00
$25.00
$25.00
$25.00
$25.00
$25.00
$25.00
$25.00
$25.00
$25.00
$25.00
$300.00
$31,456.50
$2,621.38
$2,621.38
$2,621.38
$2,621.38
$2,621.38
$2,621.38
$2,621.38
$2,621.38
$2,621.38
$2,621.38
$2,621.38
$2,621.38
$31,456.50
320 Property Insurance
$2,000.00
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$2,000.00
371 Phone
$1,000.00
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$83.33
$1,000.00
381 Water and Sewage
$900.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$75.00
$900.00
382 Garbage
$600.00
$50.00
$50.00
$50.00
$50.00
$50.00
$50.00
$50.00
$50.00
$50.00
$50.00
$50.00
$50.00
$600.00
$4,800.00
$400.00
$400.00
$400.00
$400.00
$400.00
$400.00
$400.00
$400.00
$400.00
$400.00
$400.00
$400.00
$4,800.00
430 Electricity
510 Supplies
510 Supplies
Total Maintenance of Plant
310 Consultants - Administrative Networks
510 Supplies
641-642 Offcie Equipment
643-644 Computer Equipment
690 Software
Total Administrative Technology Services
$500.00
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$500.00
$10,050.00
$837.50
$837.50
$837.50
$837.50
$837.50
$837.50
$837.50
$837.50
$837.50
$837.50
$837.50
$837.50
$10,050.00
$1,500.00
$125.00
$125.00
$125.00
$125.00
$125.00
$125.00
$125.00
$125.00
$125.00
$125.00
$125.00
$125.00
$1,500.00
$500.00
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$41.67
$500.00
$2,000.00
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$166.67
$2,000.00
$3,000.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$250.00
$3,000.00
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$1,050.00
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$166.68
$13.89
$13.89
$13.89
$13.89
$13.89
$13.89
$13.89
$13.89
$13.89
$13.89
$13.89
$13.89
$166.68
$500.04
$-
$1,000.00
$-
$500.04
$-
$-
$-
$-
$-
$-
$-
$-
$-
$500.04
$1,000.00
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$1,000.00
$5,716.72
$263.89
$1,263.89
$763.93
$263.89
$263.89
$263.89
$263.89
$263.89
$263.89
$263.89
$263.89
$263.89
$4,666.72
710 Redemption of Principal
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
720 Interest Expense
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$-
$14,040.00
$1,170.00
$1,170.00
$1,170.00
$1,170.00
$1,170.00
$1,170.00
$1,170.00
$1,170.00
$1,170.00
$1,170.00
$1,170.00
$1,170.00
$14,040.00
$765,710.92
$23,398.39
$67,901.11
$66,720.55
$66,470.51
$66,220.51
$66,470.51
$66,220.51
$66,220.51
$66,220.51
$65,939.26
$70,939.26
$65,939.26
$764,660.92
$14,289.08
$41,601.61
$7,098.89
$8,279.45
$8,529.49
$8,779.49
$8,529.49
$8,779.49
$8,779.49
$8,779.49
$9,060.74
$4,060.74
$(939.26)
$115,339.08
Total Debt Service
Reserve Fund
Balance

Document 6524272

Transcription

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