Document 6524573

APPLICATION COVER SHEET
NAME OF CHARTER SCHOOL: Cape Collegiate Academy (CCA)
NAME OF FLORIDA NONPROFIT CORPORATION THAT WILL HOLD THE
CHARTER: Cape Collegiate Academy - Cape Campus
Has the Corporation Applied for 501-C3 non-profit status? Yes.
NAME OF CONTACT PERSON: Mike D’Angelo
TITLE/RELATIONSHIP TO NONPROFIT: Chair Board of Directors
MAILING ADDRESS: 328 SW 3rd St #205, Cape Coral, FL 33991
TELEPHONE (day): (239) 673-7244
CELL PHONE: (239) 849-1483
EMAIL ADDRESS: [email protected]
NAME OF EDUCATION SERVICE PROVIDER (if any): N.A.
NAME OF PARTNER ORGANIZATION (if any): N.A.
The proposed School will open in the fall of school year: 2012
Term of Charter Requested: Five Years 2012 – 2017
School Year
Grade Levels
Total Student Enrollment
First Year
Second Year
Third Year
Fourth Year
Fifth Year
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
400
400
400
800
800
I certify that I have the authority to submit this Application and that all information
contained herein is complete and accurate, realizing that any misrepresentation could
result in disqualification from the Application process or revocations after award. I
understand that incomplete Applications will not be considered. The person named as the
contact person for the Application is so authorized to serve as the primary contact for this
Application on behalf of the organization.
Signature
________________________
Date
Mike D’Angelo
Printed Name
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MODEL FLORIDA CHARTER SCHOOL
APPLICATION
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Table of Contents
Introduction ..........................................................................................................................5
I. EDUCATIONAL PLAN ......................................................................................7
1. Mission, Guiding Principles and Purpose .......................................................7
2. Target Population and Student Body ............................................................11
3. Educational Program Design ........................................................................14
4. Curriculum Plan ............................................................................................28
5. Student Performance, Assessment and Evaluation .......................................35
6. Exceptional Students .....................................................................................40
7. English Language Learners...........................................................................41
8. School Climate and Discipline......................................................................42
II. ORGANIZATIONAL PLAN .............................................................................45
9. Governance ...................................................................................................45
10. Management ..................................................................................................51
11. Education Service Providers (ESP) ..............................................................55
12. Employment ..................................................................................................58
13. Parent and Community Support and Partnerships ........................................58
14. Student Recruitment and Enrollment ............................................................60
III. BUSINESS PLAN ..............................................................................................63
15. Facilities ........................................................................................................63
16. Transportation and Food Service ..................................................................70
17. Budget ...........................................................................................................70
18. Financial Management and Oversight ..........................................................72
19. Action Plan....................................................................................................74
IV. STATEMENT OF ASSURANCES
V. ADPENDICES
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INTRODUCTION
Cape Collegiate Academy, a dual enrollment public high school, proposes to establish
Cape Collegiate Academy (CCA) at its Cape County campus. As a Florida charter public
school, CCA intends to serve Cape Coral students in grades 10 through 12 who seek the
challenge of high academic standards, rigorous curricula, and college-level study at a
small innovative high school. CCA will neither duplicate, nor intentionally compete with,
the highly respected comprehensive academic programs provided by Lee County Public
Schools (LCPS) and area private schools. Rather, it will provide an innovative alternative
for students in grades 10 through 12. The design of CCA reflects best practices found in
increasingly robust research literature on school reform, including the successful Early
College High School Initiative sponsored by the Bill and Melinda Gates Foundation.
A CCA needs assessment was established early in the process, including community
members, parents and businesses representing Cape Coral Community. The CCA
developed a focus group which adopted a conceptual framework based both on
community needs and pertinent research on charter schools. Community forums and
focus groups were conducted, curriculum models studied, and Vision, Mission, and
Values identified. Task Force members visited collegiate high schools located on Florida
college campuses and in other states, and incorporated lessons learned and successful
practices from their collective experiences. Survey and focus group data from Lee
County citizens and stakeholders weighed heavily in the design of CCA. In addition, the
Cape Coral Education Foundation and the Cape Council for progress have endorsed the
CCA.
The focus of CCA will be different from LCPS because the ultimate goal is for students
to graduate from high school with an Associate in Arts (AA) degree and high school
diploma simultaneously. Florida collegiate high schools are tremendously successful in
accelerating degree attainment. While the LCPS dual enrollment partnership has enabled
a few highly-motivated students to graduate concurrently, CCA will expand this
opportunity greatly. The School will also offer a unique ability to work with
underachievers. Beginning in the 10th grade, students will be intensively fortified for
success in dual enrollment courses through a highly rigorous curriculum. Students
qualifying for the Collegiate Program will provide test scores and other evidence
indicating they are prepared to succeed in college level work.
Due to its size and location, CCA can focus on rigor, relationships and relevance drawn
from college resources. Critical thinking will be embedded in the curriculum, enabling
students to assess their own thinking in a cognitive way. CCA students will be enrolled in
a broad range of dual-credit college classes to satisfy high school diploma and AA
requirements, e.g. organic chemistry, calculus, accounting, creative writing,
oceanography, history, humanities, business, education, and the arts. CCA students will
enjoy full access to college facilities, activities, and services. Shared academic support
services include the campus’ state-of-the-art learning resource center, and tutoring,
remedial, and career services provided through the Academic Success Center.
As a public high school, CCA will strive to reflect the county’s diversity. High standards
will be communicated during the Application process, as CCA will engage students in
rigorous, in-depth academic work requiring intellectual inquiry, creativity, and critical
thinking.
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I. EDUCATIONAL PLAN
1. Mission, Guiding Principles and Purpose
Cape Collegiate Academy Vision
Cape Collegiate Academy is dedicated to better meeting student’s academic needs
through an accelerated learning process which allows students to earn an Associate of
Arts degree and high school diploma simultaneously. Student learning will focus on an
innovative approach which exposes students 10-12 with collegiate curriculum in a small
group homogeneous caring environment. In pursuit of this vision, the Cape Campus
delivers programs and services tailored to the needs of its local community. With support
from the Cape Collegiate Academy School Board, Florida State University System
Schools and Mike D’Angelo, Chair of the Board Directors presents the following
Mission and implementation plan for the Cape Collegiate Academy (CCA). The purpose
of establishing the CCA is to provide a quality academic experience for high school
students seeking the challenge of high academic standards, rigorous curricula, and
college-level study at a small innovative high school.
The focus of CCA will be different from LCPS because the ultimate goal is for students
to graduate with an associate in arts degree and high school diploma simultaneously.
Beginning in the 10th grade, students will be enrolled in dual enrollment courses through
a highly rigorous curriculum in a college campus setting. Colleagues at other Florida
collegiate high schools report that their students mature more rapidly than expected
because they internalize the intense experience they have elected to pursue, and set high
expectations of themselves. They have different goals and often feel they do not fit well
in a traditional high school. Collegiate high school employees frequently mention the
“power of the site” as an underpinning factor in student achievement at both the PreCollegiate and Collegiate levels.
CCA will model its program similar to four existing collegiate high schools in Florida, all
of which have demonstrated outstanding performance: St. Petersburg Collegiate High
School (St. Petersburg College), Chain of Lakes Collegiate High School (Polk
Community College), Okaloosa-Walton Collegiate High School (Northwest Florida State
College), and Indian River Charter High School (Indian River State College). Edison
State College, Charlotte and Lee County.
CCA Vision
Cape Collegiate Academy (CCA) will distinguish itself as an innovative, academically
inspiring, and student-centered early collegiate high school providing equality of
educational opportunities open to all, preparation for continued post-secondary education,
productive citizenship in a global environment, and graduates who are reflective and
skilled in decision-making.
CCA Mission
Cape Collegiate Academy Mission Statement
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Cape Collegiate Academy is a public diploma/associate in arts degree granting high
school dedicated to educational excellence in accelerated educational programs
responsive to its varied student/parent demographic needs at a higher level and though a
variety of delivery methods. Within a supportive learning environment, faculty and staff
are committed to preparing students to be productive citizens by helping them develop
academic and professional proficiencies; to think logically, critically, and analytically; to
communicate effectively; to seek and evaluate information; and to act with sound
judgment in the interest of our global community.
In support of this mission, Cape Collegiate Academy is committed to fostering a climate
of continuous improvement and institutional effectiveness as it provides:
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Liberal arts and pre-professional education through the Associate in Arts degree
Professional and technical education through the Associate in Science degree and
college certificates
Awarding Associate of Arts degrees in areas of need as authorized by the State
Board of Education
Access to baccalaureate degrees through upper division transfer, articulation, and
the State University System
Qualified faculty and staff committed to the educational goals of the learner
Personal and professional development opportunities
Services and opportunities promoting academic, personal, and social growth
among students
Accessibility to programs through learning assistance, academic advising, flexible
scheduling, and distance education
Educational partnerships with business, industry, government, and other
institutions
Cape Collegiate Academy (CCA) is a publicly funded early college high school
committed to educational innovation and academic excellence as it prepares students to
become critical thinkers and productive global citizens. Teachers, staff and the extended
school community are dedicated to providing educational equality in a caring
environment. Exemplary pedagogical techniques address the needs and abilities of all
students, and community service opportunities integrate learning with real life issues.
CCA Values
Caring:
Evidenced through an institutional commitment to exhibiting
concern for each student, primarily though a multi-faceted
support program and engagement in community service.
Reflection:
Manifested largely by personal introspection and critical thinking
which engender a disposition to be mindful of the other?
Pursuit of Excellence: Continued academic growth and personal development resulting
from experiences that promote learning as meaningful and useful
in our 21st century global society.
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CCA will extend the College’s mission of expanding access to college degrees. The
educational pathway will be seamless and it is anticipated that many graduates will enroll
at Edison State College or FGCU to enter a bachelor’s degree program.
CCA is committed to assuring unbiased operations in terms of race/ethnicity, socioeconomic backgrounds, and academic achievement of enrolled students. In accordance
with the stipulations of Florida Statutes, s. 1002.33(2)(a), CCA will:
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Enroll any student residing in the city of Cape Coral, regardless of race, ethnic
and national origin, gender, or religion including, but not limited to, those meeting
the criteria of the Individuals with Disabilities Education Act, English for
Speakers of Other Languages, Title II of the Americans with Disabilities Act, and
Section 504 of the Rehabilitation Act of 1973;
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The CCA wishes to establish an enrollment area for students residing west of
Caloosahatchee River. This enrollment area will address the lack of collegiate
dual enrollment AA programs offered west of the Caloosahatchee River and
provide the same opportunities for students who are afforded collegiate dual
enrollment AA programs offered at the Edison State College and FGCU; sites east
of the Caloosahatchee River;
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Ensure that all students will be exposed to the same academically rigorous
curriculum as presented in Section 3. Educational Program Design and Section 4.
Curriculum Plan;
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Require as mandatory the engagement of the parent/guardian in all aspects of the
student’s educational experiences including, but not limited to, the admission
process and regularly scheduled conferences with teachers for discussing the
child’s/children’s academic and behavioral progress;
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Provide the Governing Board with periodic assessment and evaluation progress
reports and a comprehensive assessment and evaluation report at least once per
year;
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Participate in all State and district assessment programs in which district students
in comparable grades/schools participate; and
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Develop a full partnership with Edison and FGCU to share faculty, facilities, and
services.
CCA is dedicated to maintaining a functional, working relationship with its Sponsor, Lee
County Public Schools (LCPS), as well as with private institutions that provide
educational opportunities for students in grades 10-12. CCA will neither duplicate, nor
intentionally compete with the highly respected comprehensive academic programs
provided by LCPS and area private schools. As a high school with innovation and
excellence as its hallmark, CCA will manifest distinction through the following eight
tenets:
Tenet One:
Achieving Excellence and Equity in Academic Achievement
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Tenet Two: Individualizing Instruction
Tenet Three: Internationalizing the Curriculum
Tenet Four: Employing a Learning Community Approach for Interdisciplinary
Teaching
Tenet Five: Aligning Cape Collegiate Academy and CCA Competencies for General
Education
Tenet Six:
Presenting a Distinctive Curriculum that Integrates Critical Thinking into
Every Course
Tenet Seven: Preparing Teachers for Addressing Issues of Culturally Relevant
Pedagogy
Tenet Eight: Developing New Models for School/Community Collaborations
Research supporting the selection of each area of distinction is presented under Section 3,
Educational Program Design.
In alignment with State requirements for the identification of career pathways, CCA
students will be Associate in Arts (AA) degree-seeking, and able to purse major areas of
interest through coursework tailored to their academic and career goals. CCA will feature
dual-enrollment and Collegiate programs. The Collegiate Program will serve all students
to bring them to grade level and prepare them to demonstrate dual enrollment eligibility
requirements for college credit instruction. Regardless of grade level, the CCA academic
environment will be of honors caliber to instill confidence and academic achievement
among students, assisted through mentoring and other support systems.
CCA will assemble a School Advisory Council (CCA-SAC) to facilitate achievement of
the School mission, and to ensure that the needs of the children and community are met.
CCA-SAC, consisting of parents and Cape Collegiate Academy and CCA staff, will
advise the CCA administration, and ultimately the Cape Collegiate Academy Board,
concerning policies to support academic achievement. The Council’s Charge and
Membership is presented as Appendix 1. The Council will also receive input from parents
by way of an annual School Advisory Council (SAC parent survey and monthly SAC
meetings.
Partnership between Cape Collegiate Academy and Florida University System
Schools
The partnership between CCA and the Florida University System Schools will provide
the CCA with an array of instructional and professional development resources including
facilities, technology and consultative personnel. Beginning Fall 2012, the CCA will
offer curriculum programming for students to attain their AA degree upon graduation
from high school.
Establishing a high school/college campus offers exceptional opportunities to motivate
students and create a successful and enduring collaborative relationship. The partnership
reinforces the commitment to dual accountability for student outcomes and academic
success. Students will be encouraged to exercise personal responsibility in their growing
maturity as individuals, and learners. Regardless of academic or socioeconomic
background, the goal is for all CCA students to perceive themselves as capable of
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achieving a college degree. The sense of being part of a college community will help
students gain the motivation and confidence they need to persevere in demanding
courses. CCA students and teachers will benefit from the Collegiate Academy
environment every day, not only accessing labs and activity centers, but also in observing
and interacting with college students and faculty.
Early college high schools are tremendously successful in accelerating degree attainment.
For example, over its four-year history, the St. Petersburg Collegiate High School has
achieved a concurrent graduation rate of 85%. For CCA, the specific advantages of
locating the School on Cape Collegiate Academy’s campus will include:
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Shared resources and facilities, and coordination of schedules and calendars;
Collaboration among CAA teachers and College faculty to ensure alignment
among course offerings and to share pedagogical strategies consistent with a
small school design that includes greater relevance between the student studies
and future employment;
Access to all College tutorial services at no cost to students;
Weekend and evening access to all College support services;
Participation in College and School sponsored workshops;
Access to College staff and professional development activities;
Access to subject area teaching and reference materials at both the School and
College levels;
Use of the College’s Learning Resource Center, computer labs, Student Activities
Center, and Academic Success Center;
Access to online tutorial and library resources;
Demonstration of new ways of integrating grade levels to better serve the
intellectual and developmental needs of students;
Greater autonomy and flexibility than found in traditional comprehensive high
schools, and stronger ties between the School and College;
College faculty and high school instructor collaboration in integrating course
offerings promoting a rigorous, accelerated curriculum and a seamless transition
into college level courses;
On-going collaborative team of College and School personnel; and
Personalized academic pathways for all students leading to a high school diploma
and associate degree.
Florida's collegiate high schools also provide an outstanding environment for improving
FCAT scores. In the last four years, St. Petersburg Collegiate High School has had 25
students enter grade 10 with FCAT Level 1 and Level 2 reading scores, i.e. five at Level
1 and 20 at Level 2. All of these students were required to retake the FCAT. Several of
them had to retake the test twice. Before the completion of grade 12, all of the students
were successful in passing the FCAT. Fewer students entered grade 10 with FCAT Level
1 or 2 in math. None of them entered with a Level 1 score. There were 8 students in the
Level 2 range. All of them successfully passed the FCAT prior to their senior year.
2. Target Population and Student Body
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CCA will provide a distinct educational opportunity for families as provided through
Florida Statutes, s. 1002.33(10)(e); s. 1002.33(6)(b)(2); s. 1002.33(7)(a)(1); and s.
1003.03. It is anticipated that students who wish to pursue a unique educational
experience at a small, caring, and innovative high school located on a beautiful college
campus will apply for admission. As a result, CCA seeks to enroll students who desire an
educational experience commensurate with the distinctiveness of its Vision, Mission, and
Values.
According to the latest census the City of Cape Coral has a population of over 150,000
people and over 6,000 high school students. Yet, there is not a State University System
School in Cape Coral to service this population. It is the intent of the CCA to provide an
opportunity for the high school students of Cape Coral the opportunity needed to
accelerate their education.
Students enrolled at Florida’s collegiate high schools represent a diverse cross section of
their respective populations. Representatives report that middle to low income families
will see this opportunity as the chance for their child to become the first in the family to
earn a college degree. Such schools rarely attract students who thrive in larger, traditional
high schools. Collegiate high school students often require a depth of personal
interaction and learning support that can only be provided in a small and focused setting.
CCA will admit a cohort of up to 100 freshman and sophomore students per year for
three consecutive years beginning with students eligible for admission to 9thth grade in
fall 2012-2013. The remaining student population (up to 400 students) will consist of
dual enrollment eligible 11th and 12th graders. If interest and demand permits on the 4th
year and there after up to 200 sophomore students will be admitted and the and cap
enrollment will be 800 students. This will be accomplished by doubling the size of the
facility in the 4th year if interest and demand permits. Capacity for each admissions
period will be approved by the Cape Collegiate Academy Board, with input from the
CCA-School Advisory Council (SAC). Once Applicants have been admitted to the
School and enrolled, they will not be required to reapply for admission for future
enrollment periods. Exceptions will apply if a student has officially declined to enroll,
has officially withdrawn from the School, or has been expelled from the School for good
cause.
Table 1 below presents CCA proposed enrollment by school year, grade levels,
class size, and total enrollment.
Table 1 – CCA Projected Enrollment, 2012-2017, by School Year,
Grade Levels & Class Size
School Year
Grade Levels
Total Student
Enrollment
Class Size
First Year (2012–2013)
Second Year (2013–2014))
Third Year (2014–2015)
Fourth Year (2015–2016)
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
400
400
400
800
Not to exceed 25
Not to exceed 25
Not to exceed 25
Not to exceed 25
10
Fifth Year (2016–2017)
Grades 9-12
800
Not to exceed 25
3. Educational Program Design
The length of the school day and start and ending times for the daily class schedule will
be:
 7:00 a.m. – 12:00 a.m.
 12:00 p.m. – 5:00 p.m.
The CAA will align their class/school calendar with the LCSD for student transportation,
staff development, and for students that desire to participate in athletics or other
extracurricular activities at their “home school.”
The proposed 9th and 10th grade non-dual enrollment schedule is presented as Appendix
4.
CCA will provide instruction for the number of days and hours as required by law for
other public schools. The administration will align LCPS calendar in constructing the
annual CCA calendar. A model school calendar, based on the 2010-2011 school year, is
presented as Appendix 5. While the calendar will vary year to year, CCA will endeavor
to include a similar annual break schedule.
The Cape Collegiate Academy will enroll students interested in attending college and
attaining an AA degree upon graduation. CCA will offer college classes that parallel the
required high school graduation credits to graduates to attain an AA degree upon high
school graduation. Hence, it is CCA’s grounded interest in expanding the opportunity for
high school students in Cape Coral and across the county to graduate with the AA degree
and high school diploma simultaneously. The Cape Collegiate Academy articulation
agreement with the Florida University System Schools will provide the curriculum
structure for CCA student success. While specific AA degrees will be attainable, the
primary focus will be on earning a generic AA and will be the focus of the CCA
schedule. The specific AA may successful for some students, barriers of scheduling and
access to a variety of college courses may limit this option for many. But the goal for all
will be to receive an AA. Non dual enrollment students will receive innovative service
via online service, small group learning, individual tutoring, project based curriculum,
hands on learning and off site learning opportunities.
The education program is designed to assure that students meet all the Next Generation
Sunshine State Standards required by section 1002.33 F.S. as we;; as the 21st century
skills. A secondary goal is to achieve 100% placement of 11th and 12th graders in college
level courses. This expectation is based on the experience of other Florida collegiate high
schools. One very positive outcome of smaller charter schools is the ability to tailor
student schedules and courses to individualized needs, and provide each student special
advising and counseling support. Due to the small school size, the CCA staff will be able
to closely monitor student transcripts. Should a student not be successful in a particular
course, he or she may enroll in Florida Virtual School, with progress monitored by the
assigned advisor.
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Educational Philosophy
It is the philosophy of the CCA that students should have the opportunity to accelerate
their learning and earn an A.A. degree upon high school graduation. The CCA will
provide an educational alternative for students to accelerate their learning. In so doing,
the CCA will seek to engage its students, from the academically gifted and talented, to
those whose academic record may not be reflective of their true academic potential, in a
quality academic experience producing high student achievement. CCA will evaluate
barriers to education that prevent students from achieving academically, and equip them
with the tools necessary for success. The School will strive to identify the educational
and social needs of each student, and provide the appropriate tools and services to
empower each of them to meet high academic standards and function productively in the
community.
The three-year innovative curriculum provides an opportunity for high-performing
students to complete a high school diploma and an associate degree simultaneously.
Students will master Sunshine State Standards through Application of critical thinking
and creativity, literacy across the curriculum, and global thinking. CCA will employ
pedagogical tenets found in differentiated learning, interdisciplinary studies,
individualized instruction, and culturally relevant teaching methods, and draw selectively
upon best practices in formative and summative assessment methodologies. Students will
complete a senior research project as a capstone experience to demonstrate critical
thinking and attainment of general education competencies.
Educational Approach
 CCA will adopt a School-wide literacy program across the high school
curriculum.
Reading and writing will be addressed in each course. All high school teachers will
receive intense training to facilitate substantive reading and writing skills for all students.
The 10th grade English curriculum will provide stringent preparation for challenging
English college courses that students will take in 11th and 12th grades. Since CCA
students enter a rigorous college English program after completion of only two years of
high school English, the English curriculum will be enhanced through supplemental
instruction and through technology and use of the campus Academic Success Center
tutors and resources. Technology will involve use of My-Writing-Lab software, online
tutoring services provided by SmartThinking©, and a variety of writing assessments. A
program of writing and reading-across-the-curriculum is critical to helping underprepared students achieve college readiness, and build literacy skills in all subject areas.
The Peace River Center for Writers at Cape Collegiate Academy will bring authors and
aspiring writers together for extra-curricular learning opportunities, and the resource will
be an asset for CCA faculty.
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The Curriculum will be centered on 21st century learning outcomes.
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Perhaps the most unique aspect of CCA will be the consistency and commonality of
expected student learning outcomes. As required by the Southern Association of Colleges
and Schools (SACS) accreditation standards, Cape Collegiate Academy has established
general education learning outcomes that add a level of cohesion to students’ learning
experiences. Course syllabi identify these outcomes and how they are addressed within
the classroom, and the College has established evaluation methods for assessing students’
attainment of these outcomes. The Cape Collegiate Academy faculty and Florida Gulf
Coast University professors will work together to achieve the common goal of improving
student learning in the following areas of general education:
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Critical thinking
Communication—writing, reading, speaking, and listening
Technology and information management
Global and socio-cultural responsibility
Scientific and quantitative reasoning
Joint professional development between high school teachers and college faculty will
bridge the gap between the two levels, creating a seamless transition from secondary to
post-secondary instruction. CCA teachers will monitor student achievement of general
education learning outcomes using rubrics developed by Cape Collegiate Academy
faculty, track student performance longitudinally to ensure that students are progressing
appropriately, and provide interventions as needed. Teachers will also use the portfolio
model for learning outcomes assessment as a non-threatening and non-intrusive way to
gather and assess student learning, with the goal of assessing how CCA is doing in
improving student learning in these areas.
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The elements and tools of critical thinking are essential to personal growth.
The CCA focus on critical thinking will place complex executive functions, such as
reasoning, problem solving, motivation, and judgment, at the center of its curriculum.
These abilities are essential for success in a high-performance work environment. At the
CCA, critical thinking is fundamental to learning in any subject matter. CCA will strive
to apply the concepts of critical thinking to all that is taught, how it is taught, and how
student learning is assessed.
Critical thinking requires students to suspend judgment, to recognize and study biases
and assumptions, and closely examine conclusions and concepts. Critical thinkers must
identify what is relevant, accurate, and logical; must recognize differing points of view;
and must cultivate intellectual humility and intellectual perseverance that allows for the
exchange of ideas and cooperation essential to educating students for the 21st century.
According to Elder and Paul (2001), a well-cultivated critical thinker:
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Raises vital questions and problems, formulating them clearly and precisely;
Gathers and assesses relevant information, using abstract ideas to interpret it
effectively;
Comes to well-reasoned conclusions and solutions, testing them against relevant
criteria and standards;
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Thinks open mindedly within alternative systems of thought, recognizing and
assessing, as need be, their assumptions, implications, and practical
consequences; and
Communicates effectively with others in figuring out solutions to complex
problems.
This model, developed by Paul and Elder at the Foundation for Critical Thinking, will be
implemented, and critical thinking activities will be documented through evaluation
portfolios, student artifacts, and classroom observations. Assignments will be evaluated
using the intellectual standards of clarity, accuracy, precision, relevance, depth, and logic.
The goal is for students to consistently demonstrate such intellectual behavior. Taking
advantage of the small school size projected for CCA, teachers will work in crossdisciplinary teams and use College and community resources in all areas of the
curriculum.
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Learning at CCA will be interdisciplinary.
Curricular learning communities, structured to help develop intellectual connections and
a sense of community, will be linked though an interdisciplinary theme. A variety of
Approaches will be used to build learning communities among students, between students
and teachers, and among teachers and disciplines. Learning communities may involve
two or more classes linked thematically, or by content of courses, which a cohort of
students take together. In this instance, the teachers will plan the program collaboratively
and will team-teach.
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Students will prepare for success in a global environment.
It is the intent of CCA to develop relationships with schools in select countries across the
globe to foster international experiences for students and teachers. CCA will offer
opportunities for teachers to develop skills and opportunities for cross-cultural teaching at
CCA and Florida Gulf Coast University, as well as any educational institution in the
community who desires to work collaboratively with CCA. Internationalizing the
curriculum will satisfy the Florida mandate regarding innovation and distinction, as
students’ cultural awareness will be heightened. They will re-evaluate accepted practices,
and demonstrate reflection and appropriate cross-cultural practices. CCA will develop a
curriculum that incorporates the best components from a variety of curricula models
exemplifying internationalization. The use of technology available on the Cape Campus
will enable students to establish relationships with students in other countries, and
participate in College multi-cultural activities as Appropriate.
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Project-based learning and authentic assessment will link education to life
experiences.
Project-based learning is inquiry-focused, experiential learning organized around the
investigation and resolution of a real-world problem. It is student-centered, with the
teacher acting as a coach/facilitator in a learning environment in which the coach guides
students to the resources necessary to solve the problem. Students use active research and
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collaboration with fellow students to solve ill-structured problems (Torp and Sage, 1998).
This powerful, motivating opportunity for learning provides students with an educational
experience beyond learning facts. It facilitates student learning through integration of
curriculum and connects subject matter.
CCA plans to collaborate with business and industry, community groups, and College
faculty to enable students to understand the relationship between school, work and world,
and apply their knowledge through project-based learning. The School’s learning
communities will provide an effective instructional design for implementation. Topics for
senior projects will exemplify accepted professional practices. Taking advantage of local
resources to assist students in clarifying career and educational goals will be an
underlying objective in project-based learning.
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Teachers will be prepared for a diverse student body and culturally relevant
pedagogy.
CCA is committed to equal access enrollment for Cape Coral residents, and to equipping
all to succeed under the same academically rigorous curriculum. It is anticipated that the
School population will be comprised of students from a broad range of socio-cultural and
economic backgrounds with diverse levels of academic achievement. Effectively
addressing the needs of this population will require that teachers and administrators are
equipped to navigate a variety of challenges. To make learning more relevant and
meaningful, it is the intent of Cape Collegiate Academy to provide professional
development for CCA teachers on culturally-relevant pedagogies that focus on students’
cultural backgrounds, prior experiences, frames of references, and learning styles.
Employment of culturally relevant pedagogy is based not only on the premise that all
children are capable of learning, but that a just and caring environment must permeate the
School. Classroom practices, teaching and learning activities, interpersonal relationships,
social interactions, administrative procedures, and assessment methods will reflect best
practices emerging from related research studies.
Overview of Instructional Methods
Key to the success of CCA will be the Application of a variety of instructional methods
to accommodate student-learning styles. In addition to the traditional classroom
approach, the range of instructional options will be characterized by implementation of
technology-across-the-curriculum, incorporation of an Advisory Class at each grade
level, interdisciplinary teaching through learning communities, performance-based and
authentic assessments, and active/collaborative classroom practices that engage students
in meaningful learning.
Teachers will be facilitators of learning, asking essential questions and having students
answer based on research, independent reading, collaborative learning arrangements, and
Socratic discussions. Much of the learning will be project-based, with the student posing
central questions for which he/she will come to a definitive answer, or, quite possibly, a
multitude of equally plausible answers. Ideally, students will be able to determine their
own “homework” through self-assessment and evaluation of individual needs.
15
Students will also be involved in small group projects, and experience shared inquiry into
literature, cross curricular alignment of topics, and an approach to mathematics which
prompts them to reach beyond facts to a more thoughtful understanding of concepts and
meaningful problem solving. Independent learning activities will take place in the
Academic Success Center, staffed by Cape Collegiate Academy professional staff and
CCA tutors, and open throughout the school day.
CCA will provide a variety of technology opportunities. The CCA campus offers
computer labs, where students have ready online access available through high-speed
connections in labs and classrooms through WiFi wireless connections. Campus
databases are available for information and research. Students will be able to hone
computer skills while preparing PowerPoint, computer graphics, and other multimedia
presentations using Smart Boards and other technologies. Upon enrollment, students will
be orientated to proper use of the College’s computer equipment, Internet, software and
related hardware. Students and teachers will also be required to complete training on
Web-CT, the College’s platform for online teaching and learning.
A flexible calendar will foster participation in seminars, field trips, and hands-on
activities in fields such as practical chemistry, oceanography, herpetology, foreign
language, and political science. Learning communities will enable students to focus their
learning on personal and meaningful interests, and will permit teachers to work in teams
to ensure that students are attaining stated outcomes. Embedded critical thinking
initiatives, described earlier, will ensure that students develop meta-cognitive skills, those
skills supporting the knowledge of individual cognitive processes and supporting lifelong
learning.
Differentiated Instruction, Support for Learning, and Provision for Students
Entering Below Grade Level
CCA teachers will differentiate instruction to appropriately challenge and engage
students within a common classroom. This will be achieved by adapting activities to
address specific strengths, weaknesses, and learning styles of each student. Culturally
relevant pedagogies, as previously discussed, will make learning relevant and effective
for the diverse study body. Differentiation is also supported through an emphasis on
group work, and the School's collective responsibilities in which students support peers.
The School’s priority for preparing students to succeed in college-level classes will be
grounded in an accelerated and rigorous curriculum for all grade levels, and be delivered
at a pace which will require multiple systems of support for students’ academic,
behavioral, emotional, personal, and social needs. CCA will employ the primary support
mechanisms of successful collegiate high schools, as follows:
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Classroom attendance will be tracked daily; parents of students who are on the
absentee list will be contacted;
High school teachers and College faculty will complete periodic anecdotal
progress reports on their students;
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Weekly meetings will be held in which teachers and staff members have the
opportunity to discuss observations of student behavior and voice concerns;
An advisor will be assigned to each student;
An Individualized Learning Contract (ILC) will be developed for each student;
Counselors and advisors will collaborate in tracking of student progress and
arranging interventions;
Workshops will be facilitated through the Academic Success Center on selected
skills including test-taking exercises, time management, study skills, and
strategies for developing literacy skills;
Mixed-ability student groupings and classes will enable those stronger
academically to assist those less prepared;
Counseling will be structured for small groups as well as for individuals;
A summer orientation program will welcome incoming 10th graders;
Morning and late afternoon study sessions will be held for students who fall
behind;
Juniors and seniors will act as mentors for younger students, formally and
informally;
Community volunteers, tutors, and veteran teachers will assist students in writing
to grade level as rapidly as possible; and
An Advisory Class will be developed at each grade level.
Students will be known on a personal basis not only because CCA will be small, but also
because the School will value small classes and encourage student/instructor interaction
over the course of the high school years.
A major component of CCA will be the school-wide advisory program. In addition to
academic advising and guidance provided by the school counselor, CCA will offer a
weekly Advisory Class. Students will check in at a designated location and interact with
an adult facilitator and small group of students for the purpose of receiving support
through transitional periods, such as moving from one grade to the next. Each group will
consist of Approximately 15 students to promote personal contact and academic success.
As enrollment grows and the curriculum expands, this personal attention will be
extremely important. To help promote a true sense of community, to encourage student
advocacy, and to inspire in students the confidence to go to an adult for support, all
professional school staff will be trained as Advisory Class facilitators.
Students enrolled in CCA will enter the dual-enrollment program as 10th graders, and
most will transition to the Collegiate Program for their junior year. The Collegiate
Program will enable students to enroll in college-level courses, and earn credit to fulfill
both the high school and associate degree requirements.
An Individualized Learning Contract (ILC) will be designed by each student,
parent/guardian, advisor, and, potentially, community members, specifying academic
goals and prescribing curriculum relevant to the student’s goals. The ILC will include a
Comprehensive Graduation Plan, which will benchmark student progress toward
achieving a high school diploma and, if qualified, an associate degree. The ILC will be
based on each student’s assessment of academic achievement, strengths and weaknesses,
interests, and career/life goals. The number of college credits earned by each student will
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vary due to specialization courses required in the field of study selected by the student.
The interdisciplinary team will utilize Florida’s automated FACTS advising system as a
tool for developing ILCs. The ILC program of study will meet all Florida statutory
requirements for high school diplomas and associate degrees.
The ILC will also assist students in formulating career plans. Students entering CCA will
self-identify personal interests and abilities that may lead to future careers. Through the
College’s Academic Success Center, students will participate in career exploration
activities, and use the Internet to explore information about career options. Each will
complete a career interest inventory, and create a resume and portfolio of their best work.
Activities will be flexible and open to change during the registration process, and will
accommodate the needs of Exceptional Student Education (ESE) students.
Student progress will be closely monitored. Teachers and staff will examine assessment
results from norm referenced tests, individual course grades, grade point averages, course
retention rates and course success rates, and will utilize the information in determining
intervention/support strategies. A variety of interventions, including continuous testing,
feedback, and one-on-one support beginning in 10th grade, will be used to provide
students a number of opportunities to meet the School’s dual-enrollment criteria.
Continuous tracking of assessment results, combined with anecdotal classroom
observations by teachers and staff, will provide a composite of each student’s progress.
Each student will receive two transcripts, i.e., one that reflects high school credits, and
one that documents college credits earned.
It is the intent of CCA to thoroughly implement established systems of comprehensive
assessments and evaluation software. Resources under consideration for student
assessment include:
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Kaplan’s Achievement Planner©, a tool which uses student data from test results
to prescribe and deliver targeted lesson plans and web- and scanner-based
assessments to help increase student achievement. Achievement Planner provides
immediate data reports to educators, revealing students' current curricular
strengths and weaknesses, and enabling them to identify areas where students
need the most attention. In addition, the system prescribes and delivers
instructional materials aligned with regional and national standards.
The High Schools That Work (HSTW) Assessment, coordinated by the Southern
Regional Education Board (SREB), which is comprised of three subject tests
(reading, mathematics and science) coupled with a student survey, used to
document school improvement efforts, and which provides comprehensive
school-level data that disaggregate students' achievement by their perceptions of
school and classroom experiences.
Data Wise, a web-based program that allows teachers to quickly view their most
timely results and also creates dynamic reports that support data-driven
collaboration and decisions quickly and easily by selecting virtually any group of
students and any combination of local and State assessments.
Each student will receive support from a teacher serving as his or her advisor. This
person will serve as a mentor, help assigned students in adjusting to high school, guide
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them through the graduation project, and assist in the transition from high school to
college student. Should the student require tutoring in a specific area, the advisor will
help arrange for tutoring services.
The school counselor, in collaboration with the respective advisor, will be the student
advocate, helping students communicate with teachers, and participating in student-led
conferences with parents/guardians. The CCA counselor and advisor will also keep track
of student progress and arrange for necessary interventions.
Academic achievement will be the central focus at CCA. Students in 11th and 12th grades
will mentor younger students, formally and informally. All students will be expected to
support their peers to enable each and every student to master the material at hand.
Community volunteers, tutors, and veteran teachers will assist students in developing
writing skills at respective grade levels as rapidly as possible.
For students that are not performing at grade-level, an academic catch-up program will be
developed, and assistance provided through the student’s Advisory Class, the College’s
Academic Success Center, and summer learning opportunities offered through the
college. The Academic Success Center is the primary vehicle for helping students to
evaluate progress, choose resources compatible with their learning styles, and locate
appropriate support materials. Individual tutors, study groups, computer-assistedinstruction, skills workshops, video reviews and similar activities will be available for
learning support. The Academic Success Center also provides students with career
assessment and planning tools including the Strong Interest Inventory, the Myers-Briggs
Type Indicator, and FACTS.org. Career planning will be integrated into the development
of each student’s ILC.
As students move into CAA classes, some may struggle academically. The advisory
program provides faculty the opportunity to notify advisors when students are not
performing adequately for intervention purposes. In addition, CCA administration and
staff will monitor standardized test results, completion rates and grade level achievement,
and continually review performance indicators to gauge students’ overall performance. If
a student is at risk of repeating a grade or failing to graduate, the counselor will discuss
intervention steps with the student and parent/guardian. Interventions may include, but
not limited to; an extended day, tutoring, Florida Virtual School, other online approved
programs to assist the student in staying on graduation path
An annual report will be provided to parents/guardians documenting student progress
toward achieving State and district expectations for reading, writing, mathematics, and
science proficiencies based on results of district and statewide testing. CCA intends to
adopt the LCPS Student Progression Plan (SPP). The parent/guardian will be notified in
writing during a grading period when it is Apparent that his or her student may fail or is
doing unsatisfactory work in any course, particularly if the student is not reading at grade
level.
Research Base Supporting Initiatives
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Extensive research underpins the CCA philosophy and Approach described herein.
Following are brief summaries of related studies considered by the CCA Task Force
when recommending the eight tenets supporting distinctiveness presented on page 9. The
bibliography of literature reviewed for proposal development is presented as Appendix 3.
Tenet One: Achieving Excellence and Equity in Academic Achievement
Cape Collegiate Academy Approaches the development of CCA cognizant of sociocultural issues surrounding Charter Schools. The College will be deliberate in achieving
excellence and equity beginning with the recruitment and enrollment process. CCA will
enroll students residing in North Fort Meyers and Cape Coral, regardless of race, ethnic
and national origin, gender, or religion including, but not limited to, those meeting the
criteria of the Individuals with Disabilities Education Act, English for Speakers of other
Languages, Title II of the Americans with Disabilities Act, and Section 504 of the
Rehabilitation Act of 1973.
Research data indicate that Charter schools are not only predominant among schools of
choice, but that they are disproportionately subscribed to by students from among racial
and ethnic minority populations and also of lower socio-economic status. Frankenberg
and Cape (2003), who have penned one of the most comprehensive research pieces on
Charter Schools, note that “…at the national level, blacks are over-enrolled and whites
are under-enrolled in charter schools relative to public school enrollment.”
Tenet Two: Individualizing Instruction
Individualizing instruction has, more often than not, been associated with students with
disabilities and, to a lesser extent, with students who are gifted and talented. The most
related discussion is centered on the development and implementation of Individual
Educational Plans (IEPs). Megay-Nespoli (2001) in the article, Beliefs and Attitudes of
Novice Teachers Regarding Instruction of Academically Talented Learners, summarizes
some of the major findings of the research on Individualizing Instruction. Research on
learning to teach academically diverse learners, while scant, has focused on how teachers
make decisions about what and how to teach the whole class rather than on making
decisions for different types of learners. The research further indicates that many teachers
are aware that students have differing needs, and acknowledge that student assignments
should be tailored to meet the individual students' needs; however, they lack the
knowledge and skills necessary to differentiate instruction. The issue of teacher
perception is of paramount importance.
In discussing one model of Individualizing Instruction, i.e. Self-Regulated Learning
(SRL), Butler (2002) argues rather persuasively that it is not sufficient to “…promote
student self-regulation [but] teachers must assist students to engage flexibly and
adaptively in a cycle of cognitive activities (i.e., task analysis, strategy selection and use,
and self- monitoring).” More importantly is that teachers should strive ardently to
“…promote students’ positive self-perceptions of competence and motivational beliefs …
[and] … their perceptions of self-efficacy, … [or] beliefs about their capabilities to
exercise control over their own level of functioning and over events that affect their lives
[and] their perceptions of self-efficacy [that] influence the goals they set, their
commitment to those goals, and the learning strategies employed” (Butler, 2002). Implicit
in Butler’s exposé on Self-Regulated Learning as a model of Individualized Learning is
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the underlying notion of a caring environment that will be addressed more fully in Tenet
7. Preparing Teachers for Addressing Issues of Culturally Relevant Pedagogy.
CCA will integrate technology across the curriculum. Technology will be employed to
support Individualizing Instruction, to align instructional materials and assessments with
local, state, and national standards; and to support the development of electronic
portfolios for CCA students and teacher education candidates. It will also support
activities geared toward the gifted and talented. Strot (1998), in an article entitled,
Individualizing Instructions with Computer Applications, provides observations that are
still Applicable currently in classrooms:
‘Although computers can be a terrific resource for all children, gifted
children particularly benefit from the individualization provided by
different computer Applications…. …From my observations, however,
teachers use computers primarily for drill and practice exercises and
word processing.’
Traditional uses of technology in the curriculum will include retrieving information from
the Internet, and communicating with students and parents regarding academic
performance and general welfare. Technology will be also utilized in continuous
assessment and evaluation of students’ academic performance in modes such as
electronic portfolios, and will selectively employ available resources that will “…align
instructional materials and assessments with local, state, and national standards” (Krajcik,
J., McNeil, K. L., and Reiser, B. J., 2007).
The school facilities will be fully equipped with hardware, software and wireless
connections to support the integration of technology with the curriculum and ongoing
state-of-the-art technology resources.
Tenet Three: Internationalizing the Curriculum
Internationalizing the curriculum has received much attention in recent years, primarily
because of the emphasis attached to globalization manifested through international
political and international institutions such as the World Trade Organization. But
internationalizing the curriculum goes beyond an understanding and familiarity with such
agencies. Reed (2007) in a recent editorial to a special edition of the International Journal
of Therapy and Rehabilitation provides a rather succinct statement of what it means to
internationalize the curriculum:
‘Respecting and acknowledging different perspectives is the key to
internationalization of the curriculum. Internationalization goes far beyond
cultural awareness and including case-studies from other cultures than one's
own. The skills that graduates should acquire from a truly internationalized
curriculum are to be open-minded, show respect and curiosity about other
practices and be capable of showing a willingness to reassess and reevaluate accepted practices and ways of thinking. (p. 390).’
Reed’s observation regarding graduates who are “…open-minded, show respect and
curiosity about other practices and be capable of showing a willingness to reassess and
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re-evaluate accepted practices and ways of thinking” (p. 390), reflects the values and
proficiencies which CCA anticipates that its graduates will mirror.
External and internal influences will play a role in shading the curriculum. Externally, the
expectations of parents and agencies that mandate curriculum requirements are perhaps
the most powerful forces. Internally, there are considerations of ideological orientations
as well as the readiness of teachers, staff, and administration that must be addressed.
CCA’s Approach to internationalizing the curriculum will consider all such factors and
do so within the mandates of governmental requirements.
Literature concerning the process for internationalizing the curriculum is scant. Vidovich
(2004) in the comprehensive article, towards internationalizing the curriculum in a
context of globalization: comparing policy processes in two settings, suggests some
major lessons. She contends that there are a number of issues that must be addressed with
a great degree of sincerity if the program is to be successful. First, she acknowledges
that: “…While parents … are generally supportive of internationalizing the curriculum,
they also continually reinforce the importance of the school's high position….” This is
especially important at a time when entrance into selective higher educational institutions
is more competitive than ever. Second, she highlights the pivotal role of teachers in this
process and the possibility of administration really respecting that role while recruiting
teachers who are truly global proponents in their professional practice: “…teachers'
contributions to curriculum development [tend to] center on their detailed knowledge of
localized context, rather than construction of curriculum discourses, and therefore their
ownership of curriculum change is limited. However, in situations [where there are
opportunities for genuine curriculum revision and construction] where individual schools
decide to internationalize their curriculum, it may be teachers' global (rather than local)
knowledge which becomes more important.”
CCA’s curriculum will incorporate the best components of a variety of curricula models
that exemplify internationalization. A complementary program will afford teachers and
staff opportunities to work with students and teachers from schools internationally, and
produce students who are proficient and reflective of cross-cultural practices. CCA
teachers will draw on the resources of the College faculty, many of whom bring in-depth
subject area expertise in areas such as business, ecology, oceanography, medicine, and
languages.
Tenet Four: Employing a learning community Approach for interdisciplinary teaching
Learning communities offer coherent opportunities for the teaching of literacy skills, such
as reading, writing, and speaking, and additional pathways for students to engage in the
general education curriculum. They also offer a robust way to address interdisciplinary
ideas, and a more coordinated platform for study. In a variety of institutional settings,
learning communities have been shown to increase student retention and academic
achievement, increase student involvement and motivation, improve students’ time to
degree completion, and enhance student intellectual development. Students involved in
learning communities become more intellectually mature and responsible for their own
learning, and develop the capacity to care about the learning of their peers.
At CCA, small learning communities will foster close relationships among students and
teachers, and, as research indicates, enable the teachers to work together across
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disciplines to engage students in rigorous learning activities supporting academic
achievement. Problem solving in math and critical thinking will be inherent in an analysis
of a social studies assignment. Since student achievement portfolios in the small school
environment can span disciplines, teachers will meet as a team to review student
progress.
Tenet Five: Aligning Cape Collegiate Academy and CCA competencies for general
education
As previously discussed, Cape Collegiate Academy faculty have agreed formally on the
lifelong value of the following skills and abilities, and have identified them as general
education competencies. Students must demonstrate mastery of the competencies prior to
graduating with an associate degree:
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Critical thinking
Communication—writing, reading, speaking, and listening
Technology and information management
Ethics and values
Quantitative reasoning, and
Interpersonal skills
CCA teachers will develop syllabi based on the current Cape Collegiate Academy syllabi
template, which includes these competencies for all transfer courses. The teachers will
also include strategies for addressing and integrating these outcomes within each high
school course. The result will provide a mechanism whereby all faculty work together to
document student learning and assure attainment of required college-level competencies.
Such cohesion has been documented as fundamental to achieving ongoing improvements
in student learning.
Tenet Six: Presenting a Distinctive Curriculum That Integrates Critical Thinking into
Every Course
Preparing students to succeed in the 21st century workplace must be an integral part of a
student’s high school curriculum. Cape Collegiate Academy believes that a curriculum
undergirded by an emphasis on critical thinking, infused with literacy, and reinforced
through practical experiences will not only distinguish the school’s graduates, but the
school as well.
Critical Thinking as an educational philosophical notion has been incubated and
developed into maturity over the last four decades. Riddell (2007) points out that
“…Critical thinking requires an explanation rather than a definition.” It may best be
understood by ferreting out its principle pillars, which have been detailed in the literature:
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Reflection (Bandman & Bandman 1995; Brookfield, 1987; Chenoweth, 1998;
Kataoka-Yahiro & Saylor, 1994; Paul, 2004; Watson & Glaser, 1980).
Identification and Appraisal of assumptions (Brookfield, 1987; KataokaYahiro & Saylor 1994; Mezirow, 1991).
Inquiry, interpretation and analysis, and reasoning and judgment (Bandman
& Bandman, 1995; Brookfield, 1987; Mezirow, 1991; Paul 2004).
Consideration of context (Brookfield, 1987; Cody, 2002; Mezirow, 1991)
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The Appropriation of Critical Thinking as the primary underlying educational philosophy
that informs the CCA curriculum will be underscored by relevant professional
development initiatives. The College faculty’s focus on assessing and integrating critical
thinking skills in all general education courses will provide the opportunity for CCA
teachers to participate in related campus-based workshops.
Tenet Seven: Preparing Teachers for Addressing Issues of Culturally Relevant Pedagogy
Serving the needs of a diverse student body will require employees trained to
successfully navigate a variety of socio-cultural and academic issues. Research responds
positively to the situations that are likely to arise among teachers and administrators at
both CCA and Cape Collegiate Academy.
There is a rich body of literature that addresses the notion of culturally relevant pedagogy
(Gay, 2000; Howard, 2003, 2001; Ladson-Billings, 1994; Shade, Kelly, & Oberg, 1997;
Ford, D. Y., & Harris, III, J.J., 1999; Irvine, J. J., 1990; Valenzuela, A., 1999; et al.). Gay
(2000) crystallized the notion of culturally relevant pedagogy as pedagogy that draws
upon the “…cultural knowledge, prior experiences, frames of references, and
performance styles of ethnically diverse students to make learning more relevant to and
effective… [for students]. …It teaches to and through the strengths of these students. It is
culturally validating and affirming.”
The efficacy of culturally relevant pedagogy is not limited to addressing the teaching and
learning experiences of culturally and linguistically diverse students. It also raises issues
regarding the extent to which many teachers have not been professionally prepared to
teach all students including those who are with the realms of special education. Williams
(2008), in a recent cross-cultural study among teachers in the Netherlands, the United
Kingdom, and the U.S., agreed with the body of research indicating that in addition to the
lack of adequate preparation that teachers receive in addressing the needs of all students,
the issue of teacher perception is also pivotal in students’ academic achievement.
Employment of culturally relevant pedagogy dictates that there is a just and caring
environment that pervades the schooling process. Clark (2006), using social justice as a
surrogate for teachers and administrators perception and belief that all children are
capable of learning, contends that: “…How these considerations are cashed out in school
rules, classroom practices, teaching and learning activities, interpersonal relationships,
social interactions, administrative procedures, assessment methods, accountability
schemes and in the formal and informal routines of institutional life will largely
determine whether schools can be places where social justice has an opportunity to
flourish and where young people are able to witness and experience, first hand, the
virtues of a just school rather than the vices of one not so disposed.” Implicit in the belief
of enrolling students without creating barriers under the guise of upholding ‘high’
standards is the Application of culturally relevant pedagogy and a just and caring
environment.
Cape Collegiate Academy and CCA will provide relevant and continuous professional
development for the Cape Collegiate Academy Board, Cape Collegiate Academy faculty,
CCA teachers, and all staff and administrators.
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Tenet Eight: Developing New Models for School/Community Collaborations
Powell, et al. (2007) concludes from the research (Coffman, Post, Bouffard, and Little,
2005) “…two key elements of the definition of complementary learning: (a) both school
and nonschool contexts are critical to children’s learning and success, and (b) learning
opportunities and contexts should complement each other.” The premise for strongly
suggesting that learning opportunities and contexts should complement each other
emanates from the premise that there is a tremendous influence that the community has
on families and, in particular, that such influences have tremendous consequences for
children’s well-being.
One of the central foci in the establishment of CCA is a pivotal role that parents will play
in the evolution of CCA. Parents were involved in the School’s development from its
conceptualization stage by participating in community meetings and focus groups, and
will continue to be involved. The requirement is that parents will be actively engaged in a
support team assigned to each student. The probability for high academic achievement
when given such support is heavily supported in the literature. This positive relationship
holds true for all students and perhaps has the greatest potency for significantly reducing
the achievement gap between racial and ethnic minority students and majority students,
as well as those from lower socio-economic status and those from the middle class
(Bronstein, Stoll, Clauson, Abrams, & Briones, 1994; Hampton, et al., 1998; Offenberg,
Rodriguez-Acosta, & Epstein, 1979).
Despite the importance of school and community collaboration, there is a plethora of
evidence that this component is noticeably absent in the professional preparation of
teachers. Arthur Levine (2005) recommends that “…Designed as an Apprenticeship, field
work should provide teacher education students experiences in communities, families,
and schools. (pp. 108-109). Mattai and Williams (2007) in a piece, The Disconnect
Between Teacher Education and Schooling: Neglecting the Community, argue that
“…merely increasing time spent in the classroom during formal professional teacher
preparation or imbedding multicultural elements in the curriculum will not address such
shortcomings … [but] that such shortcomings may best be addressed by immersing
candidates in communities and particularly those that are racially-ethnically diverse.”
Cape Collegiate Academy faculty and CCA teachers will be exposed, and participate in,
programs in which school/community collaboration will be a major component. The
College’s baccalaureate programs in Secondary Education will offer a significant
resource in school/community collaboration.
4. Curriculum Plan
The CCA high school core curriculum is planned in accordance with the requirements of
the Sunshine Standards stipulated by the Florida Department of Education and in
compliance with Florida Statutes, s. 1002.33(6)(a)(2); s. 1002.33(6)(a)(4); s.
1002.33(7)(a)(2); and s. 1002.33(7)(a)(4).
The course of study at CCA is designed to allow all students to meet the requirements for
a high school diploma as well as an associate degree. The curriculum of all high school
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courses will be based upon the Appropriate State Board Approved Sunshine State
Standards and course descriptions. In addition, CCA will follow the Sponsor’s Lee
County Public Schools Authorized Courses for Secondary Schools, as Appropriate. These
courses will be academically challenging, and sufficient for students to pass the AccuPlacer Community College Entrance Test, and to score proficient or above on the 10th
grade FCAT tests.
The curriculum will be distinguished by initiatives that are part of the Schools’
innovative mission and provide students with an additional perspective on general
education, critical thinking, current world issues, the interdisciplinary nature of subjects,
and connections to careers and education beyond high school. Participation is designed
not only to add knowledge, but also to strengthen the student’s ability to participate in
problem-solving, critical thinking, and project-based learning. The pinnacle of the senior
year is the completion of a capstone project during the final semester.
The language arts curriculum will permit CCA students to take English II for high
school credit as sophomores, and to take college level English Communications I and II
for dual college and high school credit in the junior and senior years. Students who meet
College admissions standards will also take a variety of other college level courses in the
field of literature and creative writing. The high school courses will be intense and
accelerated to prepare CCA students for college level classes as juniors and seniors.
During the senior capstone project, students will demonstrate writing skills, and other
general education outcomes mastered in high school and college classes through learning
communities and reinforcement of general education outcomes throughout the
curriculum.
The CCA social studies sequence will begin with sophomores taking World History.
Juniors and seniors will complete the social studies requirements through dual-enrollment
in college-level courses, such as, American History, American Government, Economics,
and World History. The American History and World History classes are writing
intensive college classes.
The CCA mathematics curriculum is contingent upon placement test scores and prerequisite completion. All students will be required to complete Algebra I at the high
school level, and a sequence of college level mathematics courses beginning with college
level Algebra through Calculus. The mathematics sequence will be crafted to meet a
student’s particular need based on his/her demonstrated graduation achievement or ability
and the anticipated major or career interest.
Students may take a variety of courses in the social sciences, humanities through dual
enrollment classes, and participate in theatrical productions at their home school. A twoyear foreign language requirement can be met through Spanish in the dual enrollment
curriculum. Students who have begun another language at their previous school may
continue that language through independent study, the Florida Virtual School, available
dual enrollment courses or other online/distance learning opportunities approved by the
CCA administration in accordance to the state standards.
The science curriculum will consist of students completing, prior to the sophomore year,
Interdisciplinary Science, or Biology. Juniors and Senior will complete a sequence of
26
college-level science classes that are challenging and Appropriate for their chosen college
major. Courses may include chemistry, oceanography, organic chemistry, anatomy and
physiology, environmental science, and physics. All courses include a laboratory
component.
Students can select a variety of options to fulfill requirements in fine or performing
arts. CCA plans to offer a variety of courses for dual-enrollment credit that includes
speech, debate, theater, art appreciation, and music appreciation, and creative writing.
In addition, the CCA plans to offer a one-credit-hour course in Health Opportunities
through Physical Education (HOPE). To satisfy one-half credit of this requirement,
students may choose to participate in an interscholastic sport at junior varsity or varsity
level for two full seasons, and pass a competency test developed by the Department of
Education on personal fitness with a grade of “C” or better to satisfy the one credit
requirement in physical education.
The CCA Curriculum Plan (Sample) is presented as Table 2. Sample student schedule is
presented as Appendix 4
Table 2 - CCA Curriculum Plan (Sample)
Grade
Language
Arts
Mathematics
Science
Social
Studies
Foreign
Language
Other
Requirements
9th
English I
Algebra
Science
World
History
US
History
Elective
10th
English II
Geometry
Biology
DE
DE
DE
DE
DE
HOPE
Beginning
Spanish I
HOPE
DE
Classes
11th
Equivalent
Equivalent
Equivalent
Equivalent
English
Composition I
College
Algebra
CollegeLevel
Science
with Lab
American
History
DE
Classes
12th
DE
Classes
English
Composition
II
College-Level
Mathematics
CollegeLevel
Science
with Lab
American
National
Government
AMH 2012
or 2020
Economics
I or II
Beginning
Spanish II
HOPE
Associate
Degree
Requirement
Elective
Humanities
(Writing
Intensive)
Speech or
Public
Speaking
World
History
(Writing
Intensive)
Humanities
(Non-Writing
Intensive)
College
Courses as
determined by
students
College
Courses as
determined
by students
27
Students may choose from a variety of dual enrollment classes to meet their high school
elective credit requirements and at the same time individualize their AA programming to
meet their individual needs.
A life skills Reading course can be taught at the college level, along with literature
courses. American Government is also offered at the college level. Because World
History is not offered for college credit, the CCA social studies teacher will teach this
course. Levels of mathematics and science, in particular, are greatly dependant on the
academic level of individual students. The ILCs will reflect course progression from the
10th to the 12th grade. For example, a student may come in with Geometry in middle
school. CCA would provide the next level of instruction just as LCPS does. CCA
representatives will continually monitor students’ high school and college transcripts.
Focus on Reading
www.justreadflorida.com/docs/reading_programs.pdf
CCA teachers and staff will implement strategies to ensure that reading is a primary focus
of the curriculum. Planned strategies to reinforce reading skills and nurture a lifelong
interest in reading include immersing students in a culture of reading during the school
year, implementing a summer reading program, and utilizing a book club Approach in
reading workshops.
Specific reading initiatives will include:
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Activities that promote peer modeling of good reading habits;
Reading assessments that provide diagnostic information with Appropriate
lessons for remediation and feedback (e.g. Nelson Denny, KADLAN, AccuPlacer);
Interdisciplinary/coordinated reading topics in learning communities;
Whole group instruction offered through the College’s Academic Success Center; Mentoring or tutoring program for providing additional instructional time to students; Before and after school tutoring and one‐on‐one assistance; Differentiated instruction with use of supplemental materials; Lesson plans that reflect instruction in components of reading; Student book club;
Summer reading followed by formal reading groups during fall semester;
Reading courses offered for college credit, e.g. REA 1605 Study Skills for
College Students;
Open access to an extensive lending library housed at the Cape Collegiate
Academy campus library, and resources available through the interlibrary loan
agreement; and
Reading friendly environment that provides constant encouragement to read.
CCA will use the results of the FCAT and CPT to determine and document student progress in reading with comprehension. Students scoring at Level 1 or Level 2 on the
FCAT reading test, or those identified as having a deficiency in reading, will require
intensive reading instruction per Florida Statutes. Consultation with the student’s advisor,
28
school counselor, and reading specialist will lead to remedial strategies and identification
of monitoring and re-evaluation activities to be employed. Feedback mechanisms will
include self-assessment strategies and standardized pre-and post-tests to evaluate reading
levels and progress. Professional assistance will be provided to students through the
College’s Academic Success Center, and by all Cape Collegiate Academy faculty holding
reading certifications. The monitoring plan for reading will be discussed with, and
signed by, the parent or guardian.
Discussions with collegiate high school colleagues reveal that an intense summer reading
program is rarely needed. Experience indicates that FCAT scores are more important to
students in this type of environment, and that the learner-to-learner support is
tremendous. In its four-year history, St. Petersburg Collegiate High School has not had a
single student fail to pass the FCAT.
Should reading remediation be required for students entering 10th grade, CCA will direct
students to one of the College’s preparatory reading courses. CCA will provide required
reading lists for students’ summer reading, with reports processed by teachers in the next
grade level. Because the College would not collect FTE funding for such enrollment,
students will be able to take college prep courses for high school credit. Cape Collegiate
Academy and CCA will be responsible for identifying funding for such summer study.
Students who fall behind in their studies during the school year will be required to attend
individualized study/homework sessions before and/or after school.
CCA will collaborate with LCPS or a qualified reading consultant for attaining
professional development in reading for the school’s administration and teachers, as
necessary. As required by LCPS, the school Director, as chief educational leader, will
complete the Florida Online Reading Professional Development (FOR-PD), competency
2 of the reading endorsement. In addition, the Director will complete professional
development on walk-thru observations that include coaching to improve reading, and
attend other district level professional development meetings.
CCA will collaborate with LCPS in adopting aspects of its excellent comprehensive
reading plan available at http://www.LCPS.k12.fl.us/Downloads/ReadingPlan.pdf. The
plan outlines the LCPS ongoing progress monitoring strategies, data to be collected,
frequency of review, and intervention strategies.
Aspects of the LCPS plan, to be adopted by CCA, include:

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Fidelity checks of reading instruction using checklists for classroom observation;
Improvement plans for schools that are not making academic improvements;
The formal process for developing levels of intensity of intervention;
Classroom-based professional development for teachers through modeling of
instruction and feedback; and
Differentiated instruction in instruction using material that targets area(s) of need.
CCA will work closely with LCPS concerning data services, to include providing
assessment data electronically to teachers. Teachers will receive training on the progress
monitoring assessment system, which includes electronic Progress Monitoring Plan
29
(PMP) forms, as well as a pull-down menu selection of strategies that are aligned to each
of the components of reading.
Attributes of CCA presented above depict a learning environment conducive to engaging
all students. Exemplary pedagogical techniques will address the needs and abilities of all
students, and community service opportunities will integrate learning with real life issues.
The size of the school, a focus on relationship building through learning communities,
teaching methods that focus on learning styles and culturally relevant pedagogies, and the
plethora of intervention strategies will provide such a learning environment.
Individual tutors and small group settings of 6-8 students will support students identified
entering the CCA at below grade level. Pre and post testing each semester will be used to
evaluate the student’s progress and success. The CCA goal will to bring students up one
grade level grade per 6-month period.
In addition, the curriculum will include augmented reading and mathematics lessons and
activities for students who are below required skill levels. In addition to the reading and
writing program from Apex, an adult literacy program from Merit Software may be used
to provide skills development in reading and vocabulary. The Accelerated Math Program
will be used to track and accelerate math students at a high rate of success. The
Accelerated Math Program allows students to move from elementary grade level math
through Calculus at the students desired and mastery pace.
Assessment at the program level will take place at least once each academic year.
Evaluation of all dual enrollment courses and Cape Collegiate Academy faculty teaching
dual-enrollment courses will be evaluated according to the College’s assessment
measures which include meeting state-level performance measures, a comprehensive
faculty evaluation plan, student review of instruction on a course-by-course basis, and
portfolio review. Evaluation of high school courses and teachers will be based on LCPS
policies, Sunshine State requirements, and other criteria adopted by CCA that reflect its
unique initiatives, mission, and alignment with Cape Collegiate Academy instructional
standards. The Cape Collegiate Academy Board will receive periodic assessment and
evaluation progress reports, and will receive a comprehensive assessment and evaluation
report annually. The CCA School Counselor and Director will collaborate to ensure that
all CCA initiatives and outcomes are evaluated effectively.
In addition to quantitative data, qualitative information is essential for assessment,
including parent and student satisfaction surveys addressing the areas of communications,
academics, school culture, and student services. Qualitative data also includes teachers'
observations and student anecdotes, parental feedback, standardized test results, course
grades, homework assignments, attendance patterns and traditional educational research
used to formulate school improvement priorities. Teachers' workloads will be designed
specifically to accommodate weekly meetings and impromptu discussions throughout the
year. Results of surveys will be tallied and published in the CCA Annual Report, to be
approved by the Cape Collegiate Academy Board and available to all stakeholders.
CCA is cognizant that, at minimum, assessment and evaluation must address relevant
state requirements, particularly those contained in the Florida Statutes s.
1002.33(6)(a)(3); s. 1002.33(7)(a)(3); s. 1002.33(7)(a)(4); s. 1002.33(7)(a)(5), and as
30
prescribed by the Florida Comprehensive Assessment Test (FCAT) and The Florida
College Entry Level Placement Test (CPT). All students at CCA will participate in all
State and district assessment programs in which students in comparable grades/schools
participate. Also, CCA will work closely with LCPS to delineate the details of
assessment planning, which will accommodate both district and charter school
accountability requirements. CCA students will demonstrate academic improvement and
success by meeting high standards and making annual learning gains as defined by the
Florida A+ Plan in the following ways:
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Improving achievement levels from 1-2, 2-3, 3-4, or 4-5;
Meeting high standards in level 3, 4, or 5;
Maintain within the relatively high levels of 3, 4, or 5; or
Making adequate progress with the lowest 25% in reading as defined by the
Florida A+ Plan.
Improving writing performance by 1% or maintain a minimum of 90%
proficiency as required by No Child Left Behind (NCLB).
5. Student Performance, Assessment and Evaluation
The charter performance goals, as outlined below, are reflective of the School mission
and State accountability measures. Annually, the performance indicators will be reviewed
by CCA staff, LCPS district, the Board and Florida DOE, with baseline data made
available to key stakeholders, community members, students and parents. A School
Improvement Plan will be developed following the initial year of operations. Goals
reflecting CCA accountability criteria and initial baseline measures are as follows:
GOAL 1:
GOAL 2:
GOAL 3:
GOAL 4:
GOAL 5:
GOAL 6:
GOAL 7:
GOAL 8:
GOAL 9:
CCA will meet or exceed state accountability criteria. Following the initial
year of operation, the school will receive at least a rating of B or higher by
the end of the second year.
FCAT scores in reading, science, and mathematics will meet or exceed the
district and state average and will continue to increase over the 2012
baseline scores.
CCA’s graduation rate will meet or exceed the state and district graduation
rate and increase each year.
The graduation rate for students with exceptionalities will increase each
year.
FCAT writing assessment scores will meet or exceed state scores and the
percentage of students scoring at level 4 and higher will increase each year.
The district’s verbal and mathematics Scholastic Assessment Test (SAT)
scores will meet or exceed the state and nation.
Collegiate High School ACT Results will exceed State and National
Averages.
Number of Graduates who Earned Bright Futures Scholarships will meet or
exceed state and district.
Percent of CCA graduates also receiving the associate degree will increase
each year.
31
GOAL 10: Grades (Mean GPA) earned by Collegiate High School students will meet or
exceed other dual enrollment populations.
GOAL 11: Percent of dual enrolled course success rates for CCA students, defined as
receiving grade “A”, “B” or “C” in college level courses, will meet or
exceed other dual enrollment populations (district and statewide).
GOAL 12: Percent of dual enrolled CCA students earning grade “A”, “B” or “C” in
high enrollment courses will meet or exceed other dual enrollment
populations (district and statewide). Courses included in comparison data
include: ENC 1101 English Composition I and ENC 1102 English
Composition II, MAC 1105 College Algebra, Natural Science (All biology,
chemistry and physical science classes), PSY 2012 Psychology, ECO 2013
Economics, and WOH 2012 World History.
GOAL 13: Number and percent of seniors earning high school diplomas will meet or
exceed state and district graduation rate.
GOAL 14: Promotion rates by grade level will meet or exceed state and district rates.
GOAL 15: Annual parent and student surveys will depict high levels of satisfaction
with programs and services in annual survey.
GOAL 16: Students will express satisfaction with programs and services.
GOAL 17: CCA will demonstrate Adequate Yearly Progress under NCLB.
GOAL 18: Number of students participating in service learning and co-curricular
activities may increase annually.
GOAL 19: CCA students, that attain an AA/AS degree, will perform at least as well as
all Cape Collegiate Academy graduates on measures of general education
competencies.
GOAL 20: Retention of CCA students dual-enrolled will meet or exceed retention rates
of other dual enrolled students.
CCA will participate in all State assessment programs and may participate in district
programs in comparable grades/schools. CCA will assure that personnel involved with
any aspect of the testing process will have knowledge of, and abide by, State and, where
Applicable, LCPS’s, policies, procedures, and standards regarding test administration,
test security, test audits, and reporting of test results.
Evaluation of student progress will provide on-going formative and summative
information for monitoring student progress, and provide needed feedback. Teachers will
convene weekly meetings to discuss classroom activities and individual student
performance patterns, and student advisors and the counselor will be informed when
students are not meeting academic course standards. A number of Approaches will be
implemented to help ensure students’ success including timely intervention when student
performance falters, daily monitoring of student attendance and engagement, rapid
involvement of parents through phone calls and conferences, student and parent access to
grades online, and timely communication among CCA teachers and staff.
Fundamental benchmarks for student success at CCA will be:

Student performance at each instructional level, as measured by various State
Approved indicators, will increase 10% annually until all CCA students are at
least as high as the average LCPS students at each instructional level;
32
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ACT/SAT/CPT scores will increase 10% annually until 100% of all 11th grade
students meet the Florida State entrance criteria
FCAT reading, science, and math scores will increase 10% annually until 100%
of the CCA students attain a level 4 or 5;
CCA will accomplish a rating of at least a “B” on the Florida report card at the
end of its second year;
CCA graduates earning an associates degree at Cape Collegiate Academy will
increase 10% annually until the CCA graduates perform equal to other Florida
State University System graduates on Campus-Based Accountability measures
identified in the College's Institutional Effectiveness Scorecard; and;
Using assessment goals in reading, math and writing, all students will achieve the
amount of increase in performance that would indicate at least one year’s growth
as assessed through the FCAT;
The CCA will achieve AYP by the third year;
Student attendance will increase 10% annually until the attendance rate reaches
95%;
Discipline issues will decrease 10% annually until the disciplinary referral rate
reaches 15%;
The CCA graduation rate will increase 10% annually until the CCA attains a
100% graduation rate.
CCA will use the following assessments and performance indicators:
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CPT/ACT/SAT for admission
Placement test results and other assessments (e.g. KADLAN);
Student goal attainment identified in ILCs;
Number of college credits awarded at each grade level;
Collegiate High School FCAT results;
Standard grades in individual classes;
Course success rates;
Progress toward attainment of Cape Collegiate Academy general education
competencies;
Qualification for Florida’s Bright Futures Scholarship Program; and
Achievement of academic plans and competencies based on student’s portfolio
review.
Course credit
Credits will be earned based on achievement of the performance standards outlined for
each course. Report card grades will reflect the level of achievement of such standards.
Students who do not achieve these standards will be provided extended learning
opportunities and support previously described in this document. Ongoing assessments
conducted throughout the high school experience will document students’ skills, attitudes
and abilities.
As detailed in Sunshine State Standards, one full credit is defined as a minimum of 135
hours (120 in the extended or block period) of instruction in a designated course of study,
33
which also contains student performance standards. One-half credit is defined as the
equivalent of one-half of the requirements for one full credit.
Three semester hours of college credit earned through dual enrollment and satisfying the
requirements of the Cape Public School’s inter-institutional articulation agreement shall
also equal one-half (0.5) high school credit, unless otherwise designated by the
Articulation Coordinating Committee of the Florida Department of Education. All
courses will be offered and grades assigned in one-half credit increments unless
otherwise designated.
Grading Scale
Course grades will serve as a fundamental measure of student achievement. CCA will
utilize the following grading system, based on the Florida Uniform Statewide Grading
Scale for grades 9-12:
Table 3 – Grading System for Measure of Student Achievement
Grade Percentage
Quality Point Value Progress
A
90 – 100
4
Outstanding Progress
B
80 – 89
3
Above Average Progress
C
70 – 79
2
Adequate Progress
D
60 – 69
1
Lowest Acceptable Progress
F
0 – 59
0
Failure
Students will be classified at the end of each school year. A 10th grade student must have
completed one year of high school and been awarded a minimum of five credits,
including one of three credits in mathematics and one of four credits in English, or meet
the grade nine FCAT Level 2 in math and reading. To be classified as an 11th grade
student, the student must have completed two years of high school and been awarded
eleven credits, including include one of three credits in mathematics and two of four
credits in English or meet the 10th grade FCAT Level 2 in math and reading. A 12th grade
student must have completed three years of high school and been awarded a minimum of
sixteen credits, or at the beginning of the third year of high school, the student must have
signed an 18-credit option form..
Four-year standard graduation requirements for students entering high school in 20072008 and beyond are as follows:
 Four credits in English (major concentration in composition and literature)
 Four credits in mathematics (must include Algebra I)
 Three credits in science (two of which must include a lab component)
 One credit in American history
 One credit in World History
 One-half credit in Economics
34
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One-half credit in American government
One credit in practical arts career education or
One-half credit in performing fine arts and on-half credit in practical arts or
vocational education
One credit in HOPE (Health Opportunities Through Physical Education)
Eight credits in electives
A cumulative weighted grade point average of 2.0 on a 4.0 scale
In addition to completing the specified curriculum for graduation for high school, each
student will complete the following:
 FCAT (Florida Comprehensive achievement Test)
 An overall grade point average of at least a 2.0 based on the college standard
outlined below
 Successful completion of a senior capstone project
A preliminary CCA assessment plan for each grade level, adopted from LCPS’
assessment model, is presented in Table 4.
Table 4: CCA Student Assessment and Achievement Levels
Grade Ten (9-10)
Testing
FCAT Reading/Math –
(Passing Score required for
graduation)
Grade Eleven (11)
Testing
Grade Twelve (12)
Testing
FCAT/ if needed
FCAT if needed
FCAT Science
PSAT (optional but
recommended- National
Merit qualifying year)
ACT, SAT I – retakes
SAT II (optional)
CPT
ACT, SAT I, SAT II
(optional)
English//Math/Science
CPT if needed
Attainment of Cape
Collegiate Academy
gen. ed. Competencies
(rubric)
English/Math/Science
Subject area tests
English/Math/Science
Subject: Area Tests
FCAT Writing
CPT if needed
PSAT, ACT/SAT (optional)
Subject Area Tests
Attainment of CCA gen. Ed.
Competencies (rubric)
Alignment of CCA gen. Ed.
Competencies (rubric)
Florida college high school teachers encourage the use of the CPT as a valuable
assessment tool. As previously mentioned, students are eligible for enrollment in college
preparatory courses for high school credit. Cape Collegiate Academy and CCA stand
ready to work closely with LCPS in implementing the requirements of SB1908
concerning postsecondary readiness. The CCA English teacher will participate in district
training concerning implementation of the new law.
The collection of baseline achievement data will begin with the development of each
student’s ILC. In developing the individualized contracts, teachers and staff will utilize
assessment results from norm-referenced tests, individual course grades, grade point
averages, course retention rates and course success rates. This information will be used
35
by CCA to monitor progress and determine intervention/support strategies as necessary.
This continuous tracking of assessment results will be combined with anecdotal
classroom observations by teachers and staff to provide a composite of the student’s
progress. The contract’s Comprehensive Graduation Plan will assist in benchmarking
progress toward high school graduation and associate degree requirements.
LCPS will establish reporting mechanisms for CCA to include the following:
 Interim reports at the midterm for all students (i.e., at the 4 ½ week interval for
regular schedule and at the 2 week interval for extended period);
 Interim reports on a daily, weekly, or as needed basis, for students performing
below grade level; and
 A standard report card issued to all students four times a year, after each nineweek grading session and on uniform dates as adopted annually.
These reports will contain information on the following:
 Absences and reports of tardiness;
 Student conduct and behavior; and
 Proficiency levels in reading, writing, mathematics and science, as appropriate.
Use of assessment results to enhance both student and School success will be an ongoing
process. Each student will receive an individualized advising session at least twice each
semester to address his or her educational progress, career goals, and course planning. In
addition to the use of assessment results to improve individual student success, aggregate
student performance data will be tracked by grade level, subject area, and class. Trends
and patterns will indicate the need for modification in curriculum and/or teachinglearning strategies. Assessments that grow out of classroom work will also provide ongoing feedback to the school community, teacher, student and parent/guardian concerning
progress toward achieving academic proficiency.
Student progress will be communicated to parents at regular intervals. In addition to
traditional grade reports mailed at the conclusion of a term, monthly and mid-term
advisory reports will be mailed to each parent. Students and parents may view current
grades and grades posted to the transcript through the Florida’s on-line student advising
system at www.facts.org. Copies of standardized test results will be mailed to parents,
along with a guide to interpreting the results.
The student’s advisor will call the parents on a biweekly basis to inform the parents of the
student’s progress.
Newsletters will be sent home quarterly to keep the parents abreast of school activities
and student progress as a whole.
An annual report will be provided to parents/guardians of student progress towards
achieving State and district expectations for proficiency in reading, writing, mathematics,
and science based on results of district and statewide testing. The parent/guardian will be
notified in writing during a grading period when it is Apparent that the student may fail
or is doing unsatisfactory work in any course. An acknowledgement of such notification
36
should be requested and the opportunity for a conference with the teacher or Director
must be provided.
School accountability results, school grades in the Florida School Accountability
Program, and compiled mean scores of CCA student assessments will be communicated
to parents, students and the community through press releases, the CCA web page, public
service announcements, newsletters, parent conferences, open houses and parent
meetings. The School will publish an annual report card containing information regarding
assessment activities, and results of qualitative satisfaction surveys. Executive summaries
will be mailed to all parents/guardians. In addition, all State, district, and school-level
accountability measures will be available through the FLDOE website.
6. Exceptional Students
After enrollment all students will be assessed for previous special education and 504 plan
needs. The CCA will work closely with the LCSD and the school assigned LEA
representative to obtain the Special Education or 504 records to support the students
needs. If the student is transferring to the CCA from outside the District the CCA data
specialist will request a records search for the student to determine Special Education/504
needs. The CCA Special Education coordinator will then identify the specific needs of
the individual through past IEP’s.
The School will provide programs and services addressing the needs of exceptional
students and comply fully with Florida Statutes, particularly s. 1002.33(16)(a)(3), insofar
as State and federal requirements relate to the education of such students. The CCA is
responsible for providing instruction and oversight for ESE students and will serve as the
representative for students requiring accommodations, the CCA will work closely with
the district’s expert staff in engaging reputable educational service providers. CCA
anticipates that the majority of students accommodated would be students mildly affected
by special learning disabilities, and those visually or hearing impaired.
Students entering CCA below grade level will be served through the Pre-Collegiate
program. The school will tailor coursework to individual needs through the ILC.
CCA will deliver special education services in collaboration with IDEA, State Standards,
No Child Left Behind and LCPS District Policies and Procedures. To meet this
requirement most effectively the CCA will hire an ESE specialist and all CCA staff will
be ESE certified.
CA will maintain strict oversight and responsibilities for the planning, delivery,
assessment, and overall efficacy of such services.
37
All CCA instructors will be certified in ESE or working toward ESE certification. Staff
members not holding an ESE certification will have twelve months from their hiring date to
attain said ESE certification.
The CCA will evaluate the effectiveness of our school’s special education program
through student success and how well the student is doing on their IEP, which would
include credits earned, GPA, behavior and if the student is on graduation path.
The processes and procedures CCA will employ for measuring effectiveness for special
education students will include:
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All CCA staff will be certified in ESE to best meet the needs of the students.
Reviewing the IEPs on a minimal annual basis as required by law;
Issuing report cards reviewing the students progress with regard to the IEP;
Scheduling an IEP committee meeting at any time the School or parent feels the
student is not progressing, to discuss intervention strategies;
Working with LCPS as an integral partner in the ongoing evaluation of IEPs and
School’s effectiveness in delivering services, adopting their well-established
evaluative procedures as possible;
Satisfaction surveys from parents of special education students.
The CCA will:
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Not reject the application of or withdraw a student identified as disabled based on
a finding the student needs a service delivery model not presently in existence at
the school (CCA).
Ensure students with disabilities are served in the least restrictive environment.
Not request a copy of the students Individualized Education Plan (IEP) or any
other student information concerning the student’s need or special services from
the parent or any other source, prior to the completion of the application process.
Not include questions concerning the student’s IEP or need for special service in
the enrollment application.
Schedule a meeting of the IEP team when a student with an IEP is admitted to the
school. Sponsor staff will be invited to attend the meeting.
Ensure that students with a disability who complete the enrollment application at
the CCA will be referred for enrollment in the School District only when the IEP
team finds that the student’s educational needs cannot be met at the CCA.
Gifted students will be well served by the CCA. The CCA’s unique designed is specific
to meeting the needs of the gifted and talented at the highest level possible. Higher level
assessment ACT, SAT and the CPT will be utilized to determine the status of the CCA
student and dual enrollment and AP courses will be the majority of classes taken at the
CCA.
Should assessment results indicate that gifted students are capable of excelling in collegelevel courses prior to the 11th grade, the Campus Dean and School Director will
collaborate in making the appropriate placement into college courses.
38
The processes and procedures CCA will employ for measuring effectiveness in serving
gifted and talented students will include:

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20% annual increase in ACT, SAT, CPT test scores until 100% of all 10th graders
are accepted into the university system
20% annual increase in the number of college credits earned until full capacity of
credits earned
Issuing report cards reviewing the students progress;
Scheduling a meeting at any time the School or parent feels the student is not
progressing, to discuss intervention strategies; and
Working with LCPS as an integral partner in the ongoing evaluation of the
School’s effectiveness in delivering services;
Satisfaction surveys from parents of gifted and talented students.
7. English Language Learners
CCA will comply fully with Florida statutes and federal requirements relating with the
education of English language learners. Students will be tested for appropriate placement
within 30 days of enrollment. Upon ESL need identification, the student will be placed
into an appropriate ESL intervention. Students with limited proficiency in English will
be served by ESOL-certified personnel who will follow the LCPS’ District Plan for
Limited English Proficient students. All CCA staff will be ESOL certified to better meet
the needs of the students. In situations that may require tutorial or interpreter
intervention, the CCA is prepared to hire interpreters if available to assist in the student’s
progress.
Assessment:
The CCA will administer the home language survey upon a student’s initial enrollment
into school. The home language survey will assist in:
 Identifying pupils with limited English proficient in the application process
via the student ELP survey and during the interview process.
 Assess the limited English proficient students in acquiring the skills of
listening, speaking, reading, and writing in English.
 Determine the level of English language proficiency for those who are limited
English proficient.
 Provide the appropriate intervention and support. Students will be provided a
variety of interventions to include but not limited to:
 Individual one on one pullout sessions
 Group pullout sessions
 Audio component to their online programming in English or Spanish
 Access to foundation course offerings which focus on reading development
 Periodic assessments to monitor student success and progress
Overview
39
The school will meet all applicable legal requirements for English Learners (“ESOL”) as
it pertains to annual notification to parents, student identification, placement, program
options, ESOL and core content instruction, teacher qualifications and training,
reclassification to fluent English proficient status, monitoring and evaluating program
effectiveness, and standardized testing requirement. The school will implement policies
to assure proper placement, evaluation, and communication regarding ESOL’s and the
rights of students and parents. The school will offer an English Learner program that is
based upon sound educational theory, adequately supported by budgeted resources and
periodically evaluated and revised as necessary to increase opportunities for success.
Appropriate ESOL Program
The primary goal of appropriate programming is to effectively develop each student’s
English language proficiency and academic potential. Programs should enhance selfesteem, promote cross-cultural awareness, and provide equal educational opportunities.
Appropriate programming decisions will be based on on-going programmatic
assessments.
Equal time in basic ESOL as English-proficient students received in Language Arts:
Basic ESOL instructional time will be proportional to the Language Arts time received
by non-ESOL students. English instruction will be appropriate to the proficiency level
and academic potential of the students. ESOL-certified or endorsed teachers will deliver
all instruction in basic ESOL classes.
Equal access to all areas at instructional level/courses in the regular curriculum: All
ESOL students will be given equal access to appropriate programming, including
intensive instruction in the English language and instruction in the basic subject areas of
math, science, social studies, and computer literacy, which is comprehensible and equal
in amount, scope, sequence, and quality as that given to non-ESOL students. This will be
achieved through the use of on-going programmatic assessments and comprehensible
instruction.
ESOL students with special needs and/or at risk for dropping out or under-achieving will
be given equal access to additional services as non-ESOL when indicated.
Every teacher will monitor the performance of each student and call a ESOL Committee
meeting to review the placement and academic progress of any student whose
performance indicates the need for more appropriate instructional planning and
placement. Disciplinary action will not be used against a student, because the student
might be speaking another language other than English.
Each teacher of ESOL students will develop and implement plans and activities that
reflect ESOL strategies and techniques which address individual needs and ensure the
delivery of comprehensible instruction at each student’s English proficiency level.
Teachers will document ESOL strategies and modifications in their lesson plan books or
on instructional checklists. ESOL teachers may provide basic subject and other subject
area teachers with resources and assistance in ESOL curriculum and testing strategies and
modifications, as requested. Teachers may call ESOL Committee or Student Study Team
meetings to assist them in developing appropriate strategies and interventions.
An ESOL liaison will monitor the academic performance of ESOL students to help
determine the degree to which they are receiving comprehensible input.
Grade Reporting
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All staff members have responsibilities with regard to ESOL students in the areas of
instruction, grading, monitoring and certification requirements. Staff members need to
make note of the requirements based on teaching assignment and be sure all certification
requirements have been met. Additionally, teachers of core and elective areas having
ESOL students or students recently dismissed from ESOL will have responsibilities to
complete, and may be called upon for ESOL committee participation, and/or the
monitoring process.
The ESOL student who cannot comprehend the language of instruction should not be
assigned failing grades in the content area subjects. He/she should, however, be assigned
grades based on cooperation, effort, and participation in classroom assignments to the
degrees his/her English language proficiency allows.
Since the assigning of participation grades is subjective, the student, within his language
capabilities, should be expected to do the following within the specified goals and
accommodations of the students:
 Pay attention in class
 Follow directions
 Have required materials
 Participate in activities
 Complete homework assignments within reasonable expectations
 Join in class activities
 Show progress
All CCA staff employed will hold appropriate ESOL certification or be working toward
appropriate certification. If staff members do not hold appropriate certification, they will
be required to attain said certification within twelve months of their hiring date. The
CCA will contract and utilize the LCPS staff development opportunities as much as
possible. In addition, based on student need, the CCA will contract staff from a reputable
educational service provider in concert with LCPS.
8. School Climate and Discipline
CCA will address the possibility and probability of behavior problems realistically, and
be prepared to intervene in a proactive manner. The following expectations of student
behavior will be reviewed in detail with prospective students and parents during the
admissions process:

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


An institutional commitment to concern and respect for each other and material
property;
Personal introspection and critical thinking which engender a disposition to be
mindful of the other and to accept responsibility for one’s actions;
Proactive intervention in addressing behaviors that will minimize the use of
punishment or exclusion;
Strength-based assessments that provide a foundation for developing social skills
competence rather than directing efforts to the challenge of eliminating deficit
behaviors;
Effective engagement of students, parents and community social service persons
in reviewing disciplinary actions utilizing a clearly-stated Appeal process; and
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
Alignment of CCA policies on school climate and discipline with the
constitutions and laws of the United States and the State of Florida, and CCA
policies.
CCA will adhere to the LCPS Code of Student Conduct for student discipline, in concert
with the Cape Collegiate Academy Catalog. Because of the unique nature of CCA and
the parent and student orientation and admissions processes, it is expected that major
discipline issues will be infrequently and/or unlikely. Should a student be suspended or
recommended for expulsion, the CCA will follow the LCPS policies and procedures.
Issues surrounding school climate and discipline are paramount to the effectiveness of
CCA and its academic program. CCA will employ an experienced Director well versed in
student conduct and discipline issues. The School will maintain a safe learning
environment at all times through a philosophy of zero tolerance. Criteria for addressing
discipline issues that will ensure the health, safety and welfare of all students attending
CCA.
The LCPS student code of conduct will be followed by the CCA administration to
include:
The CCA will not recommend alternative placement or dismissal of qualified students
from attendance:


Except for causes for expulsion as contained in the Code of Student Conduct.
Without notifying the LCPS of the intention of removal and sharing the
information leading to the recommendation for removal.
No student will be removed from the CCA without due process as outlined in the Code of
Student Conduct.
The CCA understands that alternative placement of students will be through the process
established by the Lee County School Board Policy and students will only be expelled
from the LCPS only if approved by the Lee County School Board.
Students with disabilities will be disciplined only in accordance with the requirements of
Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation
Act.
II. ORGANIZATIONAL PLAN
9. Governance
The Application for the chartering of the CCA is requested under the authority of Statute
1002.33 Charter schools:
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CCA will be chartered under the auspices of Cape Collegiate Academy. The Cape
Collegiate Academy Board of Directors composed of five Board members:

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Mike D’Angelo, Chair
Dr. Ronald Hunter, Educator
Bernadette Athime, Educator
Gerard Consuagra, Educator
Phil Deems, Realtor Cape
Board of Directors
The school was founded by a group of dedicated members of Cape Coral and the
educational community to provide children with a first-rate educational opportunity in
their community. Our founding members have expertise in the areas of accounting,
finance, business management, education, special education, social work, and community
development. The cumulative experiences of the founding members of school make
them well equipped to operate a charter high school.
The school will be governed by its charter Board of Directors (“Charter Board”),
understanding that the Charter Board has a legal fiduciary responsibility for the well
being of the school. As such, and with particular reference to the Education Employment
Relations Act, The Charter Board, as the applicant for this charter, will set the terms and
working conditions for all employees and will do so consistent with state and federal law.
Composition, Terms and Selection Process
The Charter Board will be a self-selecting body. The Charter Board will consist of a
minimum of 5 and a maximum of 7 voting members as outlined in the corporate by-laws.
Members are selected for their expertise in finance, fundraising, community
development, education, and real estate. The Charter Board will include at least one
parent representative and one community representative. The school will be administered
in a nonsectarian manner.
The lead petitioners have appointed a Founding Board of Directors of 5 members that
includes representatives of the parents, educators, and community members who support
educational choice in the Bellflower community and surrounding areas. Biographical
information of the Founding Board is included in the appendix. Should the Authorizer
choose to appoint a member to sit on the Charter Board, then the number of members will
increase to seven.
Member Name
Member Role on Charter Board
President
Secretary
Treasurer
Community Representative
Parent Representative
Authorizer
Representative
appointed)
Member Term
3-year
3-year
3-year
2-year
2-year
(if Re-appointed
annually
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Member At-Large (if needed)
2-year
Board members serve staggered terms to ensure continuity on the Board. Three members
will serve an initial 3-year term and two members will serve an initial 2-year term.
Members can serve a maximum of 3 consecutive terms. After the third term, a member
shall be off of the board for at least one year before being considered for appointment
back on the board by the President.
Separation of Board with Administration
Director Responsibilities
The Director will be the leader of the school. The Director will ensure that the
curriculum is implemented in order to maximize student-learning experiences. The
Director will report directly to the Charter Board, and she/he is responsible for the
orderly operation of the school and the supervision of all employees in the school.
The Director is assigned to perform tasks directed from the Charter Board and is required
to undertake some or all of the tasks detailed below. These tasks may include but are not
limited to the following:
 Ensure the charter school enacts its mission;
 The execution and ongoing review of an academic plan that focuses on student
learning;
 Supervise and evaluate teachers and staff;
 Communicate and report to the Charter Board;
 Oversee school finances with business manager to ensure financial stability;
 Serve or appoint a designee to serve on any committees of the School;
 Interview and recommend employee hiring, promotion, discipline, and/or
dismissal;
 Ensure compliance with all applicable state and federal laws;
 Communicate with parents, recruit new families and students, and assure families
of academic growth;
 Take responsible steps to secure full and regular attendance at school of the
students enrolled in accordance with policies established by the Board of
Directors;
 Complete and submit required documents as requested or required by the charter
and/or the Charter Board and/or the District;
 Identify the staffing needs of the school and offer staff development as needed;
 Ensure that appropriate evaluation techniques are used for both students and staff;
 Establish and maintain a system to handle organizational tasks such as student
records, teacher records, teacher credentialing information, contemporaneous
attendance logs, purchasing, budgets, and timetables;
 Identify qualified substitute teachers as needed;
 Ensure the security of the school building;
 Promote the school in the community and uphold positive public relations;
44
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Encourage and support teachers in on-going professional development;
Attend District Administrative meetings as necessary and stay in direct contact
with the District regarding changes, progress, etc.;
Develop the School annual performance report and SARC;
Manage student discipline, as necessary participate in the suspension and
expulsion process
Participate in special education meetings as necessary
45
Cape Collegiate Academy Operations
The CCA Director will report directly to the Cape Collegiate Academy Board of
Directors. The Director will administer the charter school and hold responsibility for
recommending employment and policy, day-to-day operations, and supervising and
evaluating school staff. The job description for the Director is contained in Appendix 6 of
the CCA Employment Supplement. The Director will be a qualified individual with
experience in budgeting, planning, implementing and evaluating programs for high
school students, and be responsible for all CCA operations including financial
management and audit, academic and student service programs, policies, safety and
security procedures and human resources. Recommendations for the employment of CCA
personnel will be sent to the Board for Approval. A report from CCA will be a standing
agenda item on the Cape Collegiate Academy Board meeting agenda, and all reports and
actions will be part of the official minutes and records.
The following organizational structure will be employed with the Cape Collegiate
Academy with Mike D’Angelo, serving as the official CCA contact. The CCA Director
will serve as the liaison between the partner State University System Schools in order to
facilitate the interchange of programs and resources between the State University System
and the CCA.
CCA Governance Structure
CCA Board of
Directors
Director
Teachers
Full-Time/Part-Time
Adjunct
Assistant Director
Support Staff
To ensure that parents/guardians have ready access to the governance of the School, Cape
Collegiate Academy Board meetings will continue to be open to the public in accordance
with Florida Statutes, and public notice shall be given in a timely manner. The Cape
Collegiate Academy Board will publish a calendar on its website that contains a schedule
of all governing body meetings for the school year, including the date, time and location
of meetings.
46
Charter Board members are identified, reviewed, and nominated for membership by the
President of the Board. The President must solicit parents, school leaders, community
leaders, and current members of the Charter Board for prospective members. The
President nominates candidates on the basis of guidance from the board on the skills
needed for the effective oversight of the school. The President furnishes information on
each potential candidate to all members of the board. The full board selects new
members by majority vote at the annual meeting, held the third Thursday of January,
every year or on an as needed basis to fill vacancies. Members are elected for either twoyear or three-year terms and shall hold office until expiration of their term unless they do
not fulfill their obligation as members of the board. The Committee on Board Members
also develops and administers a program of orientation for newly elected members.
Board Responsibilities
 Approve the schedule of board meetings;
 Approve the general policies of the school;
 Employment, discipline, and release of school personnel;
 Approve and monitor the school's budget;
 Receipt of funds for the operation of the school in accordance with the Charter
and applicable law;
 Solicitation and receipt of grants and donations consistent with the mission of the
school;
 Review the school's personnel policies and receive from the Director reports
relative to their implementation, such policies to be consistent with any applicable
laws;
 Fulfill all other responsibilities to ensure the proper operation of the school are
being carried out;
 Review monthly operations reports from the Director and annual independent
audit reports; and
 Hire and evaluate the Director;
 Participate in dispute resolution procedures and complaint procedures when
necessary;
 Approve charter amendments as necessary and submit material revisions as
necessary for Authorizer consideration.
It is understood that the Authorizer shall have the right of access to all charter school
records to carry out their oversight responsibilities, and that the records of the charter
school are subject to the Florida Public Records Act. Board members shall receive
annual training during the first three months of each school year.
The Charter Board will act as the fiscal agent of the school to the fullest extent of the law.
The Charter Board will see to it that all provisions of charter school legislation will be
followed. The Charter Board will monitor the school budget monthly. A state approved
external auditor will be contracted with to assure standards of fiscal responsibility. The
Charter Board will contract a business manager, who will provide back office service.
The Cape Collegiate Academy Board will be an active policy-making body for the CCA
with ultimate responsibility for financial resources, including those Appropriated by the
47
Florida State Legislature. The Board is charged with approving all policies, teacher and
staff Appointments, program offerings, the school calendar, and the CCA budget.
The specific duties of the CCA Board are outlined in Florida Statutes. Each board
member has one equal vote on all items of public interest with which the CCA is
involved. All votes are taken in public meetings, open to the public at all times and no
resolution, rule or formal action shall be considered binding except as taken or made at
such meeting. Florida Statute 112.313 addresses standards of conduct for public officers,
employees of agencies, and local government attorneys, and prohibits board members
from having contractual, employment, or personal or familial financial interest in the
organization which they are serving.
The Governing Board of the CCA Collegiate High School will be accountable for
defining the mission and purpose of the School, and for the academic, financial, and
operational policies of the school. The Board will approve all budgets, set policy, and
ensure sound financial and administrative management of the School. Further, the Board,
through the CCA Director, will ensure the performance standards are met or exceeded,
that ongoing assessments are accomplished, that financial reports are made and controls
are in place, that State and district requirements are met, and that annual progress and
accountability reports are made to the sponsor and other entities as required by law. The
Board will not be involved in the daily administration of the School.
Cape Collegiate Academy is the founding group for the School; its Board will serve as
the governing board. The CCA Task Force members may be asked to serve on the CCASAC, or continue to support the school as College staff or in a volunteer capacity.
Board orientation of newly Appointed Board Members will generally coincide with the
July 1 – June 30 fiscal year.
All new members are invited to the CCA campus for a half-day orientation, followed by
lunch with the other Board Members and the Director. The tone of the sessions is
interactive and engaging.
A Board Manual is provided to each new member, including such documents as:

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
Florida Sunshine Manual
Cape Collegiate Academy Board Manual with State Board Rules
Cape Collegiate Academy Organizational Guide

Readings/examples on Effective Board Practices

Briefing on Board ethics and etiquette and Roberts Rules of Order
The Board Manual will be expanded to include rules, laws and regulations pertaining to
Charter Schools, and associated duties and responsibilities of the CCA Governing Board.
The updated manual will be distributed at the CCA Charter School Board Orientation
being planned for spring 2012.
In accordance with the new requirements under 6A-6.0784 Approval of Charter School
Governance Training, every member of the CCA governing board shall participate
48
annually in governance training on or before August 1 of each calendar year. The training
will be delivered consistent with a training plan that has been submitted and Approved by
the Department as described in this rule.
Cape Collegiate Academy provides funding for Board professional development
initiatives including K-12 State and national meetings and conferences, and events such
as the Annual Stare and National Charter Schools Conference presented by the National
Alliance for Public Charter Schools. These professional development opportunities will
be expanded to include ACCT, national legislative seminars.
Members of Cape Collegiate Academy’s board bring a wealth of related professional,
community service and educational expertise.

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Mike D’Angelo
Dr. Ron Hunter
Dr. Gerard Consuagra
Bernadette Athime
Phil Deems
Bio’s Appendix 9
Any additional board information required by the Sponsor will be available, upon
request, prior to the execution of the Charter.
Research affirms that active engagement of parents/guardians and the community in the
educational process significantly increases the quality of students’ academic achievement
and decorum. Students who attend CCA and their parents/guardians will enter into an
agreement with the School. The agreement will detail the responsibilities that teachers,
staff members, students, and parents/guardians are expected to fulfill.
One goal of this school is that of empowering parents as educational partners. Parents
should know that their voice and participation at the school influences the development
of the total school and its components. Parents will have the opportunity to participate in
a variety of meaningful ways at the school site and their presence on campus and
assisting teachers in the classroom is most important.
In order to ensure significant parent involvement, the school will have a standing Parent
Teacher Organization (“PTO”) which serves in an advisory capacity to the Charter Board
and is open to all parents and staff. The PTO will advise the Charter Board through the
elected parent member on the Charter Board. The PTO will advise the Charter Board and
will make recommendations regarding the operations of the school, staff, teachers, and
students. It will review and provide input on curriculum, facilities, safety, grants,
technology, and community relations. The school will encourage a higher rate of parent
participation (including parent conference attendance, parent meeting attendance, and
parent volunteer presence) than similar schools in the district where such data is
available.
49
Parents will be encouraged to become active in developing their child’s learning plan and
the school’s curriculum, evaluation process, and other programs. A Parent Center will be
established on campus to be used for parent education meetings, a resource center, and
parent organizing efforts for school improvement and community leadership. Outreach
efforts include newsletters, Internet, and E-mail communications.
Notice will be given to the parents of the following:
 the times and dates of all parent meetings and all Board meetings for the year;
 special classroom and school-wide events to be held during the year;
 the process for time and labor donations to the school;
 the process for “phone tree/e-mail communication” for all classrooms;
 access to the school’s website; and
 the procedure for verifying parents participation at all school and school-related
events to enable families to meet their annual hourly participation goals.
Parents will be encouraged to take advantage of Labor Code Section 230.8 which bars
discharge or discrimination against an employee for taking time off to visit a child’s
school or for using vacation, personal leave, compensatory time off or time off without
pay (up to eight hours in any calendar month, up to forty hours each school year).
As previously discussed, CCA will assemble a School Advisory Council (CCA-SAC) to
facilitate achievement of the school mission, and to ensure that the needs of the children
and the community it is developed to serve are met. CCA-SAC, consisting of parents and
Cape Collegiate Academy and CCA staff, will advise the CCA administration, and
ultimately the Cape Collegiate Academy Board, in developing policies to support
academic achievement. The Council will also receive input from parents by way of the
annual Parent survey.
In addition, a CCA staff member will be a member of and actively involved in:
 Cape Coral Council for Progress
 Cape Coral Chamber of Commerce
 Cape Coral Education Foundation
10. Management
The CCA Director will serve as the School leader. In the first year of operation, the
Director will be assisted by an AD/guidance counselor, an administrative assistant, and
four full-time core instructors for 9th and 10th grade instruction (up to 100 students). This
instruction will keep the 10th grade students on graduation path and if not already eligible,
prepare them for entrance into the dual enrollment process.
50
The Cape Collegiate Academy adjunct faculty will provide instruction for dual-enrolled
students in the 10th through 12th grades. Provisions for compensation and budget
considerations are included in the CCA Employment Supplement.
In addition, two part-time tutors will be employed to provide tutoring and one-on-one
learning assistance to CCA students. The tutors and all of Cape Collegiate Academy’s
support resources will have access to the campus Academic Success Center.
As the leader of a public school, the Director will be equipped to make routine and nonroutine decisions and handle emergency situations, notifying LCPS officials
appropriately.
The process by which the Director is selected will follow Cape Collegiate Academy
Human Resources recruitment procedures. The descriptions of job responsibilities for the
Director, counselor, administrative assistant, teacher and adjunct professor positions are
presented in the CCA Employment Supplement. Minimum requirements for the Director
include a Master's degree from a regionally accredited institution of higher education
required (doctorate preferred), and a Standard Secondary Certificate and Director
Certificate (or eligible for certification). Also required are five years experience in
administrative, leadership positions in K-12 education management, preferably in a high
school environment and including budgeting process and FTE collection, charter school
funding, and secondary/postsecondary fiscal procedures and processes; classroom
experience; strong interest in innovative high school programs; and experience in
recruiting/public relations. Additional requirements for knowledge, skills and abilities are
specified in the Director job description.
The evaluation of the CCA Director will follow the Cape Collegiate Academy annual
calendar for performance review. Quantifiable outcomes assessment data, when
available, will be part of the Director’s annual evaluation. In addition, progress toward
CCA benchmarks and accreditation will be included. Evaluation of Cape Collegiate
Academy faculty teaching dual enrollment courses will be evaluated according to a
system required by Cape Collegiate Academy which includes meeting State-level
performance measures.
Evaluation of School courses and teachers will be based on LCPS policies, Sunshine
State requirements, and other criteria adopted by CCA. The Governing Board will receive
periodic assessment and evaluation progress reports and will receive a comprehensive
assessment and evaluation report at least once per year. The and School Director will
collaborate to ensure that all of the initiatives and outcomes of CCA are implemented and
evaluated effectively.
CCA Staffing Plan
2012-2017
2012 – 2013
 Director
 FT Administrative Assistant
 Receptionist
51
2013 – 2014
2014 – 2015
2015 – 2016
2016 – 2017
 FT AD/Guidance Counselor
 Adjunct Professors
 5 Core Instructors
 Director
 FT Administrative Assistant
 Receptionist
 FT AD/Guidance Counselor
 Adjunct Professors
 5 Core Instructors.
 1 FTE Tutors (2 PT to work in Academic Success Center)
 Director
 FT Administrative Assistant
 Receptionist
 FT AD/Guidance Counselor
 Adjunct Professors
 5 Core Instructors
 2 FTE Tutors (2 PT to work in Academic Success Center)
 Director
 FT Administrative Assistant
 Receptionist
 FT AD/Guidance Counselor
 Adjunct Professors
 2 FTE Tutors (2 PT to work in Academic Success Center)
 10 Core Instructors
 Director
 FT Administrative Assistant
 Receptionist
 FT AD/Guidance Counselor
 Adjunct Professors
 2 FTE Tutors (2 PT to work in Academic Success Center)
 10 Core Instructors
The CCA Employment Supplement includes job descriptions, a salary schedule, and related
policies. Following Approval of the Charter, CCA and LCPS staff will negotiate final details
of the contract, which could necessitate employing additional personnel.
The Director will be the first employee of CCA. In addition to utilizing Cape Collegiate
Academy’s routine print and web posting practices, the College will contact other Florida
charter schools and trusted peers within the education community for candidate
recommendations, and advertise in places that cater to the charter community such as the
website of the Florida Consortium of Public Charter Schools. The Director will work
with Cape Collegiate Academy’s Human Resources department in recruiting other CCA
staff members and teachers.
Choosing a Director, guidance counselor, and teachers who are flexible, and open to
diversity and change will be essential. In the Application process, greatest attention will
be given to individuals who display these characteristics. Priority teacher candidates will
52
be those who can demonstrate an understanding and Application of teaching strategies
mentioned previously. Essential in the selection of personnel is choosing individuals who
are life-long learners and demonstrate a passion for facilitating student learning. Also
essential are personnel who are willing to listen to students’ ideas in and out of the
classroom with genuine interest, and are willing to explore new Approaches in education.
All Cape Collegiate Academy employees meet appropriate credentialing and
certifications requirements mandated by SACS and the state of Florida. It is the intent of
CCA to hire experienced teachers. CCA will endeavor to avoid hiring out of field or
hiring on temporary certificate. In practice similar to LCPS, CCA will make every effort
to hire a teacher with a valid Florida teaching certificate in the respective area of content,
and exceptions will be made as a last resort. Those not reading endorsed will acquire the
endorsement through professional development opportunities within the county and via
university courses. They will have, or acquire through professional development sessions,
expertise in Differentiated Instruction and Culturally Relevant Pedagogy; skills in
developing Critical Thinking and Creativity among students and Individualizing
Instruction; and some expertise in e-portfolios. All professional development sessions
will be delivered by experts in their respective fields, with content grounded in the
respective research base.
Other collegiate high schools in Florida have used college program directors and faculty
to help acclimate teachers new to their schools, and found the process to be successful
and helpful to all parties. The CCA job description for teachers is being revised to add a
strong preference for a minimum three years teaching experience.
A professional development program will be designed by the CCA Director and campus
administration to ensure statutory compliance and reporting. All policies and procedures
will be reviewed and revised as necessary to include specific references to CCA upon
Approval of Charter School Application. The teachers and staff will collaborate with
LCPS as necessary for specific professional development including sessions focusing on
reading programs, ESE, and ESOL instruction. The teachers’ Individual Professional
Development Plan (IPDP) will be based upon assessment of student learning needs,
which includes reading as an essential area for professional development.
As with all collegiate high schools in Florida, the CCA Director will assure compliance
with all legislation for public schools, including follow up and evaluation of professional
development. As CCA will be a public school, its teachers will have the same
opportunities as other public school teachers. All CCA teachers and staff will participate
in on-going professional development activities with a student success focus. Meetings
will be held for CCA and Cape Collegiate Academy staff and faculty to assure common
purpose and understanding. One outcome will be to determine future professional
development opportunities and institutional learning needs to facilitate shared
understanding and implementation of curriculum efforts. All teachers will receive
training by qualified individuals in critical thinking, methods for differentiating
instruction for learning styles including culturally relevant pedagogies, teaching literacy
across the curriculum, project-based learning, and alternative methods of assessment,
including performance-based assessment, portfolio assessment, evaluation with the use of
rubrics, and other key areas previously described.
53
Training teachers to differentiate instruction requires training, practice, and support from
all levels. Adopting the goals from excelling high school student-centered learning
colleges in the 1990’s and current best practices the Cape Collegiate Academy will
provided significant professional development opportunities for faculty, specifically from
those who have served as mentors and coaches in sharing successful instructional
strategies to meet individual learning needs. CCA teachers will have access to the
college’s Teaching and Learning Center and all faculty development initiatives.
Additionally, as public school teachers, they may access professional development
initiatives sponsored by LCPS.
Professional development practices will include:
 Professional development goals set by the school staff;
o Within 12 months of hire all CCA staff are expected to be certified in
their core area, ESE, ESOL and Reading
 Meeting time for small, professional teacher groups built into the school’s
schedule and occurring daily or weekly;
 Collaborative lesson planning;
 Teachers regularly reviewing and giving feedback to each other with regard to
teacher constructed class projects, assignments and assessment tools;
 Teachers regularly sharing samples of student work and seeking feedback from
their colleagues; and
 Teachers attending local and national conferences, making presentations and
bringing back new strategies and information to colleagues.
Many Cape Collegiate Academy faculty are involved in cross-discipline professional
learning communities, including faculty teaching dual enrollment courses. All CCA
teachers will be eligible to participate in professional development at Edison or FGCU
and, as public school teachers, may access in-service activities of LCPS.
The CCA shall meet all applicable state and local health, safety and civil rights
requirements, as required by Section 1002.33(9)(e) Florida Statutes.
The CCA agrees to comply with and meet all requirements in the School District’s
Charter School Policy 2.28 and any amendments thereto.
The CCA will operate at all times in compliance with Section 1002.33 Florida Statutes
and the relevant State Board of Education rules and all amendments thereto.
11. Education Service Providers (ESP)
CCA holds expectations of LCPS as the sponsoring entity as described in FS 1002.33
Charter Schools. Concerning services, expectations are drawn from FS 1002.33 Charter
Schools (20) SERVICES:
The CCA will not be using an ESP.
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CCA will comply with all reporting requirements for charter schools, including record
keeping and meeting LCPS deadlines. The Director will adhere to LCPS deadlines, and
maintain currency via district communications sent to public school administrators. The
School will provide financial audits as required. Visits by LCPS representatives will be
encouraged.
The CCA reserves the right to hire an ESP in the future using competitive bids and
performance criteria.
The Cape Collegiate Academy Board will adopt rules, procedures, and policies,
consistent with District policy, law and rules of the State Board of Education and State.
Through these rules and policies it is established the CCA Board develops and manages
policy and procedure and the Administration will handle the day to day responsibilities.
12. Employment
Staff will be public employees and paid on CCA Salary Schedule to remain competitive
with the local market. The CCA Salary Schedule is presented in the CCA Employment
Supplement.
CCA will follow existing Cape Collegiate Academy employment policies, including
equal opportunity and harassment, recruitment, Appointments, benefits, and background
checks. Details are provided in the CCA Employment Supplement. CCA teachers will
meet all Florida Statutes for teaching in the content area and will be required to meet
Cape Collegiate Academy and SACS criteria for teaching college level courses. Hiring,
dismissal and benefit packages for adjunct professors will be consistent with the State
University System Schools policies.
In compliance with State Statute 1012 all teachers under contract with the CCA shall be
certified.
All CCA teachers of core academic subjects will be highly qualified, pursuant to the
requirements and definitions of the No Child Left Behind Act of 2001.
Notification to parents of teacher qualification will be disclosed via periodic news letters
and letter sent to each students’ parents at the start of each semester.
In compliance with Florida Statutes, s. 1002.33(7)(a)(14); s. 1002.33(12), Cape
Collegiate Academy has developed a compensation plan that will not only attract and
retain quality staff, but will also put in place policies and procedures that hold staff to
high professional standards. In addition, CCA understands that even with diligent and
focused efforts in attracting teachers who are qualified to deliver a quality program, a rich
and consistent professional development program will be necessary for teachers and staff
to assure that the School achieves its objectives.
All CCA instructors will be certified and highly qualified upon hire. If not already
certified in the following areas upon hire:
55
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Reading
ESOL
ESE
To better meet the needs of the CCA students, all CCA staff instructors must attain these
certifications within 12 months of their hire date.
Recruitment and Selection
The School’s recruitment and selection practices include the following components:
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Using selective screening and interviewing of candidates to ensure the right fit for
the teacher to the job with the School.
Teacher to Teacher.com.
A comprehensive intervie process including; teachers, staff and adminsitration
will be used to determine the best fitting candidates.
Introducing candidates to the School facility and students so that they understand
the nature of the learning environment.
Local newspaper ads when necessary.
School website.
Placing a CCA focus on recruiting and developing highly effective leaders for
the Director role to develop a high-performing organization and nurturing
environment for the teachers and support staff.
Offering a compensation and benefits package competitive with the local job
market for teachers and support staff.
Providing extensive and ongoing training on the CCA’s educational model
focused on reaching, and mentoring the independent learners.
Professional Development
Training begins with a focus on the leadership team and Ramp-Up Phase staff:
 Director
 Assistant Director
 Executive Assistant
This training will focus on student enrollment procedures, required paperwork, student
orientation, and related topics.
Prior to the School’s opening, there will be specific training for the Teachers and IA’s.
The initial training for the educational staff starts three (3) to four (4) weeks prior to the
opening of school.
The objectives of the initial professional training are as follows:
 CCA mission and vision
 Philosophy of the CCA
 Parent input.
 Provide teachers with an understanding of the Next Generation Sunshine State
Standards and 21 Century Skills in their content area and the curriculum.
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Provide training on the local MIS system.
Training in the procedures of the classroom and school.
Training in differentiated instruction.
Data analysis and application.
Teaming!
Once the Schools opens, the ongoing objectives are very similar to the initial objectives.
Training programs for staff members take place periodically throughout the course of the
school year. These school year objectives include:
 Continue to increase teacher knowledge and skills of best practices in working
with independent learners
 Utilize assessment benchmarks, including how to track the students’ progress,
when to enrich, and when to re-teach or remediate.
 Provide additional strategies teachers can use for teaching, coaching, or mentoring
students.
 Share the expectations of the CCA in following the procedures of the School
LCPS.
 Train support staff on new procedures as necessary.
After the initial training, teachers will receive ongoing professional training. The teaching
staff will meet periodically throughout the year for staff development and all teachers and
support staff will receive ongoing training on various topics based on their individual
professional development goals, school data and needs, and new or updated materials,
processes, or equipment. The CCA will follow the LCPS staff development calendar
participate in the LCPS training opportunities throughout the year.
Staff will be recruited using Career Builder, Teacher to Teacher.com., Career Fairs,
University Career Office postings and local media. The competitive pay schedule, new
facility, collective bargaining opportunity and unique work environment will attract and
retain the highest level candidates possible.
13. Parent and Community Support and Partnerships
 Description of how the school will involve parents in its operations.
As previously mentioned, parents were involved in the development of CCA from its
conceptualization stage by participating in community meetings and focus groups, and
will continue to be involved.
Parents will be active in all aspects of CCA operations, consistent with the philosophy
that the small school environment provides the opportunity for family, community and
educators to enhance student achievement and learning outcomes. During the student
Application process, CCA personnel will meet with prospective students and parents to
57
explain the School’s philosophy and to ensure that CCA’ requirements are consistent
with the family’s learning objectives. An intense CCA orientation will be conducted.
Parents will sign the CCA Principles of Participation Agreement as a commitment to
active involvement in the School.
Research on charter schools supports the concept that parents want their children to be
successful in the chosen school, and will do whatever is necessary to support that success.
By the very nature of being a college, Cape Collegiate Academy has the advantage of
offering its services 12-15 hours daily, and select hours on weekends. There is a
particularly large non-traditional student population on campus in the evenings including
classes with dual enrollment students, offering parents additional time to fulfill
obligations. Under the Gates model, the entire school is accountable for every student.
Family members will be asked to join, or work with, the CCA-SAC in planning
opportunities for parent and student involvement in community projects.
Cape Collegiate Academy successfully meets the needs of students who face a variety of
barriers to achieving their educational goals. Accommodations are made based on
individual circumstances. Colleagues at collegiate high schools across Florida inform us
that parents are 150% supportive of their children’s success and go to great lengths to
assure their enrollment is not jeopardized in any way. The CCA-SAC will recommend
ways parents can be supported and encouraged to become involved.
CCA will work with various community organizations in distributing information about
the new educational opportunity and identifying Applicants. The CCA Director will
represent the School in the Cape County community, and solicit corporate and private
support to enhance programs and activities. In addition, the Cape Collegiate Academy
Cape Campus serves as a community focal point, and hosts a variety of local and regional
organizations and cultural events. The campus is a continued source of pride for
residents, teachers and staff. Community involvement through such events will enhance
learning opportunities for CCA students, just as it does at the college level.
As previously discussed, CCA plans to collaborate with business and industry,
community groups and College faculty to ensure students apply their knowledge through
project-based learning.
CCA will endeavor to resolve all disputes within the School based on a process that
reflects the practice of LCPS. If the dispute involves students in dual enrollment courses,
the College’s petition and Appeal process, as published in the current year’s Catalog, will
be followed.
The current Catalog may be accessed at any one of the State University System Schools
catalogue
14. Student Recruitment and Enrollment
The CCA will be open to all students residing within the District and will target students
who reside west of the Caloosahatchee River.
58
The CCA will not charge tuition or registration fees except those normally charged by
other public schools.
In compliance with Section 1002.33(17)(a)(4) of the Florida Statutes, enrollment will not
be denied to any eligible applicants on the basis of sex, race, religion, national origin,
ancestry, pregnancy, marital or parental status, sexual orientation, or physical, mental,
emotional or learning disability.
The School will also not discriminate in its pupil admissions policies or practices whether
on the basis of intellectual or athletic ability, measures of achievement or aptitude, or any
other basis that would be illegal if used by any public school.
CCA will aggressively publicize the Charter school opportunity to a broad audience with
the intent of attracting a student body representative of Cape Coral’s high school
population. Cape Collegiate Academy will also target publicity and recruitment efforts to
specific populations to help ensure representation from various constituencies including
working with Take Stock in Children and Project HOPE staff, and presentations to
community groups. Application and marketing materials will accurately portray CCA as
fully accessible to students with disabilities and other special needs.
CCA will conduct a rigorous admissions review process in a supportive environment.
The School will employ traditional screening documents such as transcripts, assessment
data, and references, as well as personal statements written by applicants. The statements,
combined with other documents, will provide insight into individual attitudes towards
school, and assist teachers and counselors in evaluating the need for academic or other
assistance. The following items will constitute complete admissions application:
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CCA Application for Admission
CCA Participation Agreement
Student Information Data Entry Form
CCA Residency Classification Form
Student Health Information Form
Social Security Number Verification Form
English for Speakers of Other Languages/ Intensive English Education Form
Report of Previous Expulsions, Arrests, Juvenile Justice Actions
Official High School Transcripts from all high schools attended, where applicable
Official College Transcripts from all colleges attended (if applicable)
Official ACT, SAT or FCPT Placement Scores
Proof of attendance at a CCA orientation
CCA will strive to attract students at risk of failing or dropping out of school, and will
work diligently to attain a student body closely mirroring the racial/ethnic population of
Cape Coral. A CCA web site will debut in fall 2012. CCA representatives will also work
collaboratively with county agencies to disseminate information about the School and
identify Applicants. All efforts will be exhausted concerning potential placement of
students selected for Take Stock in Children scholarships. Demographic data on current
participants in Take Stock in Children, combined with the fact that only 39% come from
two-parent families and several live in homes where English is not the primary language,
59
indicate that this is a group of students who could benefit greatly from the CCA smallschool atmosphere, tutoring services and opportunity to earn a college degree.
Completed Applications will be due between January 1, and May 1, each year.
Applicants and parents/guardians must attend a CCA orientation as part of the application
process.
Should the number of eligible Applicants exceed the capacity of a program, grade level,
class or building, students shall have an equal chance of admission through a random
lottery selection process following invocation of the following conditions for enrollment
preference permitted under Florida Statutes s. 1002.33(10)(d):
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Each feeder high school in Cape Coral will have equal access to student seats in
the CCA. If a feeder school does not fill all allotted seats, the remaining seats will
be divided equally among the remaining feeder schools. Available seats after the
feeder school lottery system will be awarded to any student from any Lee County
high school.
Students who are siblings of a student enrolled in CCA
Students who are the children of an employee of CCA.
Applicants must have attended the 8th grade and be age appropriate to be eligible for
admission to the 9th and 10th grade in LCPS. Their parent/legal guardian must be willing
to enter into a written agreement with CCA to be actively engaged in their student’s
education at the physical location of CCA and at activities that occur outside of the
regular school day. Students will be expected to participate in school-related activities
such as cultural and fine arts, physical activities, and community betterment. All eligible
students will be admitted on a first come first serve basis. Students wishing to enroll
after CAA student capacity will enter the lottery process.
Following the Application deadline, all packets will be verified for completion, then
alphabetized and numbered. A random integer generator will be used to determine which
Applicants will receive an invitation letter and which Applicants will receive notification
of wait list status. Once a student has accepted an invitation to attend CCA, the student
and parent/legal guardian will be required to participate in a pre-admission conference to
discuss such items as course placement, schedule, and the CCA Principles of
Participation Agreement, presented as Appendix 2.
As with any school, there will be student attrition as a result of family moves, parental
divorce, illness and so forth. CCA will strive to serve up to 100 students at the 10th grade
level to prepare for the dual enrollment program. The remaining students (up to 400
students the first three years) will consist of dual enrollment eligible 11th and 12th grade
students and will fill vacancies at the beginning of the new school year to achieve an
evenly balanced student population. The openings will be filled through a first come first
serve basis up to student capacity and then students will enter the lottery process. Rising
seniors may be accepted as transfer students however; it will not be possible for them to
attain the goal of an AA degree at the time of high school graduation..
CCA will limit all classes to a maximum of 25 students, achieved through course
enrollment caps and classroom capacity limitations. As necessary, the School will make
60
arrangements to accommodate students with special needs including, but not limited to,
students with disabilities, gifted and talented students, and English language learners.
The following publicity and targeted marketing initiatives will clearly outline the CCA
mission to assure an appropriate match between the CCA mission and applicant needs:
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Press Conference
Press Releases and Feature Articles
Feature on Cape Collegiate Academy Home Page
Radio Talk Shows
Contacts with feeder high schools
Communications with Home School Students
Direct contact with community organizations for student referrals
Invitations to Application Workshops
Brochures
Direct Mail Campaign
CCA will work diligently to attain a student body closely mirroring the racial/ethnic
population of Cape County through targeted recruitment efforts. Basic demographic
information for all students who receive information regarding CCA, express an interest
in attending CCA, or submit an admission application will be stored electronically to
allow for follow up, reporting, and data analysis.
Should the number of eligible Applicants exceed the capacity of a program, grade level,
class or building, students shall have an equal chance of admission through a random
lottery selection process following invocation of the following enrollment preference
conditions permitted under Florida Statutes s. 1002.33(10)(d):
 Students who are siblings of a student enrolled in CCA
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Students who are the children of an employee of CCA.
Applicants will be notified concerning their admissions status by March 31st each year.
Demonstrated commitment to the CCA Principles of Participation Agreement presented
as Appendix 2, will be requisite for initial and continued enrollment in the school. The
CCA Principles of Participation must be included in the initial Application packet or the
packet will be considered incomplete and will not be considered for admissions. The
CCA Principles of Participation will be discussed during the CCA orientation and
students and parents will have the opportunity to ask questions or raise concerns prior to
Application submission. The CCA Principles of Participation will also be reviewed
during the required meeting after acceptance. Should a student not comply with the
Principles, disciplinary action will be taken in accordance with the LCPS Code of
Student Conduct and policies set forth by the CCA.
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III. BUSINESS PLAN
15. Facilities
The Board of Directors and Director have secured property off the intersection of Pine
Island Road and Pondella behind the Target/Sports Authority complex on Pine Island
Road. This location is most beneficial to the targeted students as it is in close proximity
to all the Cape Coral High Schools and is a central location in Cape Coral.
The CCA has secured enough property to expand if necessary in years 4 and 5 of the
Charter contract (see table below).
Due to the two sessions of students:
 7:00 AM – 12:00 PM
 12:00 – 5:00 PM
Phase one of the Charter will require a facility and faculty to accommodate 200 students
per session and 400 students at capacity. The proposed CCA facility more than
adequately meets this need.
Phase two of the Charter will require duplication of the facility as an addition to the
building. The CCA has made plans and acquired enough land to facilitate this expansion
if necessary. Phase two of the CCA plan will be to replicate the existing building as an
addition to the current building.
The Cape Collegiate Academy will build a facility in Cape Coral to serve as the primary
administrative and classroom center. The CCA will be partnering with FGCU and
Edison State College regarding adjunct staffing, staff development and alternative
location for those students who may choose a specific AA degree. It is anticipated very
few students will be choosing an alternative location as the mission of the CCA is to have
all graduates graduate high school with their diploma and AA degree.
New construction will assure compliance with relevant Florida Statutes, s. 1002.33(7) (a)
(13); s. 1002.33(18). This facility will house administrative offices, classrooms, computer
lab and auxiliary space for the sole use of CCA. Additional facilities required for
specialized classes will be available through a shared use agreement with FGCU. The
CCA facilities will remain, fully compliant with State requirements for access and safety.
The campus will also be compliant with Section 504 of the Rehabilitation Act of 1973,
and the Americans with Disabilities Act. Phase one of the campus will be comprised of
12,500 gross square feet configured into 1 building. Features of the campus include:
state-of-the-art learning resources linked to and accessing national library information
technology; Classrooms will be designed to hold comfortably 25 to 30 students to assure
close interaction with instructional staff.
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Table 5 outlines the CCA facilities.
Table 5 - Cape Campus Facilities Fall 2012
Room Use
Computer Lab
Classrooms
Learning Resource
Center
Bookstore
Student Center /
Cafeteria
Conference / Meeting
Room
Offices
Phase 1
1
8
1
Phase 2
2
16
1
1
1
1
2
1
1
5
10
63
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Instructional Support Facilities
The Cape Collegiate Academy offers a wide variety of support facilities and services,
which will be available to CCA students.
Science Lab
The science lab will be equipped with appropriate safety equipment and accommodate
students with physical disabilities. Lecture and lab activities are integrated within the
same classroom space. The lab is fully equipped.
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Biology Laboratory: (25 student stations) Supports General Biology and
Microbiology. Equipment includes research-quality microscopes, incubators, an
autoclave and a collection of equipment to support genetic studies.
Anatomy Laboratory: (25 student stations) Supports Anatomy and Physiology
courses. Equipment includes a wide variety of anatomical models and preserved
specimens as well as various pieces of physiology Apparatus.
Physics Laboratory: (25 student stations) Supports calculus and non-calculus
Physics courses. Equipment supports laboratory activities in dynamics, heat,
electricity, optics and atomic and nuclear physics.
Chemistry Laboratory: (25 student stations) Supports Introductory Chemistry,
General Chemistry and Organic Chemistry. The lab includes a full inventory of
chemicals housed in a separate storeroom, common glassware and utensils,
balances, fume hoods and associated materials.
Computer Lab
The Cape Campus computer lab, will have 25 student stations, and will be available to
any registered student Approximately 40 hours per week. The lab features Dell
workstations refreshed regularly, laser and inkjet printers, and a scanner. Stations are
Internet capable and software supports courses across the curriculum.
Student Services Facilities
The Cape campus offers a variety of ways for students to participate in activities and
support programs. Services not only mirror those provided across the district, but are
enhanced with programs tailored to the Cape demographic.
The Office of Student Services oversees Admissions and Registration; Counseling,
Advising and Assessment; Financial Aid; Student Support Services; College Information;
Student Activities, Recruitment, and support for dual-enrolled students. Other services
offered include assisting students with disabilities; one-on-one tutoring and mentoring,
career advising and testing; placement testing; student clubs and activities; and peer and
professional tutoring for the general student body.
Following is a summary of available services:
 Orientation to College Workshop: Provides students with an overview of CCA
and the admission process and strategies for student success. All prospective
students are encouraged to attend in order to ensure a smooth transition into
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college life. CCA students will be provided an orientation to college workshop
that will include most of the components of this orientation as Appropriate.
Academic Advising and Counseling: Academic advisors assist students with
designing education plans, understanding the General Education Program,
selecting courses for long-range educational goals, transferring to four-year
institutions, and withdrawing from courses or college. Academic Advisors will
work closely with CCA staff to ensure effective programming and support for
high school students.
Financial Aid: The campus Financial Aid Coordinator provides counseling and
information regarding eligibility for scholarships, grants, loans and work-study.
Testing/Placement: By Statute, students must demonstrate college level
proficiency through the ACT, SAT or Florida College Entry Level Placement Test
(CPT) and through the College Level Academic Skills Test (CLAST). Testing
facilities are available on campus. Testing Center staff will collaborate with LCPS
to facilitate relevant CCA assessment procedures.
Career Center: The Career Center serves students and alumni with career
assessment and counseling, resume writing and job interview workshops, current
job listings and employment assistance, career fairs and on-campus recruitment,
and a resume referral database.
Academic Success Center (ASC): The Academic Success Center is designed to
serve as a major learning and retention resource to Cape Collegiate Academy.
Services include a comprehensive tutor program, career services, SOAR (student
success skills and early alert program), CPT preparation, and developmental
assistance lab. Students are provided academic referrals to other success services;
assistance with obtaining study group contact; and assistance with identifying and
overcoming obstacles to academic success. The ASC is also the point of contact
for the Work Experience/Internship Program.
The Academic Success Center is staffed by a full-time paraprofessional who schedules
and oversees the peer and professional tutors. Students may receive assistance on a dropin basis, or by Appointment. Two part-time CCA tutors will provide learning assistance
for high school students, working with the Center’s staff and accessing College resources.
Clubs and Organizations – 9th through 12th
Club activities provide a variety of ways to serve others while enhancing leadership
skills. Students are encouraged to become involved in any one of the activities provided
by their home school. In addition to the clubs and organizations already present on their
home school campus, students are encouraged to start clubs that represent their own
interests on the CCA campus.
Learning Resources Center
The Cape Learning Resources facility will partner with area State University System
Schools and provide the same service as they provide via distance learning opportunities
and interschool mail.
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Students are encouraged to access information via the Learning Resources web site, email and telephone. Students learn to use library resources through class demonstrations
and face-to-face training by librarians. Librarians also teach a basic electronic research
class each semester.
Library materials appropriate for 10th grade classes will be added to the collection,
although many currently owned resources, both print and electronic, are within their
range of ability.
The CCA facility contract will be finalized upon Charter approval and evidence of
facility acquisition or lease and certificate of occupancy will be submitted to the sponsor
in compliance with LCPS policy 2.28.
All Cape Collegiate Academy classrooms will be constructed in accordance with SREF,
FBC and National Fire Codes specifications. The current child-care center will
accommodate two classrooms, administrative office space, restrooms and existing
electrical and mechanical areas.
Public Safety and Security
The Office of Safety and Security, part of the Cape Collegiate Academy Department of
Facilities Planning and Management, is committed to providing a safe, secure, and
orderly environment for teaching, learning and administrative operations. Campus safety
is a cooperative effort of students, faculty, staff and visitors, and all must assume
responsibility for personal safety as well as the protection of personal and college
property. A safety security officer is assigned to provide a highly visible, proactive patrol
on campus property, including parking lots and buildings. The officer is equipped with
hand-held radios so that they are in constant communication with the Public Safety base
station and other campus security officers. The safety security officer will have arrest
powers and will be permitted to use reasonable and necessary force to protect themselves
and others from bodily harm. The campus public safety officer is a Cape Coral police
officer and shares a positive relationship with the Lee County Sheriff’s office, which
stands ready to respond for additional support if needed.
Cape Collegiate Academy complies with all Lee County District Policies regarding
school safety and security as well as the Jeanne Clery Disclosure of Campus Security
Policy and Campus Crime Statistics Act, which requires colleges and universities across
the United States to disclose information about the number of criminal offenses, hate
crimes and arrests on and around their campuses. Further, in compliance with the
Campus Sex Crimes Prevention Act and State Statute, Cape Collegiate Academy
provides a website link to the Sexual Offender and Predators Registry.
CCA is fully aware of the Lunsford Act requirements and will comply with the intent of
the law. Task Force members have surveyed the policies and practices of other Florida
collegiate high schools and found many variations in implementation. CCA recognizes
the commitment of LCPS to student safety, and will work diligently to follow its model
of exemplary policies and practices including those governing vendors and visitors.
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For the last several years, College employees have been fingerprinted, with
accompanying background checks. Security and Custodial/Grounds services on the Cape
campus are under contract with nationally prominent companies, i.e. Wackenhut™ and
GCA Services Group, both of which conduct extensive background investigations,
including multi-jurisdictional criminal data base and sex offender searches.
All instructional and staff members who are directly employed by the CCA will meet the
Level 2 Screening Procedures. All vendors who deal directly with CCA will also meet
the Level 2 Screening procedures, e.g. yearbook photographers. Others will be subject to
sexual predator/offender checks. Contract services for maintenance and food services will
have Level 2 screening.
Cape Collegiate Academy maintains and updates an Emergency Response Manual that
covers various crisis/critical incidents that may occur on campus. With the assistance of
the CCA Director, the Manual will be adapted for the high school with K-12 specific
concerns, especially relating to:
 Fire drills
 Health concerns (sick students), vaccinations, health screenings, and so forth
 Credentialing. All students will be required to carry a CCA Photo identification
card. Student photos will be kept on file in the CCA.
The Emergency Response Manual will be provided as an Appendix upon completion of
facility.
Public Safety staff will also work with the Director to assure that the student code of
conduct and disciplinary procedures address student rights as to weapons, contraband,
and the searches of lockers and personal vehicles.
The public safety personnel for the Cape Campus and CCA will consist of a Cape
Collegiate Academy Public Safety Supervisor who will secure the campus while classes
are in session
.
Following employment of CCA staff, the College’s Public Safety department will
provide requisite training to CCA teachers. District and campus public safety personnel
will be available as guest presenters.
Cape Collegiate Academy anticipates the cost of CCA facility and equipment to be
approximately $2 million dollars. Utilities and maintenance will be paid by Cape Collegiate
Academy, with expenses pro-rated on a square footage basis. Anticipated costs for the
facility, including renovation, rent, utilities, maintenance and the financial plan for the
School, are presented in Appendix 7 – Schedule of Budgeted Revenues, Expenditures, and
Fund Balance.
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Table 6 - Project Annual Costs for Maintenance and Operations, CCA
Annual Operations Cost for Building CC, Cape Campus
Area in Square feet
12,000
Embarq phone bill
TBD
LCEC electric service
TBD
Cape Coral Water/Sewer
TBD
State Apportionment for custodial grounds $7.05/SF
20,304.00
Public Safety
40,000.00
SOD funds for additional repairs & maintenance
Total
TBD
Following is the conceptual layout for the CCA building:
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Number
Size
Description
7
1
1
1
5
1
2
2
1
1,100 square feet
1,100 square feet
1,100 square feet
1,000 square feet
120 square feet
240 square feet
200 square feet
120 square feet
400 square feet
Classrooms
Science Lab
Student Center
Computer Lab
Offices
Conference Room
Student Restrooms
Staff Restrooms
Storage Area
With Appropriate facilities available at the CCA, including future planned renovations,
Cape Collegiate Academy has not determined the need for a back-up facilities plan for
school start-up. Emergency situations would be covered under the Cape Collegiate
Academy Emergency Plan.
16. Transportation and Food Service
The CCA acknowledges that transportation of CCA students is the obligation of the CCA
and must provide transportation consistent with Chapter 1006 of the State Statutes.
The School will ensure that transportation is not a barrier to equal access in accordance
with Florida statutes. Students who live beyond a 2-mile radius from the school will
receive a Lee County Transit bus pass if they choose to accept it. In addition,
transportation service will be provided by the School to any student whose IEP stipulates
69
so. All necessary arrangements will be made to ensure that transportation is not a barrier
to equal access. If transportation proves to be a barrier to access, the School will provide
transportation via, public transportation options (i.e., bus passes), local school district
transportation options, school owned vehicles or private providers as mandated by
Florida law for those students who are eligible for school bus transportation.
Due to the age group of the students attending the School, the flexible schedule of the
school day, and the fact that students will be coming from and leaving for work, the
School will not provide traditional meals, as are served in a comprehensive high school.
Instead, the school will make free nutritious, healthy snacks available to all students
during their scheduled breaks as well as before and after school. These healthy snacks
will be in compliance with all applicable requirements and will be available free of
charge to all students, regardless of household income. Additionally, the School will have
vending machines on-site for students who wish to purchase other types of food.
The timing of the school’s two academic sessions will allow students to eat lunch at
home, or on the way to home or work after school. The students who attend the 7:00 –
12:00 session will be able to have lunch after their session is completed. The students
who attend the 12:00 – 5:00 session will be able to eat lunch at home before their session.
As stated above, all stud0nts will have nutritious, healthy snacks available to them at the
school, free of charge.
17. Budget
The School is in the initial stages and anticipating a grand opening in August 2012, as a
Florida nonprofit corporation. The School will be established as a charter school for
college bound students in grades 10 through 12 in Lee County. Enrollment in years one
(1) through three (3) is predicted to be 400 students per year, although the School may
expand to 800 students if warranted by demand. To manage this expanded enrollment in
years 4 - 5 and beyond, the CAA facility will be doubled in size beginning in year 4 of
the Charter. This projection allows the CAA to increase enrollment and better meet the
needs of the community if necessary. The complete five-year budget is included in
Attachment CC. Pursuant to Section 228.056(10)1002.33(8)(e), Florida Statues. The
charter school contract will provide that in the event of termination, public unencumbered
funds of the school will revert to the Sponsor (LCPS), except for capital outlay funds.
All of the School’s property and improvements purchased with public funds, will be
delivered to the Sponsor school district (LCPS) per State Statute Section 1002.33(8)(e).
The CCA will be considered a component school of the School District of Lee County.
Criteria for determining if other entities are potential component units of the School that
should be reported with the School’s basic financial statements will be identified and
described in the Governmental Accounting Standards Board’s (GASB) Codification of
Governmental Accounting and Financial Reporting Standards, Sections 2100 and 2600.
The Application of these criteria provide for identification of any entities for which the
School is financially accountable and other organizations for which the nature and
significance of their relationship with the School are such that exclusion would cause the
70
School’s basic financial statements to be misleading or incomplete. Based on these
criteria, no component units have been identified during the start-up process.
Basis of Presentation
All policies and procedures outlined in Red Book will be adhered to:
The financial transactions of the School are recorded in individual funds. Each fund will
be accounted for by providing a separate set of self-balancing accounts that comprises its
assets, liabilities, reserves, fund equity, revenues, and expenditures/expenses. The various
funds are reported by generic classification within the financial statements. GASB
Statement #34 sets forth the minimum criteria for the determination of major funds.
Major funds may consist of the following fund types:


Governmental Funds: The measurement focus of the Governmental Funds will
be based upon the determination of financial position and changes in financial
position rather than upon net income.
General Fund: The General Fund will account for all financial resources not
required to be accounted for in another fund. The General fund serves as the
primary operating unit of the School.
When both restricted and unrestricted resources are available for use, it is the School’s
policy to use restricted resources first, then unrestricted resources as they are needed.
GASB Statement #34 will eliminate the presentation of Account Groups, incorporate the
information into the Governmental column in the government-wide Statement of Net
Assets, and provide for these records to be maintained. Basis of accounting refers to
when revenues and expenditures are recognized in the accounts and reported in the
financial statements. The basis of accounting relates to the timing of the measurements
made, regardless of the measurement focus Applied. Please see Appendix 7 – Schedule
of Budgeted Revenues, Expenditures, and Fund Balance.
In compliance with State Statute 1011.62 the CCA will report student enrollment to the
LCPS for audit and FTE funding purposes.
Upon Charter approval the CCA will provide proper evidence of insurance coverage as
required in LCPS District Policy 2.28.
Please see Appendix 7 – Schedule of Budgeted Revenues, Expenditures, and Fund
Balance.
The Chair of the Board of Director has visited several established Charter Schools within
the State and beyond. Adequate financial planning was deemed paramount to success.
The planning process for CCA included careful construction of a budget with realistic
projected sources of revenues and expenses to ensure the financial viability of the school.
71
The CCA has garnished community support and secured local investors to provide the
needed funding for construction and start-up costs.
CCA expects to receive the majority of its revenue stream from State and Local funding,
e.g. FEFP, SAI, Class Size Reduction, and Local Effort. The Discretionary Millage
portion of the Local Effort is the maximum allowable amount of a non-voted tax that can
be applied to property values for that year for a particular use, e.g. education. The term
Millage is a property tax term that refers to 1/1000 of the expressed amount, i.e., 1 mill
equals .1%. These amounts are calculated based on the “Revenue Estimate Worksheet”
made available by the Florida Department of Education. The State also appropriates
funds for facilities based on FTE enrollment which will be provided via LCPS.
The expenditures primarily involve salaries and wages including fringe benefits for the
Director, four full-time teachers, and four part-time teachers for the first year, and a total
of eight full-time teachers and four part-time each year thereafter to accommodate the
planned increase in enrollment. Salaries and wages for support staff and counselors are
also included in the budget. Other expenditures include amounts for the cost of materials,
supplies, textbooks, software, hardware, furniture, and facility maintenance and
renovations. All amounts are estimated based on the number of students and statistical
information obtained for the area that is being served, and financial information obtained
from other with similar collegiate high school operations. Please see Appendix 7:
Schedule of Budgeted Revenues, Expenditures, and Fund Balance for detailed budget and
spending priorities.
Monthly cash flow projections for the school’s start-up period (i.e. from the date on
which the Application is approved to the beginning of the first fiscal year of operation)
and each year of the requested charter term can be found in Appendix 8: Schedule of
Monthly Cash Flows.
To carry out the Mission and ensure that the School remains viable, CCA will prioritize
spending and retain a focus on providing excellent services to students. Business
practices will include the proper and timely payment of its teachers and support staff, the
purchase of quality instructional and educational materials, and capital outlay necessary
to maintain a safe environment. Specifically, priorities include:




Land and facility acquisition (tentative purchase off Pondella)
Instructional – Salaries, Wages, Textbooks, Materials, and Publications
Instructional and Administrative Support – Salaries and Wages
Capital – Software, Hardware, Furniture, A/V Equipment, Facility Repairs and
Maintenance, Facility Renovations, Facility Additions
Please see Appendix 8 – Schedule of Monthly Cash Flows.
CCA fundraising activities has included property site acquisition and financial support
for start-up costs. In addition, activities will be initiated with oversight by the Cape
Collegiate Academy Foundation, Inc., a Direct Support Organization of the College.
72
Community, parent and student initiatives will be implemented in concert with the
Foundation’s fundraising guidelines. The Director will lead community fundraising
initiatives.
18. Financial Management and Oversight
The finances of CCA will be managed by the Stroemer & Company (or accounting firm
as determined by the Board) through the direction of the Board and Director to ensure
that financial resources are not miss apropriated and financial records are not misstated.
The Office of Stroemer and Company has experienced staff that will support the School’s
operations and serve in the capacity of financial management and accounting. Existing
procedures for the CCA’s financial and accounting areas will be applied at a basic level
and expanded upon as the School grows. Additionally, CCA will benefit from the
resources of LCPS as the charter Sponsor.
In accordance with Florida Statutes addressing issues of financial management and
oversight, s. 1002.33(6)(a)(5); s. 1002.33(7)(a)(9); s. 1002.33(7)(a)(11), CCA will
employ a system that manifests a proven track record insofar as integrity and
accountability are concerned. As an internal control, monthly financial statements will be
presented to the Cape Collegiate Academy Board for review. A budgetary comparison
will be included, in addition to information projecting enrollment in order to determine
any trends.
Stroemer and Company will prepare an Annual Financial Report for CCA, which will be
audited by an Independent Certified Public Accountant and Approved by the Board.
Monthly statements will be presented to the Cape Collegiate Academy Board delineating
all revenues and expenditures for the month as well as year to date information.
The LCPS internal controls covering operations and financial reporting, which assure
effective and efficient operations, shall also Apply to the CCA. Such internal control
components include the control environment, risk assessment, control activities, and
communication. Internal controls also provide monitoring relative to the ability to
initiate, authorize, record, process, or report transactions related to every major area of
operations including, but not limited to, liquid assets, plant assets, collections,
disbursements (especially personnel, fringe benefits, and capital outlay expenses), and
risk management.
Accounting records will be maintained in accordance with Generally Accepted
Accounting Principles. All transactions will be accounted for within a separate fund
under a Governmental Accounting Standards Board reporting model. The entity will be
reported as a blended component unit of the College in the Annual Financial Report.
Cape Collegiate Academy’s information system allows for multiple chart of accounts.
CCA will be a separate financial entity within the information system. The "Red Book"
utilized by the District School Boards in the State of Florida will be the fund accounting
model to be followed. This will ensure that reporting requirements, i.e. cost reports, are
73
met and will facilitate the production of the School's financial statements based on such a
model.
Student, and financial records will be stored by the College in accordance with the record
retention policy as prescribed by GS7 – General Records Schedule for Public Schools –
Pre-K-12, Adult & Vocational/Technical. The CCA records retention policy may be
superseded by the GS1 – General Records Schedule for State and Local Governments. In
addition, the GS1 may cover other financial related records and should be used where
Applicable. The College will continue to adhere to its record retention policy as
prescribed GS5 – General Records Schedule for Universities and Community Colleges.
Insurance coverage for health benefits shall be provided based on employment type. The
Cape Collegegiate Academy Human Resources Office oversees such classifications and
calculations. BlueCross/BlueShield is the current vendor for medical and dental benefits.
Negotiations with the CCA and staff at a later date will result in an emplyee benefit
package.
It is expected the Cape Collegiate Academy comply with all LCSD policies and in
particular policy 2.28.
19. Action Plan
Cape Collegiate Academy looks forward to opening CCA in August 2012. A working
timeline is presented as Appendix 9.
Appendix 1: The Council’s Charge and Membership
Appendix 2: CCA Principles of Participation Agreement
Appendix 3: Bibliography of literature
Appendix 4: Sample student schedule
Appendix 5: Proposed 10th grade non-dual enrollment schedule
Appendix 6: Model School Calendar
Appendix 7: Director Job Description
Appendix 8: Schedule of Budgeted Revenues, Expenditures, and Fund Balance
Appendix 9: Schedule of Monthly Cash Flows
Appendix 10: Working timeline
74
VI. 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 a charter for the Cape Collegiate
Academy is 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 than 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.

Will adhere to all applicable provision of State and Federal law relating to the education
of students with disabilities, including the Individuals 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 Rights Educational Opportunities Act of 1974.

Will participate in the statewide assessment program created under s. 1003.43.

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 111accordance with s. 218.39.
The governing board, at its discretion, allows Mike D’Angelo, Director of the Cape Coral
Collegiate Academy to sign as the legal correspondent for the school.
_______________________________________
Signature
July 7, 2011
Date
Mike D’Angelo
Printed Name
75
Appendix 1: CCA Principles of Participation Agreement
Cape Collegiate Academy
Principles of Participation Agreement
Social Security Number: ___________________________
CCA ID: ________________
(Office Use Only)
Name: ________________________________________________________________________
Last
First
MI
Mailing Address: ________________________________________________________________
Street/PO Box
Phone Number: (_____) _________________
City
State
Zip
Email: _________________________________
Birth Date: _______________________
Country of Birth: __________________
High School: __________________________
County of Citizenship: ______________
Anticipated High School Graduation Date: _________________
Grade Level: ________
Semester applied for: (circle one)
Fall (August)
Spring (January)
Summer (May/July)
School Year: _____
Has either of your parent(s) or guardian(s) earned a four-year college degree? _________
Intended degree program: ________________________________________________________
Have you taken the SAT, ACT, or CPT test in the past two years? _________
If yes, please have official scores sent to Student Services, CCA
If no, call the Testing Center at (xxx) xxx – xxxx to schedule an appointment.
I have read and understand the following policies of the Cape Collegiate Academy Program.
I understand that if I receive a final grade of D or F in any course, I will lose the privilege of participating in the Cape Collegiate
Academy dual enrollment program.
I understand that if I drop a course after the add/drop registration period, it will remain on my college record and I may receive no
college or high school credit for the course.
I understand that the grades I receive in college courses will remain on my permanent college transcript.
If I plan to continue as a student at CCA after high school graduation, I will need to complete a CAC Application for Admission form,
and submit my final high school transcript.
________________________________________________________________________
Student Signature
Date
76
Appendix 2: Bibliography of literature
Association for Career and Technical Education. (October 2008). An Interview with
Willard Daggett. Techniques, 83 (7), 12-13. Retrieved May 12, 2009, from
www.acteonline.org.
Benchmarks for Early College High Schools. (2005). Retrieved January 10,
2009, from The Early College High School Initiative web site:
http://www.earlycolleges.org.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. D., Guszdial, M., & Palincsar,
A. (1991). Motivating project-based learning: Sustaining the doing, supporting the
learning. Educational Psychologist,26 (3 & 4), 369-398.
Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University
Press.
Bureau of Labor Statistics. Cape Coral – Fort Myers, FL Economy at a Glance.
Retrieved May 12, 2009, from www.bls.gov/eag/eag.fl_capecoral_msa.htm.
Callahan, E., Everett, K., Fortin, S., & Sullivan, K. (2007). Boston collegiate charter
school: Five keys to creating a successful college-prep program. Retrieved
February 19, 2009, from http://www.masscharterschools.org.
Chaffee, J. (2006). Thinking critically. Boston: Houghton Mifflin.
Childress, H. (2000). Landscapes of betrayal, landscapes of joy:
Curtisville in the lives of its teenagers. Albany: State University of
New York Press.
Coffman, J., Post, M., Bouffard, S. & Little, P. (2005, Spring). Beyond the classroom:
Complementary learning to improve achievement outcomes. Evaluation
Exchange. (9)1.
Colombo, G., Cullen, R., & Lisle, B. (Eds.) (2007). Rereading America: Cultural
contexts for critical thinking and writing. Boston: Bedford/St. Martin’s.
Cuseo, J. B. (1998). Capitalizing on student diversity to promote deeper learning and
greater appreciation of individual differences: Research-based teaching
strategies for college faculty. Retrieved May 7, 2009, from
http://www.truworld.ca/_shared/assets/teach-divers_caseo_vf13171.pdf
Dingerson, L., Miner, B., Peterson, B., & Walters, S. (Eds.). (2008). Keeping
the promise? the debate over charter schools. Milwaukee, WI:
Rethinking Schools.
77
Dunn, R., & Dunn K. (1987). Dispelling outmoded beliefs about student learning.
Educational Leadership, 44(6), 55-61.
Elias, M., Tobias, S., & Friedlander, B. (2000). Raising emotionally intelligent teenagers.
New York: Three Rivers Press.
Elder, L, & Paul, R. (2004). The thinker’s guide to critical and creative
thinking. Dillon Beach, CA: The Foundation for Critical Thinking.
Friedman, T. (2005). The world is flat: A brief history of the twenty-first
century. New York: Farrar, Straus and Giroux.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New
York: Basic Books.Gardner, J. N., Jewler, A. J., & Barefoot, B. (2008). Your
college experience: Strategies for success. Boston: Thompson Higher Education.
Giessman, J. (2009). Curriculum-mapping our way to relevance. Retrieved May 28,
2009, from http://web.ebscohost.com. db07.linccweb.org.
Goodlad, J. (1984). A place called school: Prospects for the future. New York: McGrawHill.
Jenkins, J. M. (1992). Advisement programs: A new look at an old practice. Reston,
VA: National Association of Secondary School Directors.
Jerome Bruner and the process of education. Retrieved June 18, 2009, from
http://www.infed.org/thinkers/bruner.htm.
Kitchin, J. (2008, August 13). A new twist on science education. Retrieved March 31,
2009, from http://njmonthly.com/articles/towns_and_schools.
Lederman, L. (1998). Arise: American renaissance in science education. Batavia, IL:
Fermi National Accelerator Laboratory.
Levine, A. (2005). Educating school teachers. Washington, DC: The Education School
Project.
Mattai, P. R., & Williams, J. M. The disconnect between teacher education and
schooling: Neglecting the community. Journal of Urban Education: Focus on
Enhancement, 3(1), 3-11.
Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls.
New York: Riverhead Books.
Powell, F. D., Fields, F. D., Bell, E. D., & Johnson, G. S. (2007). Manhood, scholarship,
perseverance, uplift, and elementary students: An example of school and
community collaboration. Urban Education, 42(4), 296-312.
78
Postman, N. (1996). The end of education. New York: Vintage.
Project-based learning space. Retrieved March 24, 2009, from Houghton Mifflin web
site: http://college.cengage.com/education/pbl/background.html.
Queen, J. (2003). The block scheduling handbook. Thousand Oaks, CA: Corwin Press.
Reed, J. (2007, September). Internationalizing the curriculum: What does it mean?
Editorial. International Journal of Therapy and Rehabilitation. 14(9), 390.
Sizer, Theodore R. 1996. Horace’s hope: What works for the American high school.
New York, N.Y.: Houghton Mifflin.
Steen, L. (ed.). (1997). Why numbers count: Quantitative literacy for
tomorrow’s America. Washington, D.C.: The College Board.
Appendix P 6
Sternheimer, K. (2006). Kids these days: Facts and fictions about
today’s youth. Lanham, MR: Rowman & Littlefield.
Stewart, V. (2007, April). Becoming citizens of the world. Educational Leadership.
64(7), 8-14.
Stone, Randi. (ed.) (2002). Best practices for high school classrooms:
What award-winning secondary teachers do. Thousand Oaks, CA: Corwin Press.
Sylwester, R. (2007).The adolescent brain: Reaching for autonomy.
Thousand Oaks, CA: Corwin Press.
The ten common principles of the coalition of essential schools. Retrieved on February
19, 2009 from http://www.parker.org/WhoAreWe/ten_common.htm
Thomas, K. (2008, April 2.) Report: Graduation rates low in many cities.
Naples Daily News, p. 6A.
Torp, L., & Sage, S. (2002). Problems as possibilities: Problem-based learning for K-16
education. Association for Supervision & Curriculum Development.
U.S. Census Bureau. (2005-2007). Lee County, Florida – Educational Attainment.
Retrieved January 29, 2009, from www.factfinder.census.gov/servlet.
Vadeboncoeur, J. A. and Stevens, L.P. (Eds.). (2005). Re/Constructing “the
adolescent”: Sign, symbol, and body. New York: Peter Lang..
Zmuda, A., & Tomaino, M. (2001).The competent classroom: Aligning high school
Curriculum, standards, and assessment. New York: Teachers College Press.
79
Appendix 3: Sample student dual-enrollment schedule
Title
Days
Time
Instructor
Location
Dates
M-WF
M-WF
M-WF
M-WF
M-WF
T-TH
7:30 AM
CCA
Fall Term 12
Number of
Expected
Students
25
7:30 AM
CCA
Fall Term 12
25
8:40 AM
CCA
Fall Term 12
25
8:40 AM
CCA
Fall Term 12
25
9:50 AM
CCA
Fall Term 12
25
8:550 AM
CCA
Fall Term 12
25
T-TH
8:55 AM
CCA
Fall Term 12
25
T-TH
M-WF
7:30 AM
9:50 AM
CCA
CCA
Fall Term 12
Fall Term 12
25
25
Course
ENC 1102
ENGLISH 1102
ECO 2013
ENC 1102
MACRO
ECONOMICS
ENC1102
AMH 2020
US HISTORY II
MAC 1105
COLLEGE
ALGEBRA
AMERICAN
GOVERNMENT
WORLD
CIVILIZATION I
PSYCHOLOGY
INTERMEDIATE
ALGEBRA
POS 2041
WOH 1012
PSY 2012
MAT 1033
80
Appendix 4: Proposed 9th - 10th grade non-dual enrollment schedule
Title
English
1
ENGLISH 2
World History
US HISTORY
Algegra
GEOMETRY
Physical Science
BIOLOGY
Physical Education
ELECTIVE
ELECTIVE
ELECTIVE
Days
M-F
Instructor
TBA
Location
Dates
CCA
Fall Term 11
Classsize
25
M-F
TBA
CCA
Fall Term 11
25
M-F
TBA
CCA
Fall Term 11
25
M-F
TBA
CCA
Fall Term 11
25
M-F
TBA
CCA
Fall Term 11
25
M-F
M-F
TBA
TBA
CCA
CCA
Fall Term 11
Fall Term 11
25
25
Non dual enrollment classes will be offered via a traditional setting or online
programming. APEX or the LCPS approved online programming will be used.
81
Appendix 5: Model School Calendar
82
Appendix 6: Director Job Descriptions
Director
Cape Collegiate
Academy Position Title:
Location:
Reports To:
Work Schedule:
Apply To:
Director
Position Length:
12 Months
Posting Date:
Board of Directors
Full-time
Application Deadline:
Exempt
FLSA Status:
Location Position:
Job Purpose:
The Director is responsible for providing educational leadership, contractual
accountability and day-to-day leadership of educational and operational activities of Cape
Collegiate Academy. This includes the recruiting, hiring, supervision, evaluation, and
development of staff; maintenance of a safe environment conducive to teaching and
learning; assurance of effective delivery and improvement of instruction; enforcement of
the school’s policies and procedures; safety of students; and implementation of student
disciplinary measures when necessary.
PRIMARY RESPONSIBILITES:

Organizes and directs staff to accomplish the school’s defined goals related to
enrollment, learning gains, attendance, FCAT scores, and other related
measurements.

Is knowledgeable of and effectively communicates Cape Collegiate Academy’s
philosophy, policy and procedures related to student learning, conduct, discipline
and attendance to the CCA staff, students, parents, school District personnel,
partners, and community.

Effectively communicate with individual team members, internal teams, and
external support staff in various forms to ensure that the school is meeting its
goals through ethical execution of the academic and operational model.

Supervises mentors and develops all team members to effectuate the school’s
mission.

Organizes school functions for parents and family members as a method to help
the school reach its goals.

Collects and analyzes school data as the basis for improving the school’s
measurable outcomes and contracted goals.
83

Performs all other duties as deemed necessary, which are aligned in accordance
with Cape Collegiate Academy’s policies and procedures to ensure that student
educational and behavioral goals and objectives are achieved.
OTHER RESPONSIBILITIES

Serves as the program contact to the appropriate School District personnel.

Plans and coordinates or leads professional development activities based on
school data.

Reports on the status of the school to the Board of Directors as required.

Works as the leader of the school management team in developing and
implementing emergency procedures.
Job Requirements and Prerequisites:

Bachelor’s degree in Education, Educational Leadership, Curriculum and
Instruction or a related educational field from an accredited college or university
is required.

Possession of a valid state teaching certificate is desired.

Master’s degree in Education, Educational Leadership or a related educational
field from an accredited college or university is desired.

Five years of paid, professional experience working with disruptive and/or at risk
youth is preferred.

Two years of paid, professional experience in a position of providing
instructional/supervisory leadership is preferred.
Reviewed and agreed upon by:
___________________________________
Employee Signature
____________________
Date
___________________________________
Supervisor Signature
____________________
Date
84
TITLE: Assistant Director
QUALIFICATIONS:
1. Master’s degree or higher.
2. Valid Florida certification covering Educational Leadership or
Administration/Supervision.
3. A minimum of three years successful teaching experience.
4. Such alternatives to the above qualifications as the Board may find
appropriate and acceptable.
REPORTS TO: Director
JOB GOAL:
1. To assist the Director in ensuring continuous improvement in measurable student
performance and achievement, customer satisfaction, performance management and
compliance;
2. To assist the Director in the overall administration and operation of the school;
3. To assume full responsibility of the school when the Director is absent from the
building.
ESSENTIAL FUNCTIONS:
* 1. Assists in providing leadership that will ensure continuous improvement in
measurable student performance and achievement, customer satisfaction, performance
management and compliance.
* 2. Implements School Board policy, State statues, and Federal regulations in the areas
of Human Resources, Business/Property and Educational Services as they pertain to the
assigned school.
* 3. Develops a master schedule and assists in the assigning of teachers according to
student needs and certification.
* 4. Implements District guidelines for proper student conduct and disciplinary
procedures and policies, based on the Student Code of Conduct, that assure a safe and
orderly environment.
* 5. Participates in countywide management meetings and other activities appropriate for
continual professional development.
6. Assists in providing educational leadership in developing, implementing and
evaluating the School Improvement Plan.
7. Assists in providing leadership in identifying and assessing strategies designed to
accomplish School Board goals and Superintendent’s initiatives.
8. Facilitates positive communications among students, parents, teachers and support
staff in daily interactions.
9. Provides supervision while maintaining visibility about the campus and classroom.
10. Utilizes data and current educational best practices in the planning and preparation of
the school instructional program.
85
11. Observes and evaluates teacher performance as it relates to student learning and
provides coaching, feedback and such assistance as needed.
12. Establishes, supervises, and evaluates the performance of support staff as assigned by
the director.
13. Assists in supervising and monitoring the accurate and timely completion of data
collection and reporting requirements.
14. Assists in identifying and providing training opportunities for all school personnel.
15. Demonstrates interpersonal skills and the skill to work with diverse groups of people.
16. Assists in establishing a school-based crisis plan and in providing leadership in the
event of such happening.
17. Develops positive school and community relations, which includes effective oral and
written communications to all stakeholder groups.
18. Assists in recruiting, interviewing and recommending qualified personnel for
employment that reflect racial and ethnic diversity.
19. Orients new personnel to the school site.
20. Implements and administers negotiated employee contracts at the school site.
21. Assists in conducting staff meetings that involve the discussion of instructional
programs that focus on student achievement, policy changes, system issues, and problem
identification and resolution.
22. Assists in establishing and managing student accounting and attendance procedures at
the assigned school.
23. Participates in the function of financial planning for the school, which may include
assisting in the preparation of the school’s budget.
24. Participates in the disbursement of funds to assure that the school will realize the
maximum value educationally and financially in security textbooks, supplies, materials,
equipment and
services.
25. Assists in coordinating maintenance functions, providing for plant safety and facility
inspections.
26. Assists by monitoring property inventory records and assure the security of school
property.
27. Assists by coordinating the school food service program at the assigned school,
including the free and reduced food service program requirements.
28. Assists in managing and supervising school sponsored events, coordinating the
supervision of events, and maintaining a calendar of all school events.
29. Communicates through the proper channels to keep appropriate personnel informed
of impending programs or events of unusual nature.
30. Assumes full responsibility of the school when the Director is absent from the
building *Core Measures
OTHER RESPONSIBILITES:
Performs related work as required. (NOTE: The omission of specific statements of duties
does not exclude them from the position if the work is similar, related, or a logical
assignment to the position.)
86
PHYSICAL REQUIREMENTS:
Position requires exerting up to 20 pounds of force occasionally and/or up to 10 pounds
of force as frequently as needed to move objects.
TERMS OF EMPLOYMENT:
Salary and work year as established by the Board.
ASSESSMENT:
Performance of this job will be assessed annually in accordance with provisions of the
Board’s policy on assessment of administrative personnel.
87
TITLE: Executive Secretary
QUALIFICATIONS:
1. High School diploma.
2. Two years post-secondary training and five years experience as a secretary; or
graduation from a recognized school of secretarial skills and two years of job experience;
or three years successful employment as a school secretary within the district or in
another school district of comparable size.
3. Such alternatives to the above qualifications as the Board may
find appropriate and acceptable.
REPORTS TO: Director or individual administrator to whom assigned
JOB GOAL: To assist and relieve administrator of paperwork and impediments so
that he may devote maximum attention to the central problems of education and
educational administration.
ESSENTIAL FUNCTIONS:
1. Takes and transcribes dictation of various types, including correspondence, reports,
notices, and recommendations.
2. Obtains, gathers, and organizes pertinent data as needed, and puts it into usable form.
3. Maintains a regular filing system and processes incoming correspondence as
instructed.
4. Places and receives telephone calls and records messages.
5. Orders and maintains supplies as needed.
6. Performs any bookkeeping tasks associated with the specific position.
7. Maintains a schedule of appointments and makes arrangements for conferences and
interviews.
8. Works with the administrator in carrying out the day-to-day operations necessary to
the smooth functioning of the district.
9. Disseminates school district forms used by the administrator served and serves as a
source of information about the regulations and policies of the department.
10. Works closely with administrative and consultant personnel in providing necessary
personnel and financial data for the proper development of plans and programs.
11. Performs such other tasks and assumes such other responsibilities as may be required.
TERMS OF EMPLOYMENT:
Twelve month year. Salary as established by the Board.
ASSESSMENT:
Performance of this job will be assessed annually in accordance with provisions of the
Board’s policy on assessment of support personnel.
88
TITLE: School Secretary QUALIFICATIONS: 1. High School Diploma or equivalent. 2. Demonstrated competence in use of office and business machines. 3. Knowledge of school system policies and legal procedures. 4. Demonstrated appropriate verbal and interpersonal skills. 5. Demonstrated ability to perform all required office tasks efficiently. 6. Such alternatives as the Board may find appropriate and acceptable. REPORTS TO: Director or Department Head JOB GOAL: To facilitate in the efficient operation of the office to maintain maximum productivity. ESSENTIAL FUNCTIONS: 1. Maintains student and staff records. 2. Establishes office procedures and coordinates duties of clerical office personnel. 3. Coordinates with the Personnel Department new employing processing. 4. Serves as receptionist for the school, answers phones, maintains a log, and responds appropriately to requests, needs and crises. 5. Schedules appointments for conferences and interviews. 6. Contributes to a positive, professional office atmosphere. OTHER RESPONSIBILITIES: 1. Coordinates with outside agencies to assist teachers, students and parents. 2. Assists office staff to ensure smooth operation of daily functions. 3. Performs related work as required. (NOTE: The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.) PHYSICAL REQUIREMENTS: 1. Ability to exert up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects. 2. Ability to sit in one position for a prolonged period of time. 3. Ability to view VDT screens or other monitoring devices for prolonged periods. TERMS OF EMPLOYMENT: Work year and salary as established by the Board and SPALC bargaining unit through the collective bargaining process. ASSESSMENT: Performance of this job will be assessed annually in accordance with provisions of the Board's policy on assessment of support personnel. TITLE: Teacher 89
QUALIFICATIONS: 1. Bachelor’s degree or higher. 2. Valid Florida teacher certification covering appropriate area of responsibility. 3. Demonstrated proficiency in oral and written communication. 4. Demonstrated ability to work with diverse groups. 5. Experience with industry‐standard computer applications. 6. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. REPORTS TO: Director and or Designated Administrator JOB GOAL: To lead students toward the fulfillment of their potential for intellectual, emotional, physical and social growth in a safe and cost effective manner that supports the goals of the District. ESSENTIAL FUNCTIONS: 1. Plans individually or cooperatively a program of study that meets the individual needs, interests, diverse backgrounds and abilities of students. 2. Assists in establishing department or grade level curriculum objectives and the development of the comprehensive plan for the implementation and evaluation of the objectives. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. 4. Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. 5. Employs instructional methods and materials that are most appropriate for meeting stated objectives. 6. Assesses the accomplishments of students on a regular basis and provides progress report as required. 7. Diagnoses the learning strengths and weaknesses of students on a regular basis, seeking the assistance of district specialists as deemed appropriate. 8. Counsels with colleagues, students and/or parents on a regular basis. 9. Assists the administration in implementing all policies and/or rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedures and maintains order in the classroom in a fair and just manner. 10. Plans and supervises purposeful assignments for support personnel and school volunteers to work cooperatively with department heads or grade level chairmen, evaluate their effectiveness. 11. Uses appropriate technology in teaching and the learning process. 12. Maintains accurate, complete and correct records and reports as required by law, district policy and administrative regulation. 13. Provides for personal professional growth through an ongoing program of 90
reading, workshops, seminars, conferences and/or advanced course work at institutions of higher learning. 14. Attends staff meetings and serves on staff committees as deemed necessary. 15. Establishes and maintains cooperative relations with others. 16. Adheres to the Code of Ethics of the Education Profession in Florida and meets all school and district policy requirements. 17. Supports school improvement initiatives by active participation in school activities, services and programs. 18. Recognizes overt indicators of student distress or abuse and takes appropriate action based on school procedures and law. 19. Establish appropriate testing environment and test security. OTHER RESPONSIBILITIES: 1. Performs related work as required. (NOTE: The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.) PHYSICAL REQUIREMENT: This position requires light work exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects. TERMS OF EMPLOYMENT: Ten month year. Salary as established by the Board. ASSESSMENT: Performance of this job will be assessed annually in accordance with provisions of the Board’s policy on assessment of certificated personnel. Title: ESE Specialist QUALIFICATIONS: 1. Bachelor’s degree or higher. 91
2. Valid Florida teacher certification covering appropriate area of responsibility. 3. Demonstrated proficiency in oral and written communication. 4. Demonstrated ability to work with diverse groups. 5. Experience with industry‐standard computer applications. 6. Such alternatives to the above qualifications as the Board may find appropriate and acceptable. REPORTS TO: Director and or Designated Administrator JOB GOAL: To lead students toward the fulfillment of their potential for intellectual, emotional, physical and social growth in a safe and cost effective manner that supports the goals of the District. ESSENTIAL FUNCTIONS: 1. Plans individually or cooperatively a program of study that meets the individual needs, interests, diverse backgrounds and abilities of students. 2. Assists in establishing department or grade level curriculum objectives and the development of the comprehensive plan for the implementation and evaluation of the objectives. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students. 4. Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. 5. Employs instructional methods and materials that are most appropriate for meeting stated objectives. 6. Assesses the accomplishments of students on a regular basis and provides progress report as required. 7. Diagnoses the learning strengths and weaknesses of students on a regular basis, seeking the assistance of district specialists as deemed appropriate. 8. Counsels with colleagues, students and/or parents on a regular basis. 9. Assists the administration in implementing all policies and/or rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedures and maintains order in the classroom in a fair and just manner. 10. Plans and supervises purposeful assignments for support personnel and school volunteers to work cooperatively with department heads or grade level chairmen, evaluates their effectiveness. 11. Uses appropriate technology in teaching and the learning process. 12. Maintains accurate, complete and correct records and reports as required by law, district policy and administrative regulation. 13. Provides for personal professional growth through an ongoing program of reading, workshops, seminars, conferences and/or advanced course work at institutions of higher learning. 14. Attends staff meetings and serves on staff committees as deemed necessary. 92
15. Establishes and maintains cooperative relations with others. 16. Adheres to the Code of Ethics of the Education Profession in Florida and meets all school and district policy requirements. OTHER RESPONSIBILITIES: 1. Attend monthly behavior specialist meetings.
2. Attend staff development training relevant to ESE programs, policies, procedures and
share information with respective schools.
3. Maintain current certification in de-escalation and appropriate physical intervention
techniques using Board recommended programs.
4. Provide guidance/consultative support to general education teachers/staff regarding
modifications, accommodations, instructional and behavioral techniques for students not
currently receiving ESE services.
Performs related work as required. (NOTE: The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.) PHYSICAL REQUIREMENT: This position requires light work exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force as frequently as needed to move objects. TERMS OF EMPLOYMENT: Ten month year. Salary as established by the Board. ASSESSMENT: Performance of this job will be assessed annually in accordance with provisions of the Board’s policy on assessment of certificated personnel. 93
Appendix 7: Schedule of Budgeted Revenues, Expenditures, and Fund Balance
CAPE COLLEGIATE ACADEMY
OPERATING BUDGET
FISCAL YEARS ENDING 2013 - 17
FY13
ENROLLMENT
Per Student FEFP State & Local Funding
FUND BALANCE, BEGINNING
FY14
FY15
FY16
FY17
400
5,894
400
5,983
400
6,072
800
6,163
800
6,256
-
99,713
206,573
218,674
761,945
REVENUES
FEFP
Implementation Grant and fundraising in years 3-5
Capital Outlay
Transportation (included in FEFP amount)
TOTAL REVENUES
2,357,641
275,000
2,632,641
2,393,006
75,000
2,468,006
2,428,901
10,000
2,438,901
4,930,669
10,000
400,000
5,340,669
5,004,629
10,000
400,000
5,414,629
EXPENDITURES
INSTRUCTION
Classroom Teachers/Adjunct Professors
Teachers (art etc) & TA's
Total Instruction Salaries
Retirement
Payroll Taxes
Health Insurance
Workers Compensation
Total Instruction Benefits
Contracted Services
Travel
Supplies
Staff Training
Textbooks & Library Books
Computers
Furniture and Equipment
Software
Substitutes
Total Instruction Other
Total Instruction
442,000
150,000
592,000
11,840
46,989
36,450
5,920
101,199
68,519
3,000
30,000
40,000
130,000
100,000
60,000
32,000
18,000
481,519
1,174,718
455,260
154,500
609,760
12,195
46,647
37,544
6,098
102,483
69,547
3,090
30,900
44,000
10,300
67,750
13,000
32,960
18,540
290,087
1,002,330
468,918
159,135
628,053
12,561
48,046
38,670
6,281
105,557
70,590
3,183
31,827
48,400
10,609
71,500
13,500
33,949
18,540
302,097
1,035,708
965,971
327,818
1,293,789
38,814
98,975
79,660
12,938
230,386
145,609
6,556
65,564
53,240
152,055
200,000
68,500
69,935
37,080
798,538
2,322,713
994,950
337,653
1,332,602
39,978
101,944
82,050
13,326
237,298
147,793
6,753
67,531
58,564
22,510
162,500
14,500
72,033
41,200
593,383
2,163,283
BOARD
Legal Fees
Contracted Services
Contracted Services - Audit
Travel
Insurance
District Fee
Total Board
5,000
22,840
10,000
2,000
5,000
73,676
118,516
5,150
23,182
10,300
2,060
5,150
74,781
120,624
5,305
23,530
10,609
2,122
5,305
75,903
123,073
5,464
48,536
21,855
4,371
10,927
77,042
168,494
5,628
49,264
22,510
4,502
11,255
78,197
171,656
SCHOOL ADMINISTRATION
Principal / Director
Admin Support
Total Administration Salaries
Retirement
Payroll Taxes
Health Insurance
Workers Compensation
Total Administration Benefits
88,000
129,930
217,930
3,269
19,318
27,000
2,179
51,766
90,640
133,828
224,468
3,367
19,818
27,810
2,245
53,239
93,359
137,843
231,202
3,468
20,333
28,644
2,312
54,757
96,160
256,978
353,138
10,594
29,661
59,007
3,531
102,794
99,045
264,687
363,732
10,912
30,472
60,777
3,637
105,798
94
CAPE COLLEGIATE ACADEMY
OPERATING BUDGET
FISCAL YEARS ENDING 2013 - 17
FY13
FY14
FY15
FY16
FY17
Travel
Equipment Rental
Postage
Advertising
Staff training
Supplies
Equipment
Computers/Software
Total Administration Other
Total School Administration
5,000
12,000
4,200
20,000
30,000
18,000
27,500
22,500
139,200
408,896
5,150
12,360
4,326
20,600
30,900
18,540
5,000
15,000
111,876
389,583
5,305
12,731
4,456
21,218
31,827
19,096
5,000
15,000
114,632
400,592
10,927
13,113
9,179
43,709
65,564
39,338
27,500
22,500
231,830
687,762
11,255
13,506
9,454
45,020
67,531
40,518
5,000
15,000
207,285
676,815
FACILITIES ACQUISITION
Rents
Total Facilities Acquisition
500,000
500,000
507,500
507,500
515,113
515,113
922,839
922,839
936,682
936,682
FISCAL
Contracted Services - Finance
Contracted Services - HR
Total Fiscal Other
Total Fiscal
68,519
45,679
114,198
114,198
69,547
46,364
115,911
115,911
70,590
47,060
117,650
117,650
145,609
97,073
242,681
242,681
147,793
98,529
246,322
246,322
FOOD SERVICE
Contracted Services
-
-
-
-
-
TRANSPORTATION
Contracted Services
30,000
33,000
36,300
72,600
79,860
25,000
15,000
36,000
48,000
12,600
2,000
138,600
138,600
25,750
15,450
37,080
49,440
12,978
2,060
142,758
142,758
26,523
15,914
38,192
50,923
13,768
2,122
147,442
147,442
40,977
16,391
78,676
104,902
30,090
4,371
275,407
275,407
42,207
16,883
81,037
108,049
33,867
4,502
286,543
286,543
48,000
48,000
49,440
49,440
50,923
50,923
104,902
104,902
108,049
108,049
2,532,928
2,361,146
2,426,799
4,797,398
4,669,211
EXCESS REVENUES OVER EXPENDITURES
99,713
106,860
12,101
543,270
745,418
FUND BALANCE, ENDING
99,713
206,573
218,674
761,945
1,507,363
PLANT OPERATIONS
Contracted Services
Insurance
Telephone
Utilities
Supplies
Equipment
Total Plant Operations Other
Total Plant Operations
PLANT MAINTENANCE
Contracted Services
Total Plant Maintenance
TOTAL EXPENDITURES
95
CAPE COLLEGIATE ACADEMY
START UP BUDGET
3 MONTHS PRIOR TO OPENING
Start Up Assumptions
FY13
RECEIPTS
FEFP
Implementation Grant and fundraising in years 3-5
Loans
Cash Flow:
400 After approval of Charter, Implementation grant will be submitted
and upon approval expenditures will begin 3 months
(April 1) prior to the opening of school. Any expenditure
deficits will be covered by loans up to $30,000. The
following receipts and expenditures will be incurred
and paid prior to July 1, 2012.
25,000 Federal planning grant
5,000 Loans from Board members
TOTAL REVENUES
30,000
ENROLLMENT
FUND BALANCE, BEGINNING
BOARD
Training
Insurance
District Fee
Total Board
SCHOOL ADMINISTRATION
Principal / Director
Admin Support
Total Administration Salaries
Retirement
Payroll Taxes
Health Insurance
Workers Compensation
Total Administration Benefits
Advertising
Staff training
Supplies
Equipment
Software
Total Administration Other
Total School Administration
FISCAL
Contracted Services - Finance
Contracted Services - HR
Total Fiscal Other
Total Fiscal
TOTAL EXPENDITURES
1,000 DOE required Board training
1,000 required insurance
2,000
6,000
4,000
10,000
900
100
1,000
10,000
2,500
2,500
15,000
26,000
3 months @ $2000 per month for planning
Administrative Assistant @ $1333 per month
required payroll taxes
required workers comp insurance
Public awareness and recruitment of students
start up supplies - paper, postage, printing
desks and computer
2,000 set up accounting system and process receipts
and expenditures during start up period
2,000
2,000
30,000
EXCESS REVENUES OVER EXPENDITURES
-
FUND BALANCE, ENDING
-
96
97
98
99
Appendix 8: Working Timeline
Task
Dates_____________
Write/Finalize Application
May – July 2011
First Draft completed
June 2011
Application submitted
July 30, 2011
Revise App. Based on SD Feedback
August – September 2011
School board vote
October 2011
Incorporate Charter boards – apply for 501 c3
November 2011
Site Search
May – November 2011
Site Acquisition – Lease negotiation
October 2011 – February 2012
Develop Marketing Materials
June 2011 – January 2012
Community Outreach
June 2009 - present
Collaboration W/ School district regarding procedures October 2011 – July 2012
Board approval of calendar
June 2011
Plans-Permits
October 2011
Construction
November 2011 – June 2012
FFE Installed
July 2012
Tech Installed
July 2012
CO Delivered
July 2012
Recruit Administrators
January 2012
Recruit Staff
April 2012
Train Enrollment – Key Staff
June 2012
Enrollment Office Open – Student Orientation
July 2012
Marketing – Community Outreach
October 2012
Teacher Training
August 2012
Pre-Opening Checklist
July 2012
School Opens
August 2012
100
Appendix 9: Board Bio’s
Dr. Gerard Consuagra
Serrved as the Executive Director for School Choice and Governance, Atlanta Public
Schools. Directs the district’s school council initiative mandated by Georgia Code and
supports schools as they form and operate local school councils. Directs the development
and implementation of summer school programs, prekindergarten through Grade 12
including remediation, enrichment, and special education programs. Directs the charter
school initiative, provides support to charter school petitioners, organizes district staff to
review petitions, and prepares recommendations for the superintendent. Supervises
programs for Extended Day, Expanded Day/Special Project, Student Placement and
Appeals, and the 21st Century Learning Center Community grant.
In addition, he served as the Executive Director for Standards, Atlanta Public Schools.
Developed and revised K-12 curriculum standards for the district, and directed a
systemwide committee on assessment. Directed development and implementation of
summer school programs, prekindergarten through Grade 12 including remediation,
enrichment, and special education programs. Directed the districts charter school
initiative including reviews of charter petitions, criteria for approving charters, and
recommendations for the superintendent.
Mike D’Angelo
Mike D’Angelo moved to Floirda in 2001. He earned his Bachelor of Arts degree in
Political Science/ Economics and his Masters Degree in Education from the University of
Wisconsin Whitewater. He earned his Masters degree in administration from the
University of Wisconsin Madison. He has 35 years of experience in education as a
teacher, coach, curriculum coordinator, transportation director, food service director and
K-12 principal. He has experience as an administrator in Wisconsin and Florida. Mr.
D’Angelo has worked in Lee County for three years and has a very goo working
relationship the Lee County Charter Staff. Mr. D’Angelo served on the board of directors
for the Cape Education Foundation and the Cape Council for Progress.
Phil Deems
Phil (Van) Deems and his family are active members of the Cape Community and have
been Cape residence for the past 35 years. Phil and his wife Cacy have three sons, two
in high school and one in middle school, that are active in football, basketball and
baseball.
Phil and his father have been involved in Cape Coral real estate as brokers and investors
since 1988. He has an excellent understanding of the Cape Coral economic picture and is
extremely interested in the educational process in the Cape.
101
Bernadette Athime
Mrs. Athime earned her Bachelor of Science degree in Business Management and
continued on to receive her Master’s of Science in Business Management. She has 14
years of experience in education. She started working for Lee County School District in
1999. She has worked in various capacities of education such as, Guidance Secretary,
Paraprofessional (ESE), and Administrative Assistant for professional standards, equity
and recruitment, and ESE Teacher. As Mrs. Athime discovered her interest in education
while working for the Lee County School District. She decided to transition into
education and earned her Specialist Degree in Educational Leadership. In 2008, she
started working for a charter school as the ESE (Exceptional Student Education)
Specialist. In 2009, she received a promotion as the Assistant Principal for the charter
school. Currently, Mrs. Athime is the Principal of a private school.
Dr. Ron Hunter EdD
Dr. Hunter has degrees in speech, English, administration and supervision and
educational leadership. He has worked in the field of education for approximately forty
years. He began his career in education as a language arts teacher. He was promoted to
assistant principal, principal and then as an area director. For the last eighteen years, Dr.
Hunter has worked as an adjunct professor and a dissertation adviser in a graduate school
for students pursuing master’s, specialist, and doctoral degrees. Further, he has authored
articles in the area of school reform. Education has been his life-long work.
102
Supplemental Material – A
103
Supplemental Material – B
104
Supplemental Material – C
SCHOOL SAFETY MANUAL
Cape Collegiate Academy
(Plan will be adapted to Building)
105
FORWARD
This Cape Collegiate Academy Crisis/Emergency Procedure Booklet has been developed
to provide a ready information source, guideline, and/or protocol to be utilized in the
event of an unexpected situation. The procedures contained herein were designed to
allow each administrator/response team (1) to move decisively to control situations
quickly, (2) to eliminate or lessen the dangers/effects of any crisis/emergency, and (3) to
anticipate possible future problems and provide a pro-active response to lessen their
affects and prevent recurrences. It is the overriding purpose of these predetermined
procedures to provide and ensure the safest environment possible for our students, staff,
parents, and community.
GENERAL SAFETY
To ensure the general safety of all individuals, the CCA Director shall be responsible for
the following:
• Clearly posting, on the exterior school door, a statement that all visitors must
first report to the office.
• After visitors report to the school office, they must wear some form of
identification while in the building.
• AN EMERGENCY RESPONSE TEAM (ERT) shall be established.
• A uniformed police officer or security officer will be on duty to prevent
problems and to ensure that a safe environment is maintained.
• All Cape Collegiate Academy shall have on hand, at all times, flashlights, new
batteries, walkie-talkies, first aid kits, air-horn, cell phones, etc.
• Be alert.
• Periodically review the procedures contained in this booklet with staff.
106
TABLE OF CONTENTS
FORWARD...............................................................................................................2
GENERAL SAFETY ............................................................................................... 2
TABLE OF CONTENTS ......................................................................................... 3
CRISIS/EMERGENCY CONTACT DIRECTORY ................................................ 4
GENERAL INFORMATION .................................................................................. 6
EVACUATIONS - GENERAL INFORMATION ................................................... 7
CRISIS/EMERGENCY RESPONSE PROCEDURES
/Explosion ................................................................................................................. 9
Tornado ..................................................................................................................... 10
Hurricane……………………………………………………………………… ..… 11
Hazardous Chemicals…..............................................................................................12
Bomb Threats ............................................................................................................ 13
Bomb Threats - Checklist .......................................................................................... 15
IN CRISIS - GENERAL INFORMATION .............................................................. 16
CRISIS SITUATIONS - GENERAL CATEGORY OF SITUATION EVENTS..... 17
REDUCING THE EFFECTS OF TRAUMATIC STRESS ...................................... 18
ANNOUNCEMENT TO STUDENTS ...................................................................... 19
PROCEDURAL CHECKLIST................................................................................... 21
COUNSELING CHILDREN ABOUT DEATH AND DYING ................................ 23
WHEN DEALING WITH DEATH............................................................................ 24
CRISIS/EMERGENCY RESPONSE PROCEDURES
Death of a student/staff member ................................................................................ 25
SUICIDE..................................................................................................................... 27
CRISIS/EMERGENCY RESPONSE PROCEDURES
Suicide threat .............................................................................................................. 28
Suicide attempt ........................................................................................................... 29
MEDICAL EMERGENCY RESPONSE PLAN - GENERAL INFORMATION .....30
MEDICAL EMERGENCY RESPONSE PLAN
FIRST AID ................................................................................................................. 31
CRISIS/EMERGENCY RESPONSE PROCEDURES
Injury........................................................................................................................... 32
MEDICAL EMERGENCY RESPONSE PLAN - LIFE THREATENING INJURY..33
CRISIS/EMERGENCY RESPONSE PROCEDURES
Life threatening Injury
.....................................................................................34
VIOLENCE RESPONSE PLAN - GENERAL INFORMATION ..............................35
WHAT IS LOCKDOWN?........................................................................................... 36
CRISIS/EMERGENCY RESPONSE PROCEDURES
Assault - Threatening Crowds ..................................................................................... 37
Hostage - student or staff ............................................................................................ 38
Missing student ........................................................................................................... 39
Threat of armed intruder - Phase I ......................................... ..................................... 40
107
Armed intruder/student - Phase II .............................................................................. 41
POWER OUTAGE - GENERAL INFORMATION .................................................. 42
CRISIS/EMERGENCY RESPONSE PROCEDURES
Power Outage .............................................................................................................. 43
CRISIS/EMERGENCY CONTACT DIRECTORY
Fire Department...........................................................................…. ..............(xxx) xxxxxxx
Emergency.........................................................................................................911
Non-Emergency...................................................................................................(xxx) xxxxxxx
Police Department............................................................................... ............(xxx) xxxxxxx
Emergency.......................................................................................................….911
Non-Emergency................................................................................. ................ (xxx) xxxxxxx
Support hotline of Portage Path Behavioral Health.............……................ (xxx) xxx-xxxx
Job and Family Services…….............................................................................(xxx) xxxxxxx
Adult and Family Services.................................................................................. (xxx) xxxxxxx
Children’s Services................................................................................................(xxx)
xxx-xxxx
Child Abuse Hotline............................................................................................ (xxx) xxxxxxx
Department of Health..........................................................................................(xxx) xxxxxxx
Alcohol/Drug/Mental Health Service...............................................................(xxx) xxxxxxx
Juvenile Court...............................................................................……………...(xxx) xxxxxxx
Victim Assistance.........................................................................……………...(xxx) xxxxxxx
Hospital…...……..............................................................…….... …………....(xxx) xxxxxxx
Hospital……………......................…….............................................................(xxx) xxxxxxx
Hospital...................................................................................................................(xxx)
xxx-xxxx
Behavioral Health Crisis Center…………………………………………..(xxx) xxx-xxxx
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Emergency/Safety Equipment Locations
Safety Vests……………………………………………... Director’s Office
Flashlights……………………………………………… Director’s Office
First Aid Kits…………..……………………………..… Director’s Office
Staff Lounge
Front Desk – Band-Aids ONLY
Fire Extinguishers……………………….…………..…... Classrooms, Hallways
Air Horn……………………………………………..…… Director’s Office
Bullhorn…………………………………………..……… Director’s Office
Whistle…………………………………………………….. Director’s Office
Fire Alarm…………….…………………………………. All Classrooms
Security Alarm Keypad………………………….……... Hallway behind Reception
Desk
Evacuation Information
Evacuation Site A………………………
Evacuation Site B…………………………………..
Evacuation Site C…………………………………..
Tornado Evacuation………………………………..
Safe Facility………………………………………….
Fire Drill Code 1…………………………………..
Fire Drill Code 2…………………………………..
To be determined
To be determined
To be determined
To be determined
To be determined
Evacuate to Evacuation A
Evacuate to Evacuation B
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GENERAL INFORMATION
The Cape Collegiate Academy’s Emergency Response Team consists of:
A. Director (Chairman)……………………
B. Assistant Director..……………………..
C. Other…………………………………...
(TBA)
(TBA)
(TBA)
1. It shall be the Response Team’s responsibility to review this Booklet and alter it
to fit their respective Florida High School for Accelerated Learning’s situation.
2. In the event of a crisis/emergency, the Director or Assistant Director shall be
contacted, as soon as possible.
3. The Director and the Assistant Director of the Cape Collegiate Academy (or their
designees) shall be the “only” ones having access to command posts established
by fire and/or law enforcement agencies.
4. Staff members shall report crisis/emergency events to their Director or Assistant
Director.
5. Cape Collegiate Academy shall designate an approved predetermined safe
facility(ies) to take students in the event the school building is unattainable.
Ideally, this will be a building close by where all the Cape Collegiate Academy
students can be temporarily housed. However, in some cases, more than one
building will have to be obtained and the students directed/escorted to the
appropriate predetermined facility.
6. In any type of crisis/emergency situation, staff shall remain with students until the
situation has been resolved and concluded. Some staff members may be requested
to leave students so that they may assist emergency personal.
7. The Director shall meet with his/her Response team no fewer than monthly to
review procedures.
8. The Director and the Response team shall meet with the staff no fewer than once
each semester to review procedures.
9. The Director shall provide the Board his/her building’s School Safety Plan.
Likewise, each time there is an addition, deletion, or alteration, a newly revised
copy of that booklet shall be provided to the Board for approval.
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EVACUATIONS
GENERAL INFORMATION
Fire
1. Any fire or rumor of a fire requires a complete evacuation of the building.
2. Frequently, fire alarms are not connected directly to the Fire Department. To be on the
safe side, a 9-1-1 call shall be made AND the building fire alarm system shall be
activated.
3. Practice evacuation fire drills shall be held monthly during the school year. Do not call
911 for practice drills, however, the proper authorities do need to know ahead of
time when a practice drill is going to take place. A written record of the date-timeevacuation time-etc. must be kept in the office.
4. Each room within the Cape Collegiate Academy shall have an evacuation route posted
in clear view near the hallway door.
5. Each Cape Collegiate Academy shall designate a “safe area” outside the building for
students and staff to assemble. This area must be a minimum of 100 feet from the
building.
6. Attendance shall be taken immediately upon reaching the “safe area.” The results of
this attendance must be communicated to an administrator as soon as possible.
7. A return to the building shall only take place when an administrator gives the “all
clear” signal.
8. To accommodate situations where students and staff cannot immediately return to their
building, students and staff shall proceed to Hope Academy University Campus.
Tornado
1. Unlike a fire evacuation, a tornado evacuation is from one place within the building to
another. Do NOT go outside.
2. Each Cape Collegiate Academy shall have a properly functioning weather-alert radio.
3. Practice tornado drills shall be held monthly during the months of March through July.
A written record of the date and time must be kept in the office.
4. Each room within the Cape Collegiate Academy shall have an evacuation route posted
in clear view near the hallway door.
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EVACUATIONS
GENERAL INFORMATION
(continued)
Tornado (continued)
5. Predetermined safe areas WITHIN the building shall be designated for students and
staff to report to. The following guidelines need to be considered:
• Lowest floor - below ground level if possible.
• Near the center of the building.
• Away from windows and glass.
• Hallways.
• In rooms/spaces with short ceiling spans.
6. The fire alarm system shall NOT be used as weather emergency alert. Either the PA
system or an air horn may be utilized.
7. Students and staff should kneel, facing the interior wall, and covering the back of their
neck and head.
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Fire/Explosion
Goals: Evacuation of building:
 To move all students and staff to assigned “safe area”(s) - away from building
Code: Fire alarm - CALL 911
Procedures for:
Director(s):
1. Set fire alarm - CALL 911
2. Supervise evacuation of building
3. Assure students are in designated “safe areas”
4. Compile attendance information as reported from teachers
5. Attempt to locate all missing students (if necessary)
6. Assist emergency personnel
Teachers:
1. Move students out of rooms and building, according to posted
evacuation routes, in a safe, but efficient manner
2. Move students to designated “safe areas” away from building
3. Maintain quiet and order during evacuation
4. Take attendance and report missing students to Director
5. Remain with students until further instructions are given
Advocates (Counselors):
1. Assist clearing students from halls, restrooms, and common areas
2. Evacuate building
3. Report to Director for further instructions, if not supervising students
Secretary:
1. Assist with building evacuation
2. Record attendance reports from teachers
3. Assist Director as necessary
Crisis/Emergency Response Team:
1. Assist with building evacuation verifying that the doors are closed but
NOT locked.
2. Report to Director for further instructions, if not supervising students
3. Evaluate procedure
4. Any other duties as assigned by the Director
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Tornado
Goals: Evacuate to in-building shelter:
 To move all students and staff to assigned “shelter areas” - inside building.
Code: Weather (air horn) or PA announcement
Procedures for:
Director(s):
1. Activate weather warning air horn or make PA announcement
2. Supervise moving students to designated in-building shelter areas
3. Compile attendance information as reported from teachers
4. Locate and secure all missing students, if necessary
5. Monitor weather radio for “all clear” by taking radio to the shelter area.
Teachers:
1. Move students out of rooms to designated shelter areas and halls, in a
safe, but efficient manner
2. Put students in “safety position” - kneeling with hands covering back of
neck and head - facing interior wall
3. Maintain quiet and order
4. Take attendance and report missing students to Director
5. Remain with students until further instructions are given
6. If time permits and circumstances require students to remain in
classrooms, move desks and tables to center of room and take
shelter under them
Family Support Specialist (Counselors):
1. Assist clearing students from halls, restrooms, and common areas
2. Move to shelter areas
3. Report to Director for further instructions when “all clear” is sounded
Executive Assistant:
1. Listen to radio when weather conditions are ominous
2. Alert Director of Tornado “Watches” and “Warnings”
3. Proceed to shelter areas when alarm sounds.
4. Record attendance reports from teachers
5. Assist Director as necessary
Crisis/Emergency Response Team:
1. Assist clearing students from halls, restrooms, and common areas
2. Move to shelter areas
114
3. Report to Director for further instructions when “all clear” is given
4. Evaluate procedure
5. Any other duties as assigned by the Director
115
CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Hurricane:
With most hurricanes, the school will have advance notice and will monitor the closing
status and schedule of the Local County School District. The Cape Collegiate Academy
will mirror the opening and closing status of the Local County School District. In the
event that a Hurricane turns unexpectedly, and the school cannot be evacuated, the
following procedure will be followed.
Goals: Evacuate to in-building shelter
 To move all students and staff to assigned “shelter areas” - inside building.
Code: Weather (air horn) or PA announcement
In the event of an impending hurricane, the Cape Collegiate Academy Director must
assess the current situation, and consult with Regional management as to the appropriate
course of action. First and foremost is the safety and wellbeing of all students and staff.
If classes are in session when a Hurricane Watch is issued by local authorities, students
are to be advised to check the local media before attending classes the following day. If a
Hurricane Warning has been issued, advise students to not return to class until weather
conditions are suitable for safe travel to the Center.
Under a Hurricane Watch, the Cape Collegiate Academy staff is to report to the CCA. In
the event of a Hurricane Warning, under the leadership of the Cape Collegiate Academy
Director, staff will release the students under emergency release guidelines, and secure
the CCA including, but not limited to:
• Close and lock all windows, and cover with hurricane shutters where available
• Remove all technology and electronic equipment from the floor, cover with plastic,
and move to a dry, secure area
• Turn off and unplug all other electrical devices, cover with plastic, and move to a
dry, secure area
Additionally, the Director shall be responsible for:
• Contact local County School District authorities to advise of our course of action
• Contact local media to announce closing of the CCA
• Ensure that cell phones are kept fully charged during periods of severe weather
When local emergency management office of the CCA deem it safe to return to the CCA,
the Director, Assistant Director, and one staff member designated by the Director, shall
return to the CCA to assess the condition of the school and evaluate any loss or damage.
If the CCA is undamaged, classes will resume the following day. Should repairs be
necessary, classes will resume as soon as practical.
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The CCA is to be equipped with the following emergency kit and supplies:
• A standard first aid kit including scissors, insect repellent, antibacterial soap, and
antibacterial cream
• A basic tool kit including two flashlights, a battery operated radio, and spare
batteries
• 1 blanket
The Director shall establish and maintain a phone list of all employees and emergency
contact numbers, so that all staff may be contacted to be kept apprised of any emergency
closings, and for information as to reporting for work. The Director shall contact the
Assistant Director. They, in turn, shall contact those staff members assigned to them, and
so on. No one person shall have more than 3 staff personnel to contact.
Crisis event: Hazardous Chemicals
Goals: Evacuation of building
 To move all students and staff a safe distance from chemical spill
Code: CALL 911 - Announce “There has been a chemical spill in(at)...Give as much
information as possible, i.e., chemical name, size of spill, injuries,
location in building
Procedures for:
Director(s):
1. Announce “Safe Exits” based on fire drill routes
2. CALL 911
3. Oversee evacuation of students to a safe distance from building
Teachers:
1. Evacuate according to announced procedures
2. Take attendance. Account for all students
3. Remain with students
4. Follow additional evacuation instructions from Director
5. Refer questions from media to Director who will in-turn direct them to
Board of Directors.
Advocates (Counselors):
1. Evacuate building
2. Report to Director for additional instructions
3. Provide student support/counseling services as necessary
117
Executive Assistant:
1.
2.
3.
4.
Assist Director with notifying fire/police
Assist Director with evacuation
Record attendance reports from teachers
Report to Director for additional instructions
118
Crisis/Emergency Response Team:
1. Evacuate building
2. Report to Director for additional instructions, if not supervising students
3. Provide student support services as necessary
4. Evaluate procedure
5. Any other duties as assigned by the Director
Crisis event: BOMB THREAT - TAKE ALL THREATS SERIOUSLY
Goals: Evacuation of building
Move all students and staff to assigned “evacuation sites” away from the
building
Code: PA Announcement - CALL 911
Procedures for:
Director(s):
1. Announce “This is a fire drill - code 2”
2. Sound the fire alarm
3. Call 911
5. Supervise evacuation of building
6. Assure students are in designated “evacuation site(s)”
7. Compile attendance information as reported from teachers
8. Attempt to locate all missing students
9. Assist emergency personnel in searching the building.
10. Identify a Response Team member to supervise “evacuation site” and
to sign out students to parents
Teachers:
1. Move students out of rooms and building, according to posted fire
evacuation routes
2. Move students to designated “evacuation sites” away from the building
3. Maintain quiet and order during evacuation
4. Take attendance and report missing students to Director
5. Remain with students until further instructions are given
6. DO NOT TOUCH ANY UNUSUAL OBJECTS!
7. Inform Director or police officer immediately of anything suspicious
Advocates (Counselors):
1. Assist clearing students from halls, restrooms, and common areas
2. Evacuate building
3. Report to Director for further instructions
4. Report unusual objects and suspicious persons to Director or emergency
personnel
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5. Any other duties as assigned by the Director
Crisis event: BOMB THREAT - TAKE ALL THREATS SERIOUSLY
(Continued)
Executive Assistant:
1. Remain calm
2. Keep called on line (if this is the case)
3. Attempt to get as much information from the caller about the bomb as
possible (refer to Bomb Threat Checklist)
4. Record information and alert Director
5. Stay at post during evacuation phase
6. Evacuate building once everyone clears
Custodian:
1. Report to Director
2. Remain on-site to assist Director, police, fire department
Others:
1. Report to Director to assist with evacuation
Crisis/Emergency Response Team:
1. Assist with building evacuation
2. Assist Director and emergency personal with search of building
3. Report to Director for further instructions
4. Evaluate procedure
5. Any other duties as assigned by the Director
. . . and other things to remember during a bomb threat call.
It is easy to let a bomb threat rattle you. But your cool thoughts and attention to detail are
vital to ensuring the safety of your building. Please become familiar with the following:
1. Keep the caller on the line as long as 4. Check the following as you listen
possible and ask. . .
Background noises: Caller’s voice:
o ___ Animal
o ___ Calm
o ___ PA system
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o
o
o
o
o
o
o
o
o
o
o
o
o









___ Nasal
___ Static
___ Angry
___ Machinery
___ Stutter
___ Local
___ Excited
___ Booth
___ Lisp
___ Deep
___ Familiar
___ Music
___ Raspy
When is the bomb going to explode?
Where is it now?
What does it look like?
What will make it explode?
What kind of bomb is it?
Did you place the bomb?
Why this building?
What is your address?
What is your name?
2. Write the exact words of the threat:
Language:










___ Ragged
___ Well-spoken (educated)
___ Deep
___ Irrational
___ Cracking
___ Foul
___ Whispered
___ Incoherent
___ Disguised
3. Note these details:




___ Taped
___ Soft
___ Message
___ Slurred
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










Time of call:__________________
Caller’s sex:__________________
___ Normal
Approximate age:________
___ Laughing
Culture:________________
___ Crying
Length of call:_________________
___ Accent
Phone number called:___________
___ Other

Do NOT hang up your receiver.
If it ticks, don’t touch it
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IN CRISIS
GENERAL INFORMATION
An individual in crisis will feel exhaustion, helplessness, inadequacy, confusion, and
anxiety. As we mature and face new and varied problem situations, we develop a variety
of coping strategies. Children who lack the perspective of adults and have yet to develop
a broad range of coping strategies are particularly vulnerable to a crisis event.
A crisis situation has the potential for positive or negative change. The potential for
change is great; defenses are down and suggestivity is high. A crisis motivates change.
Individuals who cope have developed new strategies. New strategies must be employed.
However, if these methods fail, the individual in crisis will feel anxiety, depression,
helplessness, and lowered self-esteem.
A fairly complete list of crises is listed under Crises Situations. This paper is designed to
be kept in a file and pulled out for immediate use in the event of the situational crisis. It is
designed as a guide with communications to parents and the public and to guide with
counseling of students at the time when school personnel themselves may be
experiencing strong emotions and upset.
This information is intended to provide a very basic guide for dealing with students and
staff in the aftermath of a crisis event that may have a significant impact on the
community. It is certainly hoped that such a crisis guide would never be needed. If
needed, however, it may provide a basic guide to school personnel who may be
experiencing significant emotions from the event that took place and is affecting students
and faculty, and who may not be functioning in an optimum manner themselves. These
few pages do not begin to consider everything one may want to consider, and they do not
provide great depth of information. It is hoped that this information would provide some
basis for action following a crisis situation and provide a “plan of action.”
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CRISIS SITUATIONS
GENERAL CATEGORY OF SITUATION EVENTS
Physical illness and injury
Unexpected/untimely death
Crime victims and offenders
Natural and man-made disasters
War related acts
Surgery
Loss of Limb
Life threatening illness, physical disability
Fatal accident
Fatal disease
Homicide
Suicide
Assault (mugging rape)
Domestic violence (child/spouse abuse/battering, incarceration/release of offender)
Fire
Flood
Tornado
Hurricane
Nuclear accident
Airline crash
Invasion or other military action
Taking of hostages
Prisoners of war
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REDUCING THE EFFECT OF TRAUMATIC STRESS
Traumatic stress is an emotional crisis precipitated by externally imposed stressors or
situations that are unexpected and uncontrollable (a situational crisis). Almost by
definition, a crisis cannot be predicted. However, forethought may provide a flexible plan
that may not be possible during an unexpected event.
The survivors of a major traumatic event go through three phases:
Phase 1 They are stunned and cannot react
Phase 2 Their strategies for coping no longer work and break down
(However, there is opportunity to develop new strategies and
problem solving)
Phase 3 Major emotional disorganization occurs 19
125
ANNOUNCEMENT TO STUDENTS
Below is a sample of an announcement to students. Obviously, it will need to be altered
to fit a specific situation.
I/we have had a difficult time deciding what to say to you today about the recent
incident(s)/tragedy. As adults, we are expected to have all the answers and control our
feelings. Let me tell you, however, that I/we have no real understanding of the reasons for
this tragic incident, and we are deeply affected by it just as many of you are. You will
hear lots of reasons for and discussions about it from your friends, teachers, families, and
the media. No one will have all the right answers.
Even though we do not know why it happened, I/we do know many of the details of the
incident and how our staff and students have acted.
[Briefly review the known facts, the brave/good things that staff and
students did, (i.e., to help, to help minimize the crisis); actions that are
going to be taken, arrangements that are being made and any other
positive information that seems relevant and important.]
Another thing I/we need to know is that all of us will need each other for a time, and we
will need to pull together as a family. To help us with this, let me make some
suggestions.
1. We need to respect each other’s emotions no matter how differently we feel or
act. Each of us has our own way of seeing, feeling, and coping with
problems. It is OK to cry, laugh, be angry, and even do nothing.
2. If you are having problems and feeling confused or upset, please ask for help.
You do this when you are having physical pain and problems and should
do this when you have emotional pain. To do so, contact either your
teacher or school counselor. (Mention any other self-referral procedures.)
3. It frequently helps to talk about your feelings even if they seem weird or
embarrassing to you. Someone else probably feels this way also. That’s
why we give you a chance to talk.
4. It’s normal to be afraid. All of us are afraid at different times and to different
degrees. We have to learn to accept this. There is no way to predict or
guarantee the future.
5. If you are having problems, they will probably be temporary and then will fade
away. You will always remember what happened, but it will not always be
as painful as it is today.
6. Again, for those of you who need more help, it will be available. (REITERATE
THE COUNSELING REFERRAL PROCEDURES.) Your parents will be
126
made aware of this incident or you will be given a letter to take home to
them. You and your parents should ask for help or information if you need
it. (MENTION PARENT/COMMUNITY MEETING SCHEDULE.)
7. Life will and must go on although things are difficult now, they will return to
normal. after time for discussion and help, classes will be held as usual.
(POINT OUT ANY TEMPORARY SCHEDULE CHANGES.)
(CLOSING REMARKS, ALTHOUGH IT IS IMPORTANT TO BE
OPTIMISTIC AND ENCOURAGING, BE WARY OF GIVING FCCAE
REASSURANCE.)
127
PROCEDURAL CHECKLIST
The following is a list of items that a Director may wish to consider when contemplating
a response to a crisis.
1. Determine the facts surrounding the crisis.
2. Assess the degree of impact on the school. How many students will be affected
and to what degree?
3. Notify the appropriate response personnel.
4. Determine level of response required. Can site resources manage the crisis or
will assistance from the district crisis intervention team be needed.
5. Notify Cape Collegiate Academy Director.
6. The Director will determine if other schools will be affected. If so, he will see
that proper notice is communicated to them.
7. Contact the family(ies) of the crisis victim(s).
8. Determine what information is to be shared with students, staff, and parents.
Communicate with the Director, to determine what information needs to
be shared with the media.
9. Determine how the information is to be shared - written bulletins and/or letters,
parent
meetings,
assemblies,
phone
calls,
classroom
presentations/discussions, etc.
10. Initiate triage and referral process
a. Make referral forms available to staff
b. Designate who will maintain the referral list and where it will be kept
c. Designate interview/counseling locations
d. Distribute a summary of referrals to appropriate staff
e. Establish a procedure for self-referral
11. Identify high-risk students and plan interventions
a. Designate who will maintain the high-risk list and where it will be kept
b. Decide upon interventions. Options include individual meetings, group
counseling, classroom activities, staff meetings, and referrals to
community agencies.
128
12. Hold a staff meeting - review crisis facts, and discuss intervention plan
13. Activate the base of your operations
a. Set up a sign-in/sign-out system
b. Set up a message board
c. Give each crisis team member an ID badge so the individual is easily
identified
14. Computers, attendance registers, and lockers. Following a student’s death, delete the
name from computers, attendance registers, and lockers. Be sure no one calls
reporting the student absent.
15. Debriefing held at the end of each day
a. Review the intervention process
b. Review the status of referrals
c. Prioritize needs
d. Plan follow-up actions
e. Provide mutual support
16. Schedule a morning planning session
17. Plan memorials
18. Demobilize and evaluate the crisis response
129
COUNSELING CHILDREN ABOUT DEATH AND DYING
Death and dying have been taboo subjects for discussion in traditional American society
for many years. When asked about death, most adults (including teachers and helping
professionals) try to find ways of avoiding the subject or excuse themselves by
expressing their inadequacy to discuss this subject with young people. As a result, many
young people experience difficulty in learning effective ways of coping with death especially the death of a sibling or playmate. The following guidelines may be helpful in
teaching children techniques for dealing with the death of a loved one.
1. Someone close to the child should explain death realistically and as a natural
process. Words appropriate to the child’s age and level of understanding
should be chosen.
2. Children should be allowed to talk freely, ask questions, and express their
emotions.
3. Avoid encouraging children to stifle their grief and “be brave.” Expression of
emotions is a healthy way of coping with grief and can facilitate the
healing process.
4. Children losing a close loved one will need a tremendous amount of support
and reassurance that they will not be abandoned by those surviving.
5. Children should be allowed to decide whether or not to attend the funeral
service. The service can provide an opportunity for them to further
communicate their thoughts and feelings.
6. Children should not be “protected” from the facts of death. Education about
death and dying can be integrated into the child’s learning experiences
through group guidance or classroom discussions.
Thompson, C. and Rudolph, L. Counseling Children, Monterey, California: Brooks/Cole
Publishing Company, 1983.
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WHEN DEALING WITH DEATH
1. Avoid focusing attention on children who have suffered a significant emotional loss.
Focus on:
a. how people feel sad and miss others very much when they die
b. even when people are dead, we can remember them in our thoughts
c. peer’s comments and ideas - can provide needed support
2. Normal children may use detailed explanation of what happens to a body after death provide a means to master their anxiety about loss and separation.
3. Listen carefully to a child - adults tend to read into a question much more than is
asked.
4. Address intended question - though it may not be verbalized.
“Who will take care of me now?”
“Could that happen to me?”
5. Encourage students to participate in group discussions about death, but DON’T force
them.
6. Children should not be “protected” from the facts of death.
7. Children should be allowed to talk freely, ask questions, and express their emotions.
8. Talking about death is necessary and beneficial to grieving students.
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Death of a student/staff member
Goals: Manage grief process
 Provide support services for students/staff
Code: Communication through calling lists/staff meetings
Procedures for:
Director(s):
1. Verify report of death/identity
2. Determine cause of death
3. Notify Director
4. Begin phone chain to staff (out-of-school hours)
5. Decide how to notify staff/students (in-school hours)
6. Mobilize Building Crisis/Emergency Response Team
7. Cancel all extra-curricular activities and scheduled meetings
8. Meet with Crisis/Management Response Team
9. Maintain a sense of “normalcy” as possible
10. Enlist help Support Teams
a. Building Team (advocates and psychologist)
b. Emergency Team Learning Solutions (all advocates and all
psychologists)
c. Community Team (Akron Child Guidance Ministerial
Association, all counselors, and all psychologists)
d. Class activities/resource packet (see counselor)
Teachers:
1. Maintain high visibility in halls, restrooms, and common areas
2. Remain in close contact with students
3. Refer students/classes to counselors who need support services
4. Refer to all media questions to Director
Advocates (Counselors):
1. Meet with staff before school
2. Contact community support people and agencies
3. Meet with students in small groups or by classes for grief counseling
sessions
4. Provide on-going intervention to students who need extra support
Executive Assistant:
1. Prepare information about student/staff member to give to Mr. Morris
or designee, for press release
2. Discuss information to be given over phone
132
3. Monitor phones
4. Assist Director as necessary
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Death of a student/staff member
(continued)
Crisis/Emergency Response Team:
1. Meet before school to determine Crisis/Emergency Response plan
2. Communicate plan to staff/community
3. Implement plan
4. Identify students/staff who need intervention
5. Provide support services
6. Monitor situation
7. Evaluate procedure
8. Any other duties as assigned by the Director
SUICIDE
Did you know?



Suicide is the second leading cause of death in adolescents
One out of ten will attempt suicide before they graduate from high school
One young person completes suicide every 55 minutes in the U. S.
Many students have not developed healthy skills to cope with their problems and,
therefore, believe suicide is the only way. Most of the time, young people do not realize
they can survive losses, loneliness, and pressure. For this reason, we should never ignore
any suicide threat or attempt. These should always be considered an appeal for help.
The signs of suicidal risk usually are the same as those we associate with all troubled
people.
 lack of confidence
 withdrawal from society
 no future plans
 drastic changes in behavior (attitude, eating, sleeping)
 concern with death (talking, writing, drawing)
 symptoms of deep depression
 giving away possessions
 saying good-bye
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Suicide threat
Goals: Assure the student’s safety
 Control the situation
TAKE ALL SUICIDE THREATS SERIOUSLY
Levels of Risk:
1.
2.
3.
4.
Verbal expression of depression, i.e., “I’d be better off dead.”
Expression of intent, i.e., “I ought to kill myself.”
Plan
Plan and means
Procedures for:
Director(s):
1. Confirm identify of student
2. Immediately notify counselors
3. Call Akron Child Guidance or appropriate agency
4. Immediately contact parents
5. Remain with student
6. Monitor intervention/community referrals
Teachers:
1. Isolate student/remain with student
2. Encourage student to talk to you until counselor arrives
3. Contact Director ASAP
Advocates (Counselors):
1. Isolate student - don’t leave student unattended
2. Encourage student to talk
3. Contact Director
4. Involve parents as soon as possible and provide with list of community
resources
5. Provide intervention and follow-up as needed
Executive Assistant:
1. Contact Director/Counselor
2. Remain with student until counselor arrives
Crisis/Emergency Response Team:
1. Determine aftermath response
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2. Provide student support services/intervention/follow-up
3. Evaluate procedure
4. Any other duties as assigned by the Director
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Suicide attempt
Goals: Assure the student’s safety
Control the situation
TAKE ALL SUICIDE THREATS SERIOUSLY
Levels of Risk:
a. Verbal expression of depression, i.e., “I’d be better off dead.”
b. Expression of intent, i.e., “I ought to kill myself.”
c. Plan
d. Plan and means
Procedures for:
Director(s):
1. Confirm identify of student
2. Call 911
3. Immediately notify counselors
4. Immediately contact parents
5. Remain with student
Teachers:
1. Apply first aid and send for nurse/Director
2. Isolate student/remain with student
3. Encourage student to talk to you until counselor arrives
4. Document crisis
Advocates (Counselors):
1. Isolate student - don’t leave student unattended
2. Encourage student to talk
3. Contact Director
4. Involve parents as soon as possible and provide with list of community
resources
5. Provide intervention and follow-up as needed
Secretary
1. Contact Director/nurse
2. Remain with student until nurse/Director arrives
Crisis/Emergency Response Team:
1. Determine aftermath response
2. Provide student support services/intervention/follow-up
3. Evaluate procedure
4. Any other duties as assigned by the Director
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MEDICAL EMERGENCY
RESPONSE PLAN
GENERAL INFORMATION
1. Always call 911 first in case of an emergency.
2. Contact parents/relatives as listed on emergency information cards.
3. First Aid charts should be posted in high-risk areas in each building (student lounge,
staff lounge).
4. A list of staff in each building that has first aid and/or CPR training should be posted
or assessable to the Director.
5. First aid supplies should be readily available in designated places within the school
building.
6. Emergency information forms should be completed by parents and on file in the school
office.
7. School personnel may NOT take students off school grounds without copies of their
emergency medical forms.
8. If no emergency information is on file for an injured student or if the parent cannot be
contacted, 911 should be called to assess the injury.
9. The Director should always be contacted for serious illness or injury.
10. An accident report should be filed for each incident on school property in which a
student or staff member is injured. The staff member in charge during the time of
the incident is responsible for filling out this report.
11. Student and staff allergies and other medical conditions should be noted along with
emergency response procedures.
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MEDICAL EMERGENCY
RESPONSE PLAN
FIRST AID
1. Minor injuries/illnesses - follow standard first aid procedures




Abrasions
Insect stings/bites
Minor burns
Nosebleeds
2. Serious injuries/illnesses - contact Director and parent




Severe abdominal pain
Fever - 100_ and up
Sprains
Frostbite
3. Serious injuries/illnesses - contact Director and parent (medical consultation desirable
within one hour)









Lacerations
Bites and stings - if allergy exists
Burns and blisters
Accidental loss of tooth
Acute emotional state
Moderate reactions to drugs
High fever - above 103_
Asthma/wheezing
Non-penetrating eye injury
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Injury
Goals: First Aid
 To administer immediate and appropriate first aid
Code: None
Procedures for:
Director(s):
1. Check emergency information for allergies and other medical
instructions
2. Contact the Director and 911, if necessary
3. Apply appropriate first aid until nurse/emergency squad arrives
4. Notify parents
All Staff:
1. Send/bring student to office for treatment, if possible
2. Apply appropriate immediate first aid until trained personnel arrives
3. Give written account of injury
4. Fill out accident report and submit to Director
Executive Assistant:
1. Pull student emergency information form for parent contact
2. Contact school nurse, emergency squads, if necessary
3. Apply appropriate first aid until nurse/trained personnel arrives
Crisis/Emergency Response Team:
1. Identify students who need support services
2. Monitor support services
3. Evaluate procedure
4. Any other duties as assigned by the Director
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MEDICAL EMERGENCY
RESPONSE PLAN
LIFE THREATENING INJURY
1. Serious injury/illness - Call 911, contact Director, contact parent
o
o
o
o
o
o
o
o
o
o
o
o
Convulsions
Insulin reaction
Internal bleeding
Coronary occlusion
Dislocations and fractures
Unconscious states
Heat reactions
Major burns
Drug overdose
Head injury with loss of consciousness
Penetrating eye injuries
Seizure
2. Emergency injuries/illness - Call 911, contact Director, contact parent

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

Acute airway obstruction
Cardiac/respiratory arrest
Near drowning
Massive external or internal hemorrhage
Poisoning
Neck or back injury
Heat stroke
Chemical burns of the eye
Chest wounds
Pregnancy Complications
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Life threatening injury
Goals: First Aid
 To administer immediate and appropriate first aid
Code: Call 911
Procedures for:
Director(s):
1. Call 911
2. Check emergency information for allergies and other medical
instructions
3. Apply appropriate first aid until nurse/emergency squad arrives
4. Notify parents
All Staff:
1. Immediately notify Director
2. Do not attempt to move student
3. Apply appropriate immediate first aid until trained personnel arrives
4. Give written account of injury
5. Fill out accident report and submit to Director
Executive Assistant:
1. Pull student emergency information form for parent contact
2. Contact CERT, if necessary
3. Apply appropriate first aid until nurse/trained personnel arrives
Crisis/Emergency Response Team:
1. Identify students who need support services
2. Monitor support services
3. Evaluate procedure
4. Any other duties as assigned by the Director
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VIOLENCE RESPONSE PLAN
GENERAL INFORMATION
1. Sound the Crisis Code to lock-down building and isolate area/individuals
2. The primary objective is to contain the situation to prevent further violence, if possible
3. Identify the leaders as soon as possible and begin negotiations with them to diffuse
tensions
4. Attempt to dissolve the group and encourage students to return to classes
5. Try to keep the group contained until police arrive
6. DO NOT attempt to break up the violent outbreaks without help from police
7. Parents of disruptive students should be called immediately and instructed to remove
their student from school grounds
8. Student suspension/expulsion procedures should be followed according to Board
policy and established procedures
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WHAT IS A LOCKDOWN?
Crisis event: Hostage - student or staff or armed intruder
Goals: Safety of all
 To contain first and diffuse immediate danger
Procedures for lockdown, the following should be kept in mind:
1.
2.
3.
4.
5.
6.
Have a predetermined code to announce to staff. This should be secret
and should not be written down. Once it is used, it should be changed
Everyone should remain calm
Make sure all hallways/restrooms/etc. are clear
Lock all classroom doors. Move students to the most distant location from
the classroom door
Take attendance
Maintain quiet
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Assault - Threatening crowds
Goals: Safety of all students/staff
 To contain first then diffuse the situation
Code: Crisis/Emergency Code
Procedures for:
Director(s):
1. Isolate area
2. Evacuate students and staff close-by designated “safe area”
3. Call 911
4. Notify parents of disruptive students
5. Contain situation until police arrive
Teachers:
1. Follow lockdown procedures when Crisis/Emergency Code is
announced
2. Move students to nearest designated “safe area” if not in room
3. Take attendance and report missing students to Director
4. Remain with students until further instructions are given
5. If not with students, help contain situation
Advocates (Counselors):
1. Assist clearing students from halls, restrooms, and common areas
2. Report to Director for further instructions
3. Assist police as necessary
Executive Assistant:
1. Prepare information on the students for parent contact
2. Coordinate information to be given to phone callers with Director
3. Monitor phones
4. Compile information from staff members about missing students
5. Contact school nurse, police, emergency squads, if necessary
Crisis/Emergency Response Team:
1. Identify students who need support services
2. Monitor support services
3. Evaluate procedure
4. Any other duties as assigned by the Director
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Hostage - student or staff
Goals: Safety
 To control situation and prevent harm to hostage
Code: Crisis/Emergency Code
Procedures for:
Director(s):
1. Isolate area
2. Evacuate students and staff close-by designated “evacuation site”
3. Call 911
4. Notify Director
5. Call parents
6. Contain situation until police arrive
Teachers:
1. Follow lockdown procedures when Crisis/Emergency Code is
announced
2. Move students to nearest designated “safe area” if not in room
3. Maintain quiet and order during evacuation
4. Take attendance and report missing/injured students to Director
5. Remain with students until further instructions are given
Advocates (Counselors):
1. Assist clearing students from halls, restrooms, and common areas
2. Report to Director for further instructions
3. Assist police as necessary
Executive Assistant:
1. Prepare information on the student/staff member for police
2. Coordinate information to be given to phone callers with Director
3. Monitor phones
4. Compile information from staff members about students
Crisis/Emergency Response Team:
1. Identify students who need support services
2. Develop intervention plan
3. Implement intervention plan
4. Monitor support services
5. Evaluate procedure
6. Any other duties as assigned by the Director
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Missing student
Goals: Locate/verify the student’s whereabouts
Code: NONE
Procedures for:
Director(s):
1. Conduct a search of building and grounds
2. Question teachers/classmates
3. Contact parents
4. Call 911
5. Notify Director
6. Contain situation until police arrive
Teachers:
1. Notify Director as soon as student is determined to be missing
2. Question classmates
3. Remain with students until further instructions are given
Advocates (Counselors):
1. Assist searching halls, restrooms, and common areas
2. Report to Director for further instructions
3. Assist Director/police as necessary
Executive Assistant:
1. Prepare information on the student for police
2. Coordinate information to be given to phone callers with Director
3. Monitor phones
Crisis/Emergency Response Team:
1. Identify students who need support services
2. Evaluate procedure
3. Any other duties as assigned by the Director
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Threat of armed intruder - Phase I
Armed intruder/student - Phase II
Goals: SAFETY of all students and staff
DIFFUSE immediate danger
Code: Crisis/Emergency Code
Procedures for: Threat of Armed Intruder - Phase I
Director(s)/
Directors:
1. Assess situation, Director to post staff at strategic locations by
determining
location,
weapon,
and
identification
of
intruder/student, if possible
2. Notify police
Executive Assistant:
1. Assist Director in securing building and office
2. Remain by phones
Procedures for: Armed Intruder/Student - Phase II
Director(s)/
Directors:
1. Initiate Phase II when a person is on school grounds
2. Announce CRISIS/EMERGENCY CODE throughout the building for
lockdown
3. Clear halls, common areas of students
4. Secure office and office personnel
5. Give all clear when appropriate
Teachers:
1. Respond to CRISIS/EMERGENCY CODE with lockdown procedures
2. Teachers without students should help clear halls and secure common
areas
3. Keep students away from doors and windows
4. Teachers with outside duty should move students to designated safe
areas away from building
Advocates (Counselors):
1. Report to office to assist Director
2. Assist authorities to diffuse situation, if required
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Threat of armed intruder - Phase I
Armed intruder/student - Phase II
Procedures for: Armed Intruder/Student - Phase II
(continued)
Executive Assistant:
1. Assist Director in securing building and office
2. Remain by the phones
Custodian:
1. Report to Director
Others:
1. Report to Director
Crisis/Emergency Response Team:
1. Report to Director for further instructions, if not supervising students
2. Evaluate procedure
3. Any other duties as assigned by Director
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POWER OUTAGE
GENERAL INFORMATION
1. Building Director should assign one person the responsibility of checking emergency
lighting and equipment weekly - preferably the custodian.
2. Flashlights and other emergency lighting should be readily available to office
personnel and staff. extra batteries should always be on hand.
3. Have the secretary contact the utility company for an estimate of the length of outage.
4. Maintenance personnel in each building should make a list of what needs to be turned
off in case of power outage or “brown-out.” This list should be posted in highusage areas such as office, cafeteria, gymnasium, maintenance shops, and science
labs.
5. Notify Director if Cape Collegiate Academy systems are affected seriously and early
dismissal is necessary.
6. First, check to see if prearranged off-site facilities are with power. If not, institute plan
for students/staff to go to that facility. Otherwise, follow procedures for
Emergency Dismissal.
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CRISIS/EMERGENCY RESPONSE PROCEDURES
Crisis event: Power Outage
Goals: Safety/comfort of all students and staff
 Contain situation until power is restored
Code: No need for alarm - announce to students/staff that the situation is temporary
and keep them informed of repairs
Procedures for:
Director(s):
1. Contact maintenance personnel to appraise the situation
2. Inform students and staff of situation and give immediate instructions
3. Determine if a move to a prearranged facility is necessary
Teachers:
1. Reduce power consumption in classroom by turning off computers,
VCR’s, etc so that equipment is not damaged by a power surge
when the power is restored.
2. Assure comfort of students if heating system fails
3. Keep students in room under supervision
Advocates (Counselors):
1. Assist clearing students from halls, restrooms, and common areas
2. Report to Director for further instructions if not supervising students
Executive Assistant:
1. Turn off office equipment
2. Assist Director as necessary
Crisis/Emergency Response Team:
1. Report to Director for instructions if not supervising students
2. Evaluate procedure
3. Any other duties as assigned by the Director
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Supplemental Material - D
Cape Collegiate Academy Articulation Cooperative Agreements
For Dual Enrollment
DRAFT
Between
Florida Gulf Coast University
And
The Cape Collegiate Academy
2012-2017
Articulation Agreement for Dual Enrollment
Programs of Study
A. Courses and Programs Offered
1. Courses to be provided by Florida Gulf Coast University under this Agreement
will be mutually agreed upon by FGCU and the Cape Collegiate Academy and
will follow the statutory guidelines of F.S.1003.43.
2. Florida Gulf Coast University will furnish Cape Collegiate Academy with a
copy of the current course catalog description for each course in which a student
may be dually enrolled. Specific courses to be provided at the Cape Collegiate
Academy shall be mutually agreed upon by the Cape Collegiate Academy
Director and Florida Gulf Coast University.
3. A student education plan will be developed by the Cape Collegiate Academy for
each student registering for a dual enrollment course. The plan will culminate
with each student graduating with their high school diploma and AA degree
from FGCU.
B. Process For Notifying Students And Parents About Opportunities To Participate In
Articulated Acceleration Programs
152
1. The Cape Collegiate Academy will provide information to the students
regarding requirements for participation in, and the educational benefits to be
derived from, dual enrollment or other accelerated programs.
C. Process For Students And Parents To Exercise Their Options To Participate In An
Articulated Acceleration Program
1. Students and the parents or guardians of students wishing to pursue participation
in an articulated acceleration program must contact their high school guidance
counselors to discuss admissions criteria and to obtain the necessary application
forms. Florida Gulf Coast University will provide the student education forms
in order to develop each student’s education objective and course(s) needed to
achieve the objective.
D. High School Credits Earned For Completion Of Each Dual Enrollment Course.
1. The Cape Collegiate Academy will assure that appropriate high school credit
will be awarded upon successful completion of Dual enrollment classes. Any
college course offered at fewer than three credit hours will be ineligible for high
school credit and will not constitute dual enrollment.
E. Postsecondary Courses To Count Toward High School Graduation Requirements
1. Postsecondary courses in foreign languages, mathematics, English, sciences,
social studies, computer science, performing and/or visual arts, applied
technology, and any other classes that are in compliance with applicable state
regulations shall be counted toward meeting the graduation requirement of F. S.
1003.43.
F. Eligibility Criteria
1. The student must be enrolled in the Cape Collegiate Academy and must be
working towards a high school diploma.
2. The Cape Collegiate Academy Director must recommend the student. Student
screening for eligibility to enter this program is the responsibility of the Cape
Coral Collegiate Academy Director according to state requirements. An overall
G.P.A. of 3.0 on an un-weighted 4.0 scale is required for college credit dual
enrollment courses.
3. Students who receive a final grade of D or F in any course will lose the
privilege to attend additional dual enrollment classes.
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4. The student must pass all portions of the ACT, SAT or CPT demonstrating
college readiness for college-level coursework if the student is to be enrolled in
college courses.
Passing scores are as follows: CPT scores of 83
Reading/Sentence, 72 Algebra; ACT scores of 17 English, 18 Reading, 19
Math; SAT scores of 440 Verbal/Critical Reading, 440 Math. Any combination
of test scores may be considered if taken within two (2) years of the time of
enrollment for first time dual enrollment students.
5. Students who wish to take the Advanced Placement (AP) tests to expand their
collegiate opportunities will be allowed to do so at no expense to the student.
6. Exceptions will be allowed to the Grade Point Average requirements. (For
2012-2013 at the direction of the Cape Collegiate Academy Director.
Residentially incarcerated youth can be eligible for Florida Gulf Coast
University (on-line) vocational dual enrollment courses if they have a 1.5 GPA.
7. The student must meet the admission requirements of Florida Gulf Coast
University. Student screening for admissions requirements is the responsibility
of the Cape Collegiate Academy Director or his/her designee.
8. Permission for participation must be granted by the student’s parent or legal
guardian.
9. The student must be at minimum at sophomore status school for consideration
for dual enrollment. Any exceptions to this must be approved by both the Cape
Collegiate Academy Director and college administration.
G. Screening and Monitoring
1. The Cape Collegiate Academy shall identify those students qualified to
participate in the Cape Collegiate Academy.
2. Students attending the Cape Collegiate Academy during regular school hours
will be subject to the Cape Collegiate Academy and FGCU attendance
regulations.
3. All students enrolled in the Cape Collegiate Academy classes will be graded on
the same basis as other college students in the same courses. The course grade
will be the same for both college and high school transcripts. Grades will be
mailed by the Cape Collegiate Academy administration to the student’s parents
and to the district MIS/Curriculum offices.
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4. The Cape Collegiate Academy will make available advising services to
students, monitor their progress and attendance in their college classes, and
provide a progress report and attendance report to the student’s parents at the
college mid-term and upon completion of the college term.
H.
Instructional Quality
1. The Cape Collegiate Academy shall be responsible for ensuring that the quality
of instruction provided Academy students is comparable to that afforded other
Florida Gulf Coast University students. Cape Collegiate Academy faculty must
follow the college course outline, provide a syllabus to students, and use the
appropriate textbooks and instructional materials.
2. Faculty selected to teach at the Cape Coral dual enrollment classes must meet
Florida Gulf Coast University’s certification requirements and submit an
adjunct application.
3. The Cape Collegiate Academy and Florida Gulf Coast University will select and
certify the instructors for college courses taught at the Cape Collegiate
Academy.
4. Cape Collegiate Academy instructors who teach college courses during the
regular or extended school day will be evaluated by the Academy Director using
the Academy and FGCU evaluation instruments.
5. All Cape Collegiate Academy employees serving as college instructors
approved to teach college courses under this agreement should attend an
orientation given by Florida Gulf Coast University.
I. Costs of the Cape Collegiate Academy
1. Each institution will assume the operating costs of each dual enrollment class
housed on its campus during regular school hours 7:00 a.m. – 4:00 p.m.).
Outside regular school hours, FGCU will pay CAA supervision costs only.
2. Students enrolled in the Cape Collegiate Academy shall be exempt from the
payment of registration, matriculation, and laboratory fees.
3. Textbooks and other instructional materials will be funded by the Cape
Collegiate Academy, provided the FEFP provides funding for these expenses.
155
4. The Cape Collegiate Academy shall be responsible for the inventory, recovery,
reuse, and sale of textbooks and instructional materials provided under this
agreement.
J. Responsibility for Student Transportation
1. Public Transportation in accordance to Lee County Policy will be provided in
the form of Lee Tran Passes or; the student will be responsible for providing
transportation to and from facilities where dual enrollment classes are held.
K. Converting College Credits to High School Credits
1.
Recommendations of the State Articulating Coordinating Committee will be
used to award credits and meet subject area graduation requirements.
L. Semester Scheduling
1. The beginning and ending dates of courses offered during the regular day in the
Cape Collegiate Academy will coincide with the FGCU School’s calendar.
2. Secondary students must demonstrate mastery of courses taken with a grade of
at least “C”. Additionally, secondary students may be required to pass an exam
and/or approved alternative assessment of work to demonstrate mastery of
course material at a level acceptable to Florida Gulf Coast University.
PLAN FOR REMEDIATION
Remediation/preparation initiatives for 2012-2013 are:
1. Analysis of student readiness for college by administering the CPT to volunteer
10th, 11th, and 12th graders from Cape Coral.
(a)
The Cape Collegiate Academy will provide:
1. access to on-line tests at a cost or a maximum of $10.00 per test
to be paid for by the student;
2. personnel to record the test results;
3. summary data for the purpose of record keeping.
4. walk-in testing available
156
5. instructor led - test prep instruction, remediation and preparation
(b)
Cape Collegiate Academy will provide
1. space for testing;
2. test sites;
3. testing information to all eligible students;
4. in cooperation with Florida Gulf Coast University, selection of
test dates;
5. Registration and collection of the test fee from students or school
board offices prior to the test.
2. Assessment of student readiness for college by administration of CPT to all
incoming students without ACT or SAT scores.
3. Information sent to each 9th grader encouraging them to prepare for college by
taking necessary courses. Include dates for the Cape Collegiate Academy
registration and parent night.
4. Dual Enrollment opportunities for at risk students to receive classroom training
in agreed upon courses on the Cape Coral Collegiate Academy campus.
FACILITY USAGE
The Cape Collegiate Academy located in Cape Coral will open the facility to FGCU
classes, staff and administration at 4:00 p.m. at a cost of security. This partnership will
allow FGCU the opportunity to expand their programming in the Cape without additional
cost to FGCU.
ACCOUNTABILITY
These provisions shall not prevent a Board assigned responsibility for one or more of
these programs from developing joint programs of contracting for specific instructional
services with another Board or agency, subject to review by the two local education
agencies.
For each of these programs, all related enrollment projections, FTE reports, cost analyses,
and other elements required for the allocation of funds shall be the sole responsibility of
the assigned board unless herein indicated.
157
This Agreement and the policies and allocation of responsibility shall be effective upon
being signed by the Director of the Cape Collegiate Academy; and the Community
College President, but shall be executed before registration for the fall term of the
following school year. Additions and deletions may be made at any time upon the mutual
agreement of the FGCU President and the Director of the Cape Collegiate Academy.
Courses of study and programs are to be incorporated into the agreement before
instruction begins.
This Agreement shall be valid beginning the 2012 school year through the life of the
Charter, to be updated annually to conform to new state regulations.
IN WITNESS WHEREOF, the School Board of the Cape Collegiate Academy and the
District Board of Trustees of Florida Gulf Coast University have adopted this agreement
and caused it to be executed by their respective chairmen and chief executive officers in
accordance with Section 1007.235, F.S., District Inter-institutional Articulation
Agreements.
__________
____________________________________________________________
Date
Dr. Bradshaw, President, Florida Gulf Coast University
__________
____________________________________________________________
Date
Mike D’Angelo, Cape Collegiate Academy
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Appendix X Transportation
Level of service to be provided
Transportation barriers were addressed in 16 transportation services.
Courtesy transportation will be provided to students with in 2 miles of the school if the
Lee Tran if there is Lee Tran service.
Students will not have to travel more than one mile from home to access school
transportation.
There will be no restrictions to the Lee Tran service.
The CCA will purchase or contract services if needed for ESE students.
CCA will not service elementary students.
Transportation Service Providers
The CCA will not own or operate school busses. Services will be contracted.
The District will not provide transportation.
Private contractors will be secured for transportation.
School bus fleet acquisition
N/A
School transportation operation and logistics
N/A
Contracted services will be in communication with the CCA
Transportation Finance Funding Claim and Reimbursement
The CCA will submit the appropriate paper work to the County or State for
reimbursement to include attendance riding the bus. The accounting firm used by
the CAA will handle all reimbursement opportunities.
A data base of all student addresses will be developed to determine the estimated
costs for transportation and reimbursement. The contracted transportation service
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will then advise the CCA on potential costs. The accounting firm will then
estimate the potential reimbursement.
Compliance
The CCA will schedule quarterly meetings with appropriate District personnel to
monitor compliance regarding transporting students.
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