Document 6525219

Transcription

Document 6525219

MY CHOICE COLLEGIATE ACADEMY
CHARTER SCHOOL
At PALM BEACH
CHARTER SCHOOL APPLICATION
August 2012
Table of Contents
EXECUTIVE SUMMARY ........................................................................................................... 1
I. Educational Plan ..................................................................................................................... 2
Section 1: Mission, Guiding Principles and Purpose .............................................................. 2
Section 2: Target Population and Student Body ...................................................................10
Section 3: Educational Program Design ...............................................................................13
Section 4: Curriculum Plan ...................................................................................................23
Section 5: Student Performance, Assessment and Evaluation..............................................40
Section 6: Exceptional Student .............................................................................................53
Section 7: English Language Learner ...................................................................................64
Section 8: School Climate and Discipline ..............................................................................68
II. ORGANIZATIONAL PLAN ....................................................................................................70
Section 9: Governance ..........................................................................................................70
Section 10: Management ......................................................................................................83
Section 11: Education Service Provider ................................................................................98
Section 12: Human Resources and Employment ..................................................................99
Section 13: Student Recruitment and Enrollment................................................................101
III. BUSINESS PLAN...............................................................................................................105
Section 14: Facilities ...........................................................................................................105
Section 15: Transportation Service ......................................................................................107
Section 16: Food Service....................................................................................................108
Section 17: Budget .............................................................................................................109
Section 18: Financial Management and Oversight ..............................................................112
Section 19: Action Plan.......................................................................................................116
STATEMENT OF ASSURANCES .............................................................................................. 1
Attachment 1. Budgets - Five Year and First Year Monthly ....................................................119
My Choice Collegiate Academy at Palm Beach 2012
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EXECUTIVE SUMMARY
My Choice Collegiate Academy (MCCA), a dual enrollment public high school, proposes to
establish a facility in Palm Beach County. As a Florida charter public school, MCCA intends to
serve Palm Beach County students in grades 9 through 12 who seek the challenge of high
academic standards, rigorous curricula, and college-level study at a small innovative high
school. MCCA will neither duplicate, nor intentionally compete with, the highly respected
comprehensive academic programs provided by Palm Beach County School District (CCSD)
and area private schools. Rather, it will provide an innovative alternative for students in grades 9
through 12. The design of MCCA 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.
An MCCA needs assessment was established early in the process, including community
members, parents and businesses representing the Palm Beach County community. The MCCA
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 citizens and stakeholders weighed heavily in
the design of MCCA.
The focus of MCCA will be different from CCSD 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 CCSD dual enrollment partnership has enabled a few highlymotivated students to graduate concurrently, MCCA will expand this opportunity greatly.
Beginning in the 10th grade, students will be intensively fortified for success in dual enrollment
courses. 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, MCCA 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. MCCA students will be enrolled in a broad range of
dual-credit college classes to satisfy high school diploma and AA requirements.
As a public high school, MCCA will strive to reflect the county’s diversity. High standards will be
communicated during the Application process, as MCCA will engage students in rigorous, indepth academic work requiring intellectual inquiry, creativity, and critical thinking.
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I. Educational Plan
Section 1: Mission, Guiding Principles and Purpose
A. Provide the mission statement for the proposed charter school.
The mission of My Choice Collegiate Academy is to promote, enhance, and accelerate
academic success and achievement for all high school students. We strive to motivate the
students to become 21st century global learners, and give each student a greater opportunity to
increase their knowledge of the world around them. With a curriculum, technology enriched,
data driven, through small groups, with differentiated instruction, the students at MCCA will
develop the academic, and character development necessary to gain a high school diploma,
with the opportunity of achieving credits through a dual enrollment program toward a collegiate
Associate's Degree.
The vision statements of My Choice Collegiate Academy:
• Students will be prepared to graduate as responsible and contributing citizens.
• Students will be able to read, write, communicate, and calculate with clarity and accuracy.
• Students will be empowered to cultivate respect for self and others by offering
opportunities for life-long personal and social development.
• Students will ascertain educational, personal, and career awareness skills in smaller class
sizes with a variety of scheduling options.
• Students will benefit from a multi-ethnic community, parents, business partners,
administrators, other students, and staff that work together to create an academic,
physical, emotional, social, and safe environment where everyone can learn and respect
one another.
• Students will acquire an education through innovative techniques to enhance lifelong
learning through technology and varied instructional strategies.
MCCA 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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B. Describe how the school will utilize the guiding principles found in section
1002.33(2)(a), F.S.
MCCA will utilize the Guiding Principles of the Florida charter law found in F.S. 1002.33:
- Meet high standards of student achievement while providing parents flexibility to choose
among diverse educational opportunities within the state’s public school system.
MCCA is committed to the population of students and families we will serve. Charter schools, by
definition, provide educational choice for parents/guardians and students in the State of Florida.
MCCA will provide to all students the opportunity to graduate from an accredited charter high
school sponsored by the School District with a high school diploma and an Associate's of Arts
Degree. MCCA also offers parents/guardians the educational opportunity to select a small high
school environment where the focus is on the student.
We offer options including courses in academic core curriculum, electives and life skills.
Creative solutions are offered for improving student achievement and flexible scheduling allows
our students to maximize their educational opportunities.
To increase the learning opportunities of all students, a student evaluation plan will be
formulated for each student by diagnosing the individual student’s needs through assessment,
formulating a plan of action and providing each student with a personalized plan that will be
used daily in the areas of reading and math. Through a tutoring component the students receive
assistance in critical areas fulfilling their specific needs by filling in the gaps in their education,
promoting more learning opportunities with special emphasis on low–performing students, and
providing the student with additional instruction in reading and math. Teachers focus on the
individual student’s reading and math needs during the tutoring segment of the day.
Students will successfully engage in rigorous and relevant curriculum, experience instruction
that meets their interests and learning needs, and progress through each course completion to
achieve their future aspirations and goals. Teachers will facilitate standards-based,
differentiated instruction based on assessment data to meet the individual needs of each
student. To achieve this challenge the school is characterized by individualization and high
standards for all students. Diverse teaching methods are respected and encouraged. Creativity
in designing unique approaches to instruction is valued. Such approaches include developing
personalized learning contracts and means of assessments, utilization of portfolios, and
imaginative uses of technology. Learning may occur in isolated study, seminars, cooperative
learning groups, and/or through the arts allowing the creativity of each student to facilitate
learning in others.
High-quality high school educational instruction requires teachers who are well trained. The
school principal improves the quality of teaching by providing opportunities for career support,
teacher mentorship, in-service training, best practice dissemination, and equitable access to
professional development resources. Teachers are encouraged to pursue certifications and
degrees, to learn the school’s assessment programs, how to assess reading and reading
readiness, and how to assess reading performance. The scope of the school’s professional
development plan is to:
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•
Instill knowledge of all aspects of the Next Generation Sunshine State Standards, FCAT,
FCAT2.0, End of Course Assessments, ACT, SAT, CPT, and PERT, and their
relationship to student achievement.
•
Promote effective pedagogy through practical experiences.
•
Teach reading in the content areas.
•
Provide rigorous subject area content and effective teaching strategies.
•
Show how to assess students to determine whether they have learned what has been
taught in the classroom, providing a variety of different assessment models, rubrics,
projects, displays, etc., that teachers may choose to use in their classroom.
•
Review discipline and alcohol, tobacco, and other drug use data and information related
to parent, student, and teacher’s perceptions of school safety to identify areas for
needed improvement.
•
Provide comprehensive initial professional development.
•
Provide frequent and continuous professional development.
•
Provide professional development lead by school-site expertise and best practices.
•
Make core subject areas an administrative priority that is included as part of
performance evaluations.
•
Ensure in-service and evaluation processes have a focus on the core subject
components.
D. Parents have the flexibility to enroll or withdraw their child from MCCA at any time during the
academic school year. MCCA has open enrollment throughout the year for all students. Dual
enrollment students will register for classes based upon the college dual enrollment schedule.
E. On-going progress monitoring is incorporated throughout the instruction to determine
individual student’s needs. Results of this progress monitoring are the basis for decision-making
regarding appropriate research-based instructional practices utilized in all classrooms. Each
spring, all eligible students participate in the state mandated assessment programs.
- Promote enhanced academic success and financial efficiency by aligning responsibility with
accountability.
The partnership created between the School District and MCCA will promote accelerated
academic success for youth with an integrated team approach that provides efficiency and
alignment of efforts and finances within the Florida public school system.
MCCA will offer learning experiences that are supportive of student access to Florida’s postsecondary educational opportunities. Each student attending MCCA will follow an Individual
Learning Plan (ILP) personally formulated in partnership with each student after an analysis of
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the student’s proficiency in literacy and numeracy, previous school information, and transcript
history.
MCCA will provide appropriate accountability in ensuring that all students are afforded
maximum opportunity for success within a program providing support, academic rigor, and
relevance. MCCA personnel will provide timely and appropriate oversight of the MCCA
accomplishments in line with the statutes governing charter high schools in Florida. MCCA
administrators and staff members will work in partnership to ensure that students are
appropriately placed and educated in the core academic subject areas, increasing their
proficiency in literacy and numeracy.
MCCA will support the School District in retaining high school students. This alignment of
responsibility and accountability for student learning opportunities and engagement will provide
added positive outcomes for students.
Financial efficiency will be attained primarily through sound fiscal management to enable
student achievement to proceed without concern for sustainability. A Financial Specialist will
have primary fiscal responsibility to ensure that all internal controls are in place and
implemented with oversight from the Board of Directors and the district sponsor.
- Provide parents with sufficient information on whether their child is reading at grade level and
whether the child gains at least a year’s worth of learning for every year spent in the charter
school.
MCCA will implement a student-centered learning program focused on literacy, numeracy, and
critical thinking.
Students will assist in developing and monitoring their Individual Learning Plans, assuming
ownership and responsibility for their personal learning and academic goals. Parents/guardians
and teachers will be key partners as each student progresses through the program. Students
will learn to take personal responsibility for identifying and tracking their learning goals and
academic learning gains.
Copies of each student’s Individual Learning Plan reflecting their achievement, inclusive of
goals and assessments, will be provided to parents/guardians of minor age students in a
systematic and ongoing manner using multiple communication strategies (written, oral, online/digital, and in-person).
C. Describe how the school will meet the prescribed purposes for charter schools
found in section 1002.33(2)(b), F.S.
Improve student learning and academic achievement
The primary focus at MCCA is following a process that will result in the highest achievement
possible for each student by earning a Florida high school diploma. Through a system of steps
which focus on the individual goals of each student, MCCA will look to increase academic
achievement and proficiency of all students in reading, writing, mathematics, science, and social
studies. This will include the implementation of multiple strategies to ensure that all students are
able to successfully re-engage in the learning process.
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With individualized support, the students of MCCA promote achievement and improve students’
motivation and self-confidence in an academic setting. In addition, the flexible schedule allowing
students to work on-site with staff support and then work from any other setting where the
student can be successful. Additionally, MCCA offers parents/guardians of students leaving
traditional schools the educational opportunity to select a smaller, more individualized, selfpaced school setting to prepare for high school and post-secondary education.
Ongoing assessment allows the teachers, parents and students to receive “real time” reports of
a student’s progress so that the student will be further engaged in and held accountable for the
achievement of their academic and career goals and meeting their potential as a learner.
MCCA’s innovative instructional program will contain the following elements, which contribute to
student learning and achievement:
•
Small Learning Environment- Small group instruction, and a safe and secure learning
environment that will provide small student/teacher ratios for personalized attention
and learning.
•
Technology-Enhanced Teaching and Learning- Evidence-based instructional software
designed to deliver content requiring ongoing interaction between the learner and
the software.
•
Rigorous and Relevant Curriculum- A curriculum aligned to the Next Generation
Sunshine State Standards and focused on making real-world connections relevant
to students' lives.
•
Personalized Success Plan- A comprehensive plan that serves as a "roadmap" to
student success.
•
Integrated Support Services- A Guidance Counselor with both high school and college
advising that works with each student to address and remove the personal, social,
and behavioral barriers that prevent students from being successful. The Guidance
Counselor also teaches job-seeking, employment skills, and interviewing
techniques; tracks mandatory employment hours; and conducts employer outreach
on behalf of the students. A college advisor experienced in advising and counseling
regarding placement in appropriate college credit courses for students in the dual
enrollment program.
•
Lesson and Module Based- Self-contained student learning activities are based on a
specific concept and topic.
•
Ongoing Communication of Student Progress- A virtual portal for students, parents,
teachers, and administrators to track, monitor, and measure individual student
progress toward completion of the Individual Learning Plan.
•
Critical Thinking and Problem Solving- Teaching and learning that help students solve
problems and think critically, and prepare them for college and career success.
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•
21st Century Knowledge and Skills- Development of competencies to ensure adequate
preparation for success in the global workforce.
•
Direct Instruction- Individual and small group instruction led by highly qualified teachers
that is focused on targeted intervention strategies as determined by ongoing
learning gap analyses.
•
Mastery based Instruction- Guided by individual student mastery rather than seat time as
the student works toward achieving state standards.
•
Seminars- Relevant learning opportunities for students to interact with experts in chosen
career fields during school-sponsored career days.
•
Respect and Relationships- Learning activities focused on developing respect for self
and peers, as well as learning and building relationships with peers, teachers, family,
and community.
Increase learning opportunities for all students, with a special emphasis on lowperforming students and reading
Because some of the MCCA students may not be performing well or are not comfortable in a
traditional setting, the school will provide an alternative academic setting designed to help
students succeed who are behind in credits or those who want to graduate while achieving their
Associate's of Arts Degree earlier than they could in a traditional high school setting.
Throughout the instructional day, MCCA teachers will engage students in meaningful activities
designed to increase the learning opportunities for all students. The online curriculum reteaches concepts on which the students are not performing, until the student masters the
standard. Literacy is embedded throughout the curriculum with an emphasis on comprehension.
Since a significant amount of computer-based work is accomplished by reading, all courses are
specifically written with grade-level reading skills in mind. Ongoing assessments in reading are
implemented throughout the year to determine a student’s reading grade level and progress,
and to inform the student’s instructor on a weekly, or daily basis, as needed. All students who
are reading below grade level will receive intensive instruction in a reading curriculum that
focuses on phonemic awareness, phonics, fluency, vocabulary, and comprehension. Lowperforming students will also receive support in reading through supplemental online resources;
however, teacher-directed small-group instruction in reading will comprise the majority of
intervention efforts in this area.
Encourage the use of innovative learning methods
Traditional instruction does not always work for all students. Online curriculum with interactive
video and frequent communication from credentialed teachers motivates students and holds
them accountable. Innovative learning methods combined with a rigorous academic curriculum
that is integrated with real-life projects provide students with relevance for learning. A positive
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and supportive staff, living the core belief that every student can and will reach his or her
potential is the heart of daily learning success. In an era of constant stimulus and a focus on
recognizing and adapting to different learning styles, traditional classroom instruction can make
learning more of a challenge for students with learning styles that are tactile and kinesthetic.
The online courses meet the needs of not only the students who need to move and touch, but
also those who need visual stimulation and many individualized auditory cues, which are
provided by the animation and videos of the online courses at MCCA.
Technology will be used to provide expanded access to education programs and assessment
leading to extended and accelerated learning. This process will be used to enhance the
cognitive skills of all students to facilitate critical and independent thinking necessary for
success in the 21st century.
Require the measurement of learning outcome
MCCA has developed very clear, measurable, and specific goals for student learning, as well as
operational goals, which promote increased learning at the school. The school has developed
action steps to meet these goals and a system of monitoring the reasonableness and progress
for attaining each goal. Each MCCA student also develops, with his or her teacher, educational,
career, and lifelong goals cited in their Individual Learning Plan, which is updated at least
annually and includes the student’s Major areas of Interest. MCCA will utilize the Individual
Learning Plan to assess learning gains in literacy and numeracy by measuring the difference in
achievement between the baseline and the growth score at specific curriculum checkpoints to
track and monitor student achievement.
Learning outcomes will also be identified and assessed in a variety of ways that likely include
but are not limited to:
• State mandated assessments: e.g. FCAT 2.0, FCAT Writes; CELLA; FAIR; ACT; SAT;
CPT; PERT; and End of Course (EOC) exams.
• Benchmark assessments and mastery e.g., Next Generation Sunshine State Standards
(NGSSS); Common Core State Standards (CCSS); and content area formative and
summative tests.
• Cognitive Functions assessment: e.g., comparative thinking, symbolic representation,
and logical reasoning.
• Diagnostic assessment.
• Authentic assessments: e.g., portfolios, projects, writing, rubric scoring by staff and
students, speaking, listening, and discussing.
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Section 2: Target Population and Student Body
A. Describe the anticipated target population to be served.
MCCA is designed to provide students the opportunity to earn a high school diploma and a
college associate’s degree, or up to two years of transferable college credit hours, at no cost to
students or their families. MCCA will offer a unique educational experience specifically designed
for its students who are educationally motivated to improving their lives and continuing their
education while still in high school. It is the intent of the MCCA to provide an opportunity for the
high school students of Palm Beach County the opportunity needed to accelerate their
education.
MCCA will specifically target students’ ages 14-18 years (Grades 9-12) who are interested in a
smaller traditional experience while pursuing their dual enrollment toward a high school diploma
and an Associate's of Arts Degree. MCCA will be non-discriminatory and open to all young
adults who are eligible to enroll in a Florida public high school. MCCA will be nonsectarian in its
programs, admissions policies, employment practices, and operations. In accordance with
Federal and State anti-discrimination laws and in accordance with the Florida Educational
Equity Act, Section 1000.05(2)(a) MCCA will not discriminate based on race, color, age, religion,
national origin, gender, marital status, disability, or sexual orientation and is committed to
educating all eligible students. MCCA understands the need for the school to achieve a
racial/ethnic balance reflective of the community it serves or of other public schools in the same
district.
Additionally, in order to minimize any traffic impact caused by the school and ensure that the
school is available to serve the residents of the neighborhood where the school is located, the
Board of Directors of the charter school may elect to limit the enrollment process to target
students residing within a reasonable distance of the school as provided under F.S. §1002.33
(10)(e). Such students shall be subject to a random lottery.
Florida’s charter school legislation, F.S. §1002.33(10)(e), provides that MCCA may give
enrollment preference to certain student populations. Said student populations include:
1. Students who are siblings of a student enrolled in the charter school.
2. Students who are the children of a member of the Board of Directors of the charter school.
3. Students who are the children of an employee of the charter school.
4. Students who are the children of:
a) An employee of a business partner of a charter school in the workplace.
b) A resident of the municipality in which such charter school is located.
c) A resident of a municipality that operates a charter school in a municipality.
5. Students who are the children of an active duty member of any branch of the United States
Armed Forces.
MCCA enrolls an eligible student by accepting a timely application through August 1st. If the
number of applications exceeds the capacity of the program, class, grade level, or building, all
applicants will have an equal chance of being admitted through a random selection process.
The school is open to all eligible students residing in Palm Beach County.
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B. Provide the following projection for each year of proposed operation: the
grades that the school will serve, the projected number of students to be served
in each grade, the number of students expected in each class, and the total
number of students enrolled.
Year of
Charter
Grades
Served
Projected Number
of Students
Students per
Class
Total #
Enrolled
2013-2014
9-12
9th-150; 10th-100;
11th-100; 12th-50
Up to 25
400
2014-2015
9-12
9th-150; 10th-150;
11th-100; 12th-100
Up to 25
500
2015-2016
9-12
9th-150; 10th-150;
11th-150; 12th-100
Up to 25
550
2016-2017
9-12
9th-150; 10th-150;
11th-150; 12th-150
Up to 25
600
2017-2018
9-12
9th-150; 10th-150;
11th-150; 12th-150
Up to 25
600
* The numbers provided herein are estimates, and may fluctuate within each grade level depending on
student enrollment and/or attrition in the respective grade levels.
** MCCA will be in compliance with the state of Florida’s class size requirements upon the opening of the
school. Class size averages will not exceed a 25:1 student teacher ratio.
C. Provide a description of how the student population projections were
developed.
A Florida Statutes and Constitution 2011 Section 1002.33 (10) (h) states the capacity of the
charter school shall be determined annually by the Board of Directors in conjunction with the
sponsor of the charter school in consideration of the factors identified unless the charter school
is designated as a high performing charter school.
The diverse student population and the era in which we live, require educators to offer as many
options to students as possible to meet the individual demands that the pressures of
contemporary society are placing upon our youth. It is the intent of the MCCA to provide an
opportunity for the high school students of Palm Beach County 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.
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In order to be better prepared for student population projection, MCCA first referred to the
FLDOE website and analyzed all statistical data from the “Education Information &
Accountability Service Data Report” published in February 2012.
The topic of this report and the basis of MCCA’s student population projections are based on a
70.6% graduation rate for Florida seniors for 2010-2011. Although graduation rates continue to
increase slightly each year in Florida, this percent continues to fall short of the national average.
The statistics demonstrate there is a 10% decrease in students graduating in Florida compared
to the national average and used this data as the foundation to increase our enrollment and
close the gap between the State and Federal levels.
An important factor that influences student body estimates is the capacity of the facility. While
no facility has been finalized, those facilities that are under consideration generally lend
themselves to a maximum capacity of approximately 550 to 600 students. MCCA is targeting
around 600 students as the ideal size for capacity and management.
MCCA acknowledges that the charter school will serve no more students than the enrollment
capacity identified in the application without approval from the School Board.
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Section 3: Educational Program Design
A. Describe the school’s daily schedule and annual calendar, including the
annual number of days and hours of instructional time.
MCCA will provide two five-hour classroom sessions to best accommodate our students.
Classroom session times will be from 7:30am – 11:30am and 12:00pm – 4:00pm. Each day of
instruction will consist of 300 minutes of onsite instruction in a regular classroom session and
allowing for scheduled breaks between classes. Instruction time for each student will total 720
hours of on-site instruction and 180 hours of on-line instruction each year. MCCA will follow the
School District of Lee County’s annual school calendar for all personnel beginning with 180
days in class for students for the 2013-2014 school year. During the summer of 2014, MCCA
will open and begin to offer 210 days of instruction.
MCCA will offer students a 24-credit standard diploma as well as the opportunity to earn an
Associate’s degree, or up to two years of transferrable college credit. MCCA students will
minimally meet the Florida State Board of Education’s performance requirements for high
school graduation.
During the summer, MCCA will offer a summer program for its students. The courses over the
summer will consist mostly of online delivery, with little provisions for student interaction other
than completing the online assignments. The extended summer sessions will be for students to
catch up on courses failed and for students who wish to accelerate their progress towards high
school graduation and Associates Degree.
MCCA understands that there may be some variations in the associate level program that will
be necessary for students intending to become eligible for different Bachelor-level programs.
B. Describe the proposed charter school’s educational program.
MCCA’s philosophy is to engage all students needing non-traditional learning in an education
experience to improve academic performance that will enhance their lives as they transition into
post-secondary education.
The following are core, compelling beliefs that provide the basis for the philosophical foundation
of the MCCA's program. We believe:
• All students can learn.
• All students deserve a chance at receiving a first-class education that sets them on a
path toward a successful future and life.
• All students deserve every opportunity to live up to their potential.
• All students deserve the opportunity to accelerate their learning.
The educational foundation for the overall instructional program and school philosophy are:
1. Instructional leadership
2. Clear and focused mission
3. Safe and orderly environment
4. Climate of high expectations
5. Frequent monitoring of student progress
6. Positive home-school relations
7. Opportunity to learn and accelerate their learning
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8. Student time on task
Instructional Methods
MCCA's educational program offers a personalized program for each student to progress at an
appropriate pace based on his/her individual learning needs. Accordingly, the major focus of the
MCCA's instructional methods align directly with its mission to provide personalized,
foundational, and enhanced learning opportunities for students seeking a high school diploma
and Associates of Arts Degree. The School's innovative instructional program contains the
following elements that contribute to student learning and achievement.
• Small Learning Environment- Small group instruction, and a safe and secure learning
environment that will provide small student/teacher ratios for personalized attention and
learning.
•
Technology-Enhanced Teaching and Learning- Evidence-based instructional software
designed to deliver content requiring ongoing interaction between the learner and the
software.
•
Rigorous and Relevant Curriculum- A curriculum aligned to the Next Generation
Sunshine State Standards and focused on making real-world connections relevant to
students' lives.
•
Personalized Success Plan- A comprehensive plan that serves as a "roadmap" to
student success.
•
Integrated Support Services- A Guidance Counselor and College Advisor that will works
with each student to address and remove the personal, social, and behavioral barriers
that prevent students from being successful.
•
Lesson and Module Based- Self-contained student learning activities are based on a
specific concept and topic.
•
Ongoing Communication of Student Progress- A virtual portal for students, parents,
teachers, and administrators to track, monitor, and measure individual student progress
toward completion of the Individual Learning Plan.
•
Critical Thinking and Problem Solving- Teaching and learning that help students solve
problems and think critically, and prepare them for college and career success.
•
21st Century Knowledge and Skills- Development of competencies to ensure adequate
preparation for success in the global workforce.
•
Direct Instruction- Individual and small group instruction led by highly qualified teachers
that is focused on targeted intervention strategies as determined by ongoing learning
gap analyses.
14
•
Seminars- Relevant learning opportunities for students to interact with experts in chosen
career fields during school-sponsored career days.
•
Respect and Relationships- Learning activities focused on developing respect for self
and peers, as well as learning and building relationships with peers, teachers, family,
and community.
We use a variety of instructional strategies and resources to support and enhance student
learning and success. All learning activities focus on the development of critical thinking and
problem solving skills and 21st century competencies.
Instructional Delivery
Students will engage in technology-enhanced, mastery-based course instruction using
research-based and standards-aligned curriculum to earn credits and develop literacy and
numeracy proficiency. During this time, a team of teachers will direct student learning and
provide coaching, mentoring, and tutoring as determined by student needs and progress.
Targeted, face-to-face direct instruction will be conducted to assist struggling students with
further understanding and mastery of course content using supplemental reading, math, and
foundational skills resources. This individualized instruction will address identified gaps in
student learning and provide appropriate interventions and remediation. Instruction will be
aligned to the student’s individual needs including test-taking skills preparation, foundational
skills improvement, and additional reading instruction. Students who do not participate in the
targeted direct instruction will continue to work on their courses. Dual enrollment students will
be engaged in traditional college scheduled instruction and online collegiate coursework.
Individual Learning Plan
An Individual Learning Plan (ILP) will be developed for each student to track and monitor
individual student outcomes and progress. This plan will serve as the "roadmap" to student
progress and success. The ILP will include the following essential components: 1) Individual
Graduation Plan, 2) Personal Goals Statement, 3) Foundational Skills Assessment and Growth,
4) Social/Personal Needs Intervention Plan, 5) Career Interests Inventory, and (6) Individual
Postsecondary Transition Plan.
Career Preparation
Additional instructional time will be offered to students in the areas of employability skills, career
and college readiness, and postsecondary options based on each student's ILP. Students will
develop requisite skills for postsecondary success while they develop career portfolios using
career planning and preparation software. A college advisor with experience in college
preparation and evaluation advisement will work closely with students to help prepare the
students for a successful postsecondary transition.
Students seeking a dual diploma will be administered Florida’s Postsecondary Education
Readiness Test (PERT) to adequately assess the student’s academic skills in mathematics,
reading and writing through the delivery of three tests, one for each of these areas. The results
of these tests are used to determine placement into appropriate college level courses.
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Students at the School will be supported in using FACTS.org, Florida's official online student
advising system. High school students, parents, and counselors can use the services provided
on this website to help plan and track educational progress in Florida. FACTS.org is provided
free by the FLDOE to help students make informed choices about their education. With
FACTS.org, students can:
• Determine career objectives.
• Evaluate high school progress.
• Review high school course summary and grades.
• Learn about postsecondary opportunities in Florida.
• Apply online to college.
Competency Exam Preparation
The curricula are aligned to the Next Generation Sunshine State Standards (NGSSS), which
puts us in an ideal position to prepare students to succeed on the FCAT. Students with
identified deficiencies in FCAT scores will be provided with individualized instruction through
tutoring in essential knowledge for success on the FCAT. Identified gaps in content knowledge
will be addressed through intensive remediation using teacher-directed approaches, technologyenhanced activities, and supplementary resources and materials. Supplemental instructional
time will be allocated for all students with low FCAT scores. Students will transition through the
Apex Learning Curriculum in preparation for ACT; CPT; SAT; and PERT exams through test
prep classes. The PERT exam will be administered to students entering for proper academic
placement.
Assessment and Performance Communication
MCCA will use a student growth model with a value-added approach for student assessment.
Specific student achievement measures and targets will lead to the achievement of higher rates
of course completion, graduation, workforce preparedness, and college readiness. MCCA will
develop performance incentives to facilitate cost effective performance and success based on
the following measures and targets:
•
FCAT scores, including measures of overall achievement and student level growth measures.
•
School climate measures including behavior, safety, and attendance.
•
Student retention.
•
Promotion, completion, and graduation rates.
•
College and career preparedness.
•
Student and parent satisfaction.
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MCCA education program will have a positive impact on student outcomes, including
accelerating student achievement as well as offering school retention (remaining in school) and
promotion opportunities for all high school students. MCCA will create a learning environment
that encourages students to become in tune with their learning needs and educational options
while learning about real life academic applications. The MCCA culture, characterized by a
strong sense of belonging, will improve student attendance, participation, and achievement, and
prevent risk-taking behavior that has led to unsuccessful experiences in the past. Our school will
develop a student’s sense of community through strong organizational structures, policies,
procedures, and values that in turn have a positive effect on the entire community.
C. Describe the research base for the educational program.
Current research continues to support four categories of risk factors and confirm that high-need
students require a variety of instructional approaches, targeted resources, support services, and
intervention strategies to motivate them, support their learning, and ensure both short-term and
long-term success. MCCA's instructional program, support services, and facility design were
developed based on the needs identified in the latest research on success with all students.
In addition to the obvious strategy of teaching students through a curriculum that is personalized
to meet students’ needs, Apex Learning was developed to incorporate the following researchbased instructional strategies:
Bloom’s Taxonomy
Bloom’s Taxonomy is a hierarchal system of classifying learning objectives and tasks from the
basic knowledge level to the highest level, which encourages students to become independent
thinkers who take an active role in learning. This taxonomy provides teachers with a structured
method for planning and implementing classroom instruction that develops “higher order
thinkers” instead of rote learners who memorize and cannot transfer knowledge. MCCA
teachers plan lessons that naturally progress through the hierarchy from basic knowledge
through the application and synthesis levels, with many opportunities at the evaluation level as
well.
Bloom’s Taxonomy is also used in the design and development of assessment items. Students
are assessed at every level of Bloom’s with the focus being on higher levels to ensure complete
comprehension.
Differentiated Instruction
Differentiated Instruction is an instructional concept that maximizes learning for ALL students,
regardless of skill level or background. It is built on the understanding that students vary in their
academic abilities, learning styles, personalities, interests, background knowledge, experiences,
and levels of motivation for learning. When MCCA teachers differentiate instruction, they use
the best teaching practices and strategies to create different pathways that respond to the
needs of the diverse learners served. They work with students online to ensure that concepts
are explained in many different ways and modalities.
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Multiple Intelligences
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of
education at Harvard University. It suggests that the traditional notion of intelligence, based on
I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to
account for a broader range of human potential in children and adults: Linguistic, LogicalMathematical, Spatial, Bodily-Kinesthetic, Musical, Intrapersonal, Interpersonal, and Naturalist
Intelligence. The Apex Learning curriculum embraces and utilizes the theory of Multiple
Intelligences by offering individualized instruction that taps into the unique learning style of the
child. The “outside the box” activities students experience through the Lincoln Interactive
curriculum engage students in multiple areas of intelligence, paving the way for student
successes.
Brain Based Learning
Apex Learning curriculum employs the theory of Brain Based learning that is a comprehensive
approach to instruction based on, and according to current research in neuroscience; how the
brain learns naturally. This theory is based on what we currently know about the actual structure
and function of the human brain at varying stages of development. This type of education
provides a biologically driven framework for teaching and learning, and helps explain recurring
learning behaviors. Instructional techniques stress allowing teachers to connect learning to
students’ real life experiences. This form of learning also encompasses such educational
concepts as: mastery learning, learning styles, multiple intelligences, cooperative learning,
practical simulations, experiential learning, problem-based learning, and movement education.
Online Learning
In recent research conducted by the Center for American Progress and the Broad Foundation
and published in a May 2009 article entitled Getting Students More Learning Time Online,
researcher Cathy Cavanaugh compared the current research on virtual classes and found that
while the movement is still experiencing significant growth and change, the nature of teaching
changes when instruction takes place online.
Common benefits found in schools and programs that utilize online learning include:
• Students spend significant time working independently with concepts and digital
resources. Courses that are designed to require more time actively practicing and
applying the course content through writing and speaking generally lead to higher
achievement, as do simulations, manipulatives, and tutorials that offer student feedback.
•
In a study using many of the online tools and resources students already are using for
social networking, online teaching and resources help teachers find an approach that is
more engaging for this generation of students. The benefits include giving students a
variety of ways to demonstrate their knowledge while appealing to diverse learning
styles and fostering independent learning and self-directed learning skills in students, a
critical capacity for lifelong learners.
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Safe, Ethical, and Appropriate Use of Technology
Since MCCA's curriculum is technology-enhanced, it is critical that safe, ethical and, appropriate
use of all technology usage are promoted at MCCA. The School supports compliance with the
established policy on safe and legal use of technology resources. All students and school staff
are required to sign the Acceptable Use Policy (AUP) for use of technology at MCCA. MCCA
provides for compliance with its established policies through filtering techniques. These
techniques, in addition to blocking inappropriate materials, automatically notify MCCA staff of
such attempts immediately. All MCCA staff are required to participate in the School's
professional development modules on effective use of technology and must demonstrate
proficiency in delivering and supporting instruction using technology.
D. Explain how the educational program aligns with the school’s mission.
The educational program of MCCA will use a comprehensive and evidence-based model of
teaching and learning that will address core academics along with the social, personal, career,
and academic goals of students. This program will be characterized by a strong curriculum
plan, rich learning experiences, and technology enhanced teaching and learning opportunities
leading to achievement of the Next Generation Sunshine State Standards and a standard high
school diploma.
MCCA, and its philosophy is to embrace all students who have non-tradition learning and school
needs in an education experience that will enhance their adult lives. These principles are
embodied in the mission statement. The premise that students will be successful is derived from
the School’s educational philosophy initiative of a positive impact on student outcomes,
including accelerating student achievement.
MCCA creates a learning environment that encourages students to become in tune with
learning needs and educational options while learning about real life academic applications.
Students, parents, and staff build a community of successful personal and academic
experiences embedded in the culture of the school. We believe that to students and parents,
“school is their community”. The more productive, healthy, and important school becomes to our
students, the more our students play a critical role in their learning process. MCCA creates a
strong sense of belonging for its students that improves attendance, participation, and
achievement, and prevents risk-taking behavior that has led to unsuccessful experiences in the
past. Our school influences our students’ sense of community through strong organizational
structures, policies, procedures, and values that in turn have a positive effect on the entire
community.
Our educational program provides one-on-one intensive attention to high-need students, who
often must be convinced that they are competent and can be successful in school. Our program
focuses on foundational skills development, removal of social/personal barriers to success, and
offers a strong emphasis on college and career readiness so that all students have a chance for
success through the dual enrollment college preparatory curriculum.
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E. Explain how the services the school will provide to the target population will
help them attain the Next Generation Sunshine State Standards - Common Core
State Standards, as required by section 1002.33, F.S
MCCA will use the Apex Learning curriculum, which is aligned with the Next Generation
Sunshine State Standards (NGSSS) and the educational requirements of the No Child Left
Behind Act (NCLB). The School will follow the timeline for the implementation of the NGSSS as
set by the Florida Department of Education. Students that qualify for dual enrollment will be
using the Apex college preparation curriculum.
This combination of educational programs designed to meet high academic standards, coupled
with a high degree of local parental choice provide the standards, flexibility, and diversity
envisaged by the Charter School Statute.
Before students enroll in MCCA, parents and students are given, thorough explanations of the
curriculum, expectations and requirements of the school. This information is delivered through a
variety of ways: open houses, published information, brochures, applications, and website
question submissions. After enrollment and the start of school, parents continue to have
flexibility to monitor their child's progress of the NGSSS on-line and/or through parent
conferences. Because the school follows a continuous improvement model, parents have
access to their child's progress at any time. Parents have significant information provided to
them to schedule a conference, ask questions, or just be aware of their child's academic
achievement. Parents have the flexibility to choose among the diverse educational opportunities
within the state's public school system throughout the school year.
F. Provide evidence that the existing design has been effective and successful in
raising student achievement.
The applicant does not plan to replicate an existing design. However, the tools and
methodologies employed have been used in part in other school settings that have proven to be
important in assisting students to achieve short and long term personal success.
Apex Learning
Founded in 1997, Apex Learning is the leading provider of blended and virtual learning solutions
to the nation's schools. The company's standards-based digital curriculum — in Math, Science,
English, Social Studies, World Languages, and Advanced Placement — is widely used for
original credit, credit recovery, remediation, intervention, acceleration, and exam preparation.
Schools across the country are successfully using Apex Learning digital curriculum to meet the
needs of students, from building foundational skills to creating opportunities for advanced
coursework.
With Apex Learning digital curriculum, success is supported for all students:
•
Multiple course pathways which include honors and AP coursework to engage students
in rigorous coursework that prepares them for college and work.
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•
•
•
Teachers effectively differentiate instruction and spend more time working one-on-one
with students to address individual needs.
Students move at their own pace, taking as much — or as little — time as they need to
master the material.
Multimedia instruction motivates and engages students, provides multiple
representations of concepts, and addresses different learning styles.
Apex Learning partners with school districts to provide solutions tailored to meet their specific
educational objectives. Experienced Apex Learning education consultants work with
administrators to customize a professional development plan that supports success from the
start to finish of each school year.
Apex Learning, headquartered in Seattle, is accredited by the Northwest Accreditation
Commission and its courses are approved for National Collegiate Athletic Association eligibility.
Reading Plus®
Reading Plus® is one of the most extensively documented programs to establish the
effectiveness of its technology delivered reading improvement techniques, especially in the area
of silent reading fluency development. Beyond the pedagogical considerations observed in
Reading Plus®, there is an array of studies dating back to the 1930s, when Earl A. Taylor
initiated the first reading instrument training technique to develop fluency in silent reading. The
studies continued through the1960s and into the 1980s with the introduction of the Controlled
Reader, Guided Reader, Tach-X, and Tach-Mate tachistoscopes by Stanford E. Taylor.
Taylor Associates studied the records of over 300 schools and the reports on 65,000 students
during the school years of 2005-2007, facilitating the creation of Reading Plus® 3.6, which
contains an automated system of instruction, provisions for scaffolding of instruction to best
accommodate individual student needs, ongoing formative and summative assignments, as well
as many motivational measures that will maximize student progress toward developing reading
proficiency.
Numerous studies conducted with Reading Plus® demonstrate the system's effectiveness in
developing reading proficiency in elementary, middle, and high school students. A recent study
involving more than 28,000 students supported the following outcomes:
•
Reading Plus® significantly improved reading scores in middle school and high school
students regardless of student ethnicity or sub-population.
•
A direct correlation was observed between the number of Reading Plus® lessons
completed and gains achieved.
•
Participating Exceptional Student Education (ESE) students (both non-gifted and gifted)
made significantly greater gains compared to non-participating students.
•
Participating English Language Learner (ELL) students made significantly greater gains
compared to non-participating students.
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Jamestown Reading Navigator
The National Dropout Prevention Center (NDPC) at Clemson University conducted an
evaluation of Jamestown Reading Navigator (JRN) on student performance in reading in MiamiDade County Public Schools. Data were analyzed from the Group Reading Assessment and
Diagnostic Evaluation (GRADE), a norm-referenced diagnostic assessment, and the Iowa Tests
of Educational Development (ITED) for three groups of high school students enrolled in 9-week
courses for 90 minutes a day, 5 days a week.
Miami Southridge Senior High School implemented JRN to support grade 10 students' reading
achievement and to help them score proficiently on the FCAT. In preparation for the FCAT, the
school held a semester-long FCAT Recovery class that used JRN as its curriculum. The
program was used in an intensive reading class inside an inclusion model with special
education and regular education students who had previously scored on Level One or Level
Two on the reading section of the FCAT. The Gates-MacGinitie Reading Test was used to
measure achievement growth. Students began the semester significantly below grade level.
The Gates-MacGinitie pre-test indicated the average reading level was 4.8. After five to six
months of intensive intervention using JRN, all students showed growth in reading
improvement, with an average growth of three years.
Data were analyzed from the GRADE and ITED results for three groups of Davenport High
School students enrolled in 9-week courses for 90 minutes a day, 5 days a week. This analysis
was the only assessment of intensive, short-term JRN participation available in the first program
implementation year. The GRADE was selected as the primary measure of change in reading
skills due in part to its capability for off-grade-level testing, group administration, and
standardized reading growth measures.
G. Describe the applicant’s capacity to replicate an existing school design.
The applicant does not plan to replicate an existing school design but will use proven classroom
curricula and online learning solutions that have proven effective, as described in Section 3F
above and in Section 4.
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Section 4: Curriculum Plan
A. Describe the school’s curriculum in the core academic areas, illustrating how it
will prepare students to achieve the Next Generation Sunshine State Standards Common Core State Standards.
Building on the excellent foundation of standards, the Common Core State Standards are the
first step in providing our students with a high-quality education. It will be clear to every student,
parent, and teacher what the standards of success are in My Choice Collegiate Academy
(MCCA). The standards clearly communicate what is expected of students at each grade level.
This will allow our teachers to be better equipped to know exactly what they need to help
students learn and establish individualized benchmarks for them.
The Common Core State Standards focus on core conceptual understandings and procedures
starting in the early grades, thus enabling teachers to take the time needed to teach core
concepts and procedures well—and to give students the opportunity to master them The
educational program of MCCA will use a comprehensive and evidence-based model of teaching
and learning that will address core academics along with the social, personal, career, and
academic goals of students. This program will be characterized by a strong curriculum plan,
rich learning experiences, and technology enhanced teaching and learning opportunities leading
to a year's worth of learning for each year enrolled through achievement of the Next Generation
Sunshine State Standards and a standard high school diploma. The following components will
be integrated into learning activities, lessons, modules, and units:
•
Teacher-directed, tutored, mentored, and coached
•
Mastery-based and self-paced learning
•
Technology-enhanced learning
•
Accelerated accumulation of credit
•
Focused and relevant learning connected to students' lives
•
Foundational skills development
•
Formative and summative assessment
•
Social skills development
•
Employability skills development
•
Career assessment and preparation
•
Successful transition to next steps in an Individual Transition Plan
Strong Curriculum Plan
The academic objectives for MCCA are:
•
Provide a relevant and rigorous core academic curriculum that meets all students' needs.
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•
Provide ongoing opportunities for students to accelerate their learning in a variety of ways.
•
Use myriad assessment methods that are mastery-based and performance-based.
•
Integrate technology to enhance the teaching and learning environment.
•
Offer ongoing support for students through tutoring sessions.
•
Provide FCAT preparation so that all students demonstrate mastery at Level 3 and above.
•
Prepare 9th & 10th grade students for dual enrollment as Juniors in achieving their High
School Diploma and Associates Degree.
•
Provide tutoring for college prep test classes.
MCCA will give each student a first-rate, quality education aligned with the Common Core State
Standards and Florida Next Generation Sunshine State Standards, while also:
•
Counseling the student in regards to personal and social issues that may be prohibiting
that student from learning.
•
Teaching the student valuable life management skills.
•
Training the student for, and placing the student in, gainful employment.
•
Preparing the student to pursue postsecondary opportunities by teaching him/her how to
learn, and by equipping each student with career employability skills and career
opportunities, thereby empowering him/her along the path to success.
Dual enrollment programs. - 1007.271 Florida Statutes
The dual enrollment program is the enrollment of an eligible secondary student or home
education student in a postsecondary course creditable toward high school completion and an
associate degree.
Enriched Learning Experiences
The instructional software that will be used by MCCA will deliver a broad curriculum to support
teachers in creating rich, in-depth learning experiences for their students. Each course will
provide a complete scope and sequence with original instructional content that will not only
guide students in mastering critical skills and developing an understanding of key concepts but
will also encourage them to extend their learning beyond required content. Multimedia tutorials
will provide students with opportunities to explore and discover new concepts. Images, sound
tracks, short movies, animations, charts, maps, and graphs integrated throughout the text will
provide alternative representations and address different learning styles. Varied activities will
challenge students to explore further, extend understanding, think critically, apply skills and
concepts to new situations, and develop and express their points of view. Students will be
actively engaged in learning as they read, watch, listen, inquire, write, discuss, explore, and
manipulate objects and data. The curriculum will go beyond asking students to memorize facts;
instead, it will focus on requiring students to identify causes, changes, and trends. In addition,
MCCA will integrate district-adopted textbooks and supporting resources to enhance each
student's learning experience.
Technology-Enhanced Core Academics
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MCCA understands that "one size does not fit all" and high-need students require a plethora of
learning activities and opportunities. As such, MCCA will use a variety of technology-enhanced
courses and research-based learning programs aligned to the Next Generation Sunshine State
Standards (NGSSS).
Courses offered by the School will help students achieve the NGSSS and prepare them to be
college and career ready. These programs may include Apex Learning, Jamestown Reading
Navigator, Reading Plus, Bridges, and School Connect.
By using content from multiple providers, we will be able to offer standards-based courses in
mathematics, science, English, social studies, world languages, electives, Honors, and
Advanced Placement for grades 9 through 12. Apex Learning courses serve as the School's
primary curriculum and provide foundational, comprehensive, honors, and Advanced Placement
courses. Apex Learning courses and instruction may be supplemented with curriculum lessons
from Jamestown Reading Navigator, Reading Plus, Bridges, and School Connect. The program
from Your Teacher will provide focused instruction in high school math courses, including preAlgebra, Algebra, and Geometry. Reading programs from Jamestown Reading Navigator and
Reading Plus will help students achieve proficiency in reading. Bridges will be used for career
planning and preparation, and School Connect helps students develop social/personal skills.
Apex Learning
Apex Learning (accredited by the Commission on Schools of the Northwest Association of
Accredited Schools) provides comprehensive online instructional content and assessments that
help teachers individualize instruction, ensuring each student has the opportunity to achieve his
or her potential. Online diagnostic assessments pinpoint the student’s course placement,
strengths and weaknesses. Detailed reports provide teachers with performance information for
an entire class and individual students. Study plans help teachers guide students to relevant
instructional content that engages them in active learning experiences to master skills and
develop conceptual understanding. Apex Learning gives teachers the flexibility to determine
how to most effectively use these online curriculum resources to enhance classroom instruction.
Based on relevant national standards and aligned to the NGSSS, Apex Learning helps teachers
create active learning experiences that keep students alert and engaged. Interactive, original
subject material is presented in a step-by-step fashion that is designed specifically to appeal to
students. Multimedia tutorials provide opportunities to explore and discover new material.
Manipulative tools encourage hands-on interaction to master concepts. Interactive exercises
and self-checks give frequent opportunities to confirm understanding and apply new concepts.
Multiple representations help teachers reach each student.
Apex Learning provides teachers with online content based on time-tested, research-based
pedagogical principles. Teachers can use introductory material to create an anticipatory set.
Guided-inquiry and direct instruction activities help teachers engage students in focused
instruction. Practice and application exercise can be assigned to reinforce skills and deepen
conceptual understanding. Progress can be assessed throughout the instructional phase with
formative assessments that provide feedback to both students and teachers.
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Assessment opportunities including formative, summative, and diagnostic assessments are
integrated throughout Apex Learning's digital curriculum. Each lesson begins with the learning
objectives for the lesson. Assessments address each learning objective and are designed
specifically to test students at various levels of Bloom's Taxonomy. Formative and diagnostic
assessments provide opportunities to gauge student progress on an ongoing basis. Summative
assessments require students to demonstrate content mastery at the end of each unit and
semester.
Each Apex Learning online course provides a complete scope and sequence based on state
and national standards. Courses are organized into semesters, units, lessons, and activities. A
typical semester includes 5-6 units, each with 5-6 lessons. A typical lesson comprises a
number of activities including studies, practices, readings, journals, labs, discussions, projects,
web explorations, reviews, and both computer- and teacher scored assessments, including unit
diagnostics. Each semester has an average of 750 pages, 1,000 images, 250 multimedia
tutorials, 250 interactive exercises, 50 computer-graded assessments, and 85 vetted web links.
Jamestown Reading Navigator may be one of the primary reading intervention curricula used by
the school. It is a research-based, field-tested program developed specifically to raise reading
competencies and test scores of struggling middle school and high school students. This highly
innovative program is targeted to students reading at least two levels below grade level.
Jamestown Reading Navigator is an online and print-based program built upon the latest
research in adolescent literacy, Reading Next (2004). The online component of Jamestown
Reading Navigator will improve students' comprehension by utilizing direct, explicit instruction
and modeling of good reading practices. Students will practice and apply these reading
strategies and skills by reading highly engaging content, viewing interactive multimedia, and
writing in response to reading. The print-based readings from the inTime magazines and the
inClass Reader anthologies will give students an opportunity to extend their learning beyond the
computer and encourage collaborative and/or independent learning. Teachers will be able to
monitor student progress utilizing the online Learner Management System where scores from
formative and summative assessments are recorded.
Reading Plus
Reading Plus® picks up where phonics and oral reading instruction leave off, providing rapid
and sustainable comprehension and silent reading fluency gains. The system's assessments,
individualized dynamic intervention, and progress monitoring provide the solutions needed to
effectively identify and remediate struggling students, as well as others who could benefit from
silent reading fluency development.
By using 21st century technology, the Reading Plus® system provides a unique, independent
practice environment designed to ensure immediate and frequent success. Readers build
independent reading skills and confidence to prepare them for high-stakes tests, academic
success, and challenges beyond secondary school.
Bridges
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Choices® Planner from Bridges is an online career information delivery system that helps
students compare, connect, and choose from a vast network of work and education options,
effortlessly building powerful transition plans. Personalized planning becomes more effective
with Guideways that suggest next steps based on what students have started or completed.
Validated assessments enhance self-awareness helping students make more informed
decisions, while tools for resume writing and interview practice help them prepare for the world
of work. All work, plans, and documents are saved in student portfolios.
The career and education solutions for high schools have been specially designed to prepare
students for successful transition to postsecondary school and beyond. The engaging, ready-toimplement, easy-to-use products have been proven successful with counselors, teachers,
vocational directors, technology preparation coordinators, and administrators in high schools
throughout the country for over 25 years.
School Connect
School-Connect® is a high school level program designed to improve students' social and
emotional skills, boost academic achievement, and facilitate supportive relationships among
students and teachers. The program consists of four modules: (1) Creating a Supportive
Learning Community; (2) Developing Self-Awareness and Self-Management; (3) Building
Academic Strengths and Purpose; and (4) Resolving Conflicts and Making Decisions. Lessons
focus on bolstering protective factors (e.g., supportive relationships, social skills, emotional
management, and effective study habits) and reducing risk factors associated with school
violence and high school dropout rates (e.g., bullying, social isolation, and poor academic
attitudes and habits).
The School Connect program applies the latest research in emotional intelligence, positive
psychology, prevention, conflict resolution, and character education. The lessons are designed
to create a positive school climate while giving students’ opportunities to explore, discuss, and
practice skills crucial to success in school and the workplace. Particular attention is given to the
requirements of high-need youth. As students' sense of competency grows, so does their selfesteem and commitment to learning.
Development of the Curriculum
The School's primary curricula will be selected based on the quality of the programs and
evidence of effectiveness with our target population. All of the curricula to be used have
documented evidence demonstrating student success in post-secondary education (dual
enrollment). The Apex curriculum developers drew from decades of educational research to
identify those factors most essential for a high-quality curriculum.
Instructional Design
Instructional design is based on time-tested pedagogical principles.
•
Create an anticipatory set for the student.
•
Provide focused instruction using varied teaching strategies such as guided inquiry and
direct instruction.
27
•
Engage students in practice and application exercises that clarify and deepen
conceptual understanding and mastery of skills.
•
Assess student progress throughout the instructional phase with formative assessments
that provide feedback to both students and teachers.
•
Remediate where necessary.
•
Integrate assessment:
- Diagnostic, formative, and summative.
- Based on Bloom's classical six-level taxonomy.
Philosophy
Consistent instructional philosophy is implemented across courses in each subject area:
• English
- Integrate literature study, composition and skills instruction in each unit.
- Include literature from a wide variety of genres and time periods.
- Engage students in before-, during-, and after-reading activities.
• Math
- Implement the Discovery-Confirmation-Practice model of instruction.
- Develop conceptual understanding, problem solving skills and computational proficiency.
- Relate math to science and to real-world applications.
• Science
- Teach through inquiry and use of the scientific process.
- Develop conceptual understandings.
- Combine learning of scientific knowledge with reasoning and thinking skills.
- Connect the study of science to history, mathematics and student's lives.
• Social studies
- Build instruction around the Knowledge-Skills-Application (KSA) model.
- Combine higher-level thinking with the basic facts or elements of knowledge. Encourage
active learning: reading, viewing, and listening; engaging in reflective, creative, and
analytical processes.
- Include a variety of types of information including engaging narratives, primary sources and
focused analytical studies.
• Standards Alignment
- Course design is based on Florida's Next Generation Sunshine State Standards (NGSSS).
- Standards are used to direct development of each course's scope and sequence, content,
media, interactivity, and assessment.
• Correlation reports for Florida NGSSS are available online
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- To ensure validity, correlations are developed by a third-party independent source - EdGate
Correlations Services.
- Reports are available at the subject area, by course, and activity level.
• Correlations and alignment are kept up-to-date.
- Within 60 days of formal adoption of new standards, new correlations are developed.
- To ensure the highest levels of correlation, any gaps in coverage of the new correlations are
evaluated, and plans for creation of new content or revision of existing content are made.
Core Courses
Focused on building essential skills and content knowledge, Apex Learning Core Courses are
designed to support success for both struggling and mainstream high school students. Rich
graphics, engaging multimedia, hands-on interactivity, video, and audio tracks provide support
for those reading below grade level and address different learning styles for all students.
Robust scaffolding in the form of annotated readings, study sheets, and graphic organizers
assist all learners in making consistent progress through coursework. Each semester course
offers 70-90 hours of interactive direct instruction, guided practice, and integrated formative,
summative, and diagnostic assessment.
Information is presented in small, manageable “chunks” that require students to make decisions
as they navigate through the content. Strict attention is given to keeping sentence and
paragraph length short in accordance with online reading habits and readability principles.
Images, sound tracks, short movies, animations, charts, and graphs integrated throughout the
text provide alternative representations and address different learning styles. Prompts and
interactive exercises give students frequent opportunities to check their understanding and
apply what they learn as they progress through a subject. Rollover vocabulary provides
important assistance to students who may otherwise be held back in their learning due to their
reading level.
Manipulatives provide hands-on opportunities for students to master difficult concepts.
Extensive use of audio and video that are controllable by the student bring learning to life in a
way that no text-based curriculum can. In addition, Apex courses integrate writing across the
curriculum by offering opportunities for students to explain key concepts in their own words and
to respond in writing to discussion prompts. In the core English courses offered by Apex,
students write one short composition in each unit and receive step-by-step writing process
assistance to support their success and skill development in writing. Across the curriculum, core
content students can expect to find scaffolding in constructive activities to guide their success.
Assessment is embedded throughout the learning process. The emphasis is on computergraded assessments. Diagnostic assessments included for each unit can be used as a pre- or
a post-test to gauge a student's level of knowledge and understanding. Individual study plans
generated based on performance on the diagnostics outline a personalized learning path for
every student.
29
Computer-graded quizzes integrated throughout the instructional content give students and
teachers immediate feedback on an ongoing basis. Students are required to demonstrate what
they have learned through computer-graded unit tests and semester exams. Core courses
include optional teacher-graded summative assessments that can be used to evaluate higher
order and critical thinking skills. English courses include multiple teacher-graded writing
assignments as well as teacher-graded semester exams that are important components in the
evaluation of a student's writing ability.
30
Graduation Requirements for students entering 9th grade in the 2013-2014 school year.
31
State Assessment Requirements
• Students must earn passing scores on the Grade 10 FCAT 2.0 Reading (or scores that are
concordant with the passing scores on the Grade 10 FCAT 2.0 Reading).
• Students must earn a passing score or attain an equivalent score on the Algebra 1, Geometry,
and Biology 1 EOC Assessment in order to earn course credit.
Special Notes:
• At least one course within the 24-credit program must be completed through online learning.
• Student must obtain their High School Diploma first in order to be able to obtain an Associates
Degree.
• Cumulative GPA of 3.0 on a 4.0 scale.
B. Describe the research base and foundation materials that were used or will be
used to develop the curriculum.
MCCA has selected a fully accredited, research-based curriculum that has been widely utilized
in providing classroom instruction in Florida public and private schools for several years. Each
of the curriculum providers, Apex Learning, Reading Plus and Jamestown reading Navigator
has undergone rigorous examination by individual schools as well as school districts and
curriculum providers. Each curriculum provider was selected to deliver a component of the
MCCA Educational program that meets the individual needs of students. The goal is to provide
students with choices that will help them earn their high school diploma. The Florida State
Standards and Benchmarks are covered in the selected curriculum choices.
Apex Learning
Founded in 1997, Apex Learning is the leading provider of blended and virtual learning solutions
to the nation's schools. The company's standards-based digital curriculum — in Math, Science,
English, Social Studies, World Languages, Honors, and Advanced Placement — is widely used
for original credit, credit recovery, remediation, intervention, acceleration, and exam preparation.
Schools across the country are successfully using Apex Learning digital curriculum to meet the
needs of students, from building foundational skills to creating opportunities for advanced
coursework.
With Apex Learning digital curriculum, success is supported for all students:
•
Multiple course pathways which include honors and AP classes, successfully engage
students in rigorous coursework that prepares them for college and work.
•
Teachers effectively differentiate instruction and spend more time working one-on-one
with students to address individual needs.
•
Students move at their own pace, taking as much — or as little — time as they need to
master the material.
32
•
Multimedia instruction motivates and engages students, provides multiple
representations of concepts, and addresses different learning styles.
Apex Learning partners with school districts to provide solutions tailored to meet their specific
educational objectives. Experienced Apex Learning education consultants work with
administrators to customize a professional development plan that supports success from the
start to finish of each school year.
Apex Learning, headquartered in Seattle, is accredited by the Northwest Accreditation
Commission and its courses are approved for National Collegiate Athletic Association eligibility.
Reading Plus®
Reading Plus® is one of the most extensively documented programs to establish the
effectiveness of its technology delivered reading improvement techniques, especially in the area
of silent reading fluency development. Beyond the pedagogical considerations observed in
Reading Plus®, there is an array of studies dating back to the 1930s, when Earl A. Taylor
initiated the first reading instrument training technique to develop fluency in silent reading. The
studies continued through the1960s and into the 1980s with the introduction of the Controlled
Reader, Guided Reader, Tach-X, and Tach-Mate tachistoscopes by Stanford E. Taylor.
Taylor Associates studied the records of over 300 schools and the reports on 65,000 students
during the school years of 2005-2007, facilitating the creation of Reading Plus® 3.6, which
contains an automated system of instruction, provisions for scaffolding of instruction to best
accommodate individual student needs, ongoing formative and summative assignments, as well
as many motivational measures that will maximize student progress toward developing reading
proficiency.
•
•
•
•
The National Dropout Prevention Center (NDPC) at Clemson University conducted an
evaluation of Jamestown Reading Navigator (JRN) on student performance in reading in MiamiDade County Public Schools. Data were analyzed from the Group Reading Assessment and
Diagnostic Evaluation (GRADE), a norm-referenced diagnostic assessment, and the Iowa Tests
of Educational Development (ITED) for three groups of high school students enrolled in 9-week
courses for 90 minutes a day, 5 days a week.
33
Miami Southridge Senior High School implemented JRN to support grade 10 students' reading
achievement and to help them score proficiently on the FCAT. In preparation for the FCAT, the
school held a semester-long FCAT Recovery class that used JRN as its curriculum. The
program was used in an intensive reading class inside an inclusion model with special
education and regular education students who had previously scored on Level One or Level
Two on the reading section of the FCAT. The Gates-MacGinitie Reading Test was used to
measure achievement growth. Students began the semester significantly below grade level.
The Gates-MacGinitie pre-test indicated the average reading level was 4.8. After five to six
months of intensive intervention using JRN, all students showed growth in reading
improvement, with an average growth of three years.
Data were analyzed from the GRADE and ITED results for three groups of Davenport High
School students enrolled in 9-week courses for 90 minutes a day, 5 days a week. This analysis
was the only assessment of intensive, short-term JRN participation available in the first program
implementation year. The GRADE was selected as the primary measure of change in reading
skills due in part to its capability for off-grade-level testing, group administration, and
standardized reading growth measures.
C. Describe the school’s reading curriculum. Provide evidence that reading is a
primary focus of the school and that there is a curriculum and set of strategies
for students who are reading at grade level or higher and a separate curriculum
and strategy for students reading below grade level. The reading curriculum
must be consistent with effective teaching strategies and be grounded in
scientifically-based reading research.
Reading is a critical portion of every education system, and literacy and reading for information
create the basic foundation for all areas of learning. Therefore, the MCCA's educational
program will utilize curriculum that has substantial focus in these areas.
MCCA will adhere to the specifications set forth by, and take full advantage of, the myriad
resources available from the Just Read, Florida! Initiative. For example, MCCA will utilize the
framework described in the Reading Program Specification for developing a highly effective
reading program for the school. The components are as follows:
•
Comprehensive initial professional development.
•
Professional development for all staff.
•
Ongoing professional development.
•
Professional development to impact change.
•
Professional development lead by school-site expertise.
•
Reading as a school-wide priority.
34
•
In-service and evaluation processes focus on reading.
•
Resource focus on reading achievement.
•
Student learning in essential reading components.
•
Efficient use of instructional time.
•
Systematic set of assessment practices.
•
Differentiated instruction.
•
Materials and resources aligned with student reading levels.
•
Comprehensive instructional materials.
•
Wide assortment of diverse text.
•
Flexible use of text.
•
Appropriate integration of technology.
Upon entering the MCCA's program, students will be tested and placed in an appropriate initial
reading level. To accomplish this, MCCA will incorporate screening and diagnostic assessment
tools readily available for this purpose. This process of screening and creating a personalized
learning strategy for each student, combined with the daily monitoring and assessment that will
be rigorously performed by the staff, directly align with the Just Read, Florida! initiative's goals.
Students Reading Below Grade Level
MCCA will implement a separate reading curriculum and strategy set for those students who
read below grade level to increase their reading ability. Intervention for struggling readers will
occur for students scoring at Level l or Level 2 on the FCAT. These students will receive
intensive instruction in the scientifically-based researched reading elements of phonemic
awareness, phonics, fluency, vocabulary, and comprehension. The instruction will be provided
in addition to the core, required subjects in a face-to-face environment by certified teachers with
a reading endorsement. Instruction will be provided per state statute in addition to the core
requirements. The intervention for the students will be appropriate to the needs of the students
with time for whole group and individualized reading instruction that provide opportunities to
develop both expressive and receptive language.
Primary Reading Intervention Curriculum
Jamestown Reading Navigator may be one of the primary reading intervention curricula used by
the school. This program is included on the list of State Adopted Instructional Materials as an
appropriate K-12 Comprehensive Intervention Reading Program. It is a research-based, fieldtested program developed specifically to raise reading competencies and test scores of
35
struggling middle school and high school students reading at least two levels below grade level.
The program is designed to be used by all teachers, regardless of their training.
Jamestown Reading Navigator is an online and print-based program built upon the latest
research in adolescent literacy, Reading Next (2004). The online component of Jamestown
Reading Navigator will improve students' comprehension by utilizing direct, explicit instruction
and modeling of good reading practices. Students will practice and apply these reading
strategies and skills by reading highly engaging content, viewing interactive multimedia, and
writing in response to reading. The print-based readings from the inTime magazines and the
inClass Reader anthologies will give students an opportunity to extend their learning beyond the
computer and encourage collaborative and/or independent learning.
Teachers will be able to monitor student progress utilizing the online Learner Management
System where scores from formative and summative assessments are recorded.
Reading Plus®
•
•
•
•
Face-to-Face Instruction and Progress Monitoring
Face-to-face instruction will be provided by reading endorsed, certified teachers to students who
are not proficient in reading. This instruction may be individual, small group, or whole class
depending on the specific needs of the student. The School will also use the Florida
Assessments for Instruction in Reading (FAIR) to help teachers with screening, progress
monitoring, and diagnostic information collection that are essential to guiding instruction. The
Broad Screen will be used to identify students most likely to be on or above grade level in
reading by the end of the school year. The screening tasks include an adaptive reading
comprehension measure. This Reading Comprehension Screen will predict student success on
the FCAT and will also provide a Lexile score for each student.
Students with low performance on the Broad Screening measures will be further assessed using
the Targeted Diagnostic Inventory. This Inventory includes Maze and Word Analysis. Progress
monitoring tools are available to assess student progress between administrations of the Broad
Screening measures in letter sounds, word analysis, word building, and oral reading fluency.
36
Teachers may also use the formative assessments in the Diagnostic Toolkit such as the
Phonics and Sight Word Inventory, the Comprehension Strategy Inventory, and Teacher Guides
for Scaffolding Comprehension in order to probe for deeper understanding of the passage.
All progress monitoring assessment data will be automatically reported to the Progress
Monitoring Reporting Network (PMRN). Results from progress monitoring assessments will be
reported three times per year (Fall, Spring, and Summer).
The School will align its diagnostic assessments with those in state-approved Comprehensive
Reading Plans. Just Read, Florida! recommends 100 minutes of daily classroom instruction that
is aligned with Guthrie research which allocates 40% of the time for guided instruction, 20% for
engaged reading, and 20% on strategies, with the remainder addressing motivation and format
for all Level 1 students.
Level 2 students do not require the same level of intensity as Level 1 students. These students
will receive additional instruction in the areas of fluency, vocabulary, and comprehension. The
Level 2 students will receive 50 minutes of daily reading instruction. Additional comprehension
and vocabulary instruction will be received in the content area classes.
Students Reading At or Above Grade Level
Students scoring at Level 3 and above on the FCAT will also receive reading instruction. The
instructional focus will be vocabulary and comprehension strategies that prepare the students
for rigorous college coursework. These students will receive their focused reading strategy
instruction within the content area classroom with the exception of those classes specifically
designed to enhance preparation for the PSAT/SAT/ACT/PERT assessments. While they read,
students will connect the new knowledge with prior knowledge and verify their predictions.
Teachers will model active reading comprehension strategies for the students. After students
have finished reading, they will learn to summarize and organize what they have learned. The
School's teachers will receive professional development in scientifically-based reading research
through participation in the School District's reading endorsement classes as well as other
trainings offered to all public school teachers.
Reading Program Summary
As the Reading Program Specifications are implemented in the School, both a firm foundation
and a strong framework will be built in our reading program using the curriculum options
described above. The School will assure that there is a commitment to improving reading and
writing skills so that students meet the Next Generation Sunshine State Standards. The
School will focus on achieving the goals outlined by Florida's reading initiative, Just Read,
Florida!, and the nation's reading improvement initiative, Reading First.
Furthermore, the School will base this framework on current and relevant research findings by
the National Reading Panel (NRP), International Reading Association, the National Council of
Teachers of English (NCTE), and the National Assessment of Educational Progress (NAEP).
37
D. Explain how students who enter the school below grade level will be engaged
in and benefit from the curriculum.
All students will be engaged in and benefit from the curriculum including English Language
Learners (ELL) and/or students who enter the school below grade level. The results of the most
recent Florida Comprehensive Assessment Test, Florida Alternative Assessment, teacher-made
tests, and screenings through the reading program will be used to determine the level of
mastery in reading, writing, mathematics and science for all students. This information, coupled
with the results of the prior year standardized tests results and student records, will be used to
determine the best educational setting for students (e.g., appropriate course selection, tutoring,
referral for special services).
E. Describe proposed curriculum areas to be included other than the core
academic areas.
In addition to the School's comprehensive core curriculum, we may offer the following programs
and courses.
• Targeted reading intervention programs, which may include Jamestown Reading
Navigator and Reading Plus®.
• Social/personal skills development program such as School Connect.
• Career planning and preparation program such as Bridges.
The School will also offer all required instruction for high school graduation described in the
District Student Progression Plan. This will include a minimum number of hours of instruction in
health education and substance abuse prevention appropriate for each grade level (9-12) for
students selecting the 24-credit option. The health education curriculum shall include required
instruction on teen dating violence and abuse as defined by the Florida DOE. This curriculum
will include, but is not limited to, the definition of dating violence and abuse, the warning signs of
dating violence and abusive behavior, the characteristics of healthy relationships, measures to
prevent and stop dating violence and abuse, and community resources available to victims of
dating violence and abuse.
A Guidance Counselor and College Advisor with experience in college preparation and
evaluation advisement will work closely with students to help prepare the students for a
successful postsecondary transition. A Dual Diploma program will be implemented in
conjunction with local state institutions of higher education to enable students at MCCA to
earn up to two years of transferrable college credit prior to high school graduation.
F. Describe how the effectiveness of the curriculum will be evaluated.
The specific learning results obtained through instruction will be directly correlated with the
effectiveness of the curriculum used in MCCA. As such, it is critical that this effectiveness be
evaluated in a variety of ways:
•
Evaluation of the curriculum courses, materials, resources, and offline activities that
incorporate the aims, objectives, and teaching and learning strategies of MCCA's
programs.
38
•
Performance evaluation designed to assess the extent to which the intended outcomes
of the teaching and learning are achieved and the level of interference from other,
unintended outcomes are evaluated in the following ways:
-
Curriculum objectives measured through a variety of assessments, including
authentic and local assessments.
-
Effectiveness of instruction as evaluated through direct impact on student
achievement, performance, and FCAT results.
-
Trend analysis of student learning results, including course completions and
FCAT results to identify potential gaps in curriculum.
-
Identified targets and components of each student's Individual Learning Plan are
evaluated to determine if milestones have been met and to correlate any gaps in
the ILP with gaps in the School's curriculum.
-
Student achievement gains on objectives within core courses.
-
Student demonstration of a year’s growth for every year enrolled.
-
Student credit accrual.
-
Student response to curriculum software choices.
-
Teacher response to software choice.
-
Teacher response to instruction, materials and resources.
-
Student trasition into dual enrollment coursework.
-
Student college credit accrual.
-
Student associate degree attained.
39
Section 5: Student Performance, Assessment and Evaluation
A. State the school’s educational goals and objectives for improving student
achievement. Indicate how much academic improvement students are expected
to show each year, how student progress and performance will be evaluated, and
the specific results to be attained.
An alternative school may choose to receive a school grade or a school improvement rating
under s. 1008.341, F.S. For charter schools that meet the definition of an alternative school
pursuant to State Board of Education rule, the decision to receive a school grade is the decision
of the charter school Board of Directors. As such, the MCCA's Board will determine how the
proposed school will be evaluated.
Florida's differentiated recognition, accountability, and support systems will provide the needed
levels of support and rewards as well as set ambitious but achievable Annual Measureable
Objectives (AMOs) per the waiver to the Elementary and Secondary Education Act that the
United States Department of Education granted to the Florida Department of Education.
Building on the excellent foundation of standards, the Common Core State Standards are the
first step in providing our students with a high-quality education.
The school improvement rating shall identify schools as having one of the following ratings
defined according to rules of the State Board of Education:
• "Improving" means schools with students making more academic progress than when
the students were served in their home schools.
• "Maintaining" means schools with students making progress equivalent to the progress
made when the students were served in their home schools.
• "Declining" means schools with students making less academic progress than when the
students were served in their home schools.
In addition to the ratings referenced above, MCCA and student subgroups will make Adequate
Yearly Progress (AYF) every year in all subject areas as defined by the goals from the current
State of Florida Consolidated State Application Accountability Workbook.
The following are MCCA's educational goals and objectives:
Goal
Baseline Target
Student
Progress and
Performance
Evaluation
Results
Student
participation FCAT
and FCAT 2.0,
End of Course
Assessments
At least 90% of
eligible students
will participate in
the FCAT, FCAT
2.0 test
Test
Participation
will increase at
least 1%
annually
Attendance and
participation in
administration of
FCAT, FCAT 2.0,
End of Course
Assessments
Eligible students
participate on
FCAT, FCAT 2.0,
End of Course
Assessments
40
Goal
Baseline Target
Student
Progress and
Performance
Evaluation
Results
Standardized test
performance
At least fifty
percent (50%) of
students who take
the FCAT, FCAT
2.0 and End of
Course
Assessments will
demonstrate
annual learning
gains as defined
by the FLDOE
The percentage
of enrolled
students
demonstrating
learning gains
will increase
2.5% annually
Test Results
Overall
performance of
eligible students to
be at level 3 FCAT,
FCAT 2.0 and at
the average score
to be established
by the State for
End of Course
Assessments
Reading and Math
levels
At least 50% of
students in
attendance of 120
days or more will
demonstrate
annual learning
gains in reading
and math
The percentage
of enrolled
students
demonstrating
growth in
reading and
mathematics
will increase 2.5
each year
Pre and Post
Assessments
Students will
perform at grade
level in reading and
mathematics
Earned Credits
At least 50% of
the students
enrolled in an
entire academic
year (AugustJune) will earn at
least 5 credits
The percentage
of enrolled
students
earning at least
five credits per
academic year
will increase
annually
Number of credits
earned
Eligible students
will be moving
toward graduation
Graduation
At least 50% of
eligible seniors
enrolled for an
entire academic
year and enter
with 17 or more
credits will
graduate.
The graduation
rate will
increase 2.5%
annually
Students Graduate
Ongoing
improvement in
annual cohort
graduation rate.
B. Describe the school’s student placement procedures and promotion
standards.
MCCA will comply with the requirements for student placement and promotion as noted in the
school district student progression plan.
41
Placement
The principal and staff of each school determine promotion and retention of a student unless it
conflicts with the Student Progression Plan. MCCA will construct a four level system that
provides personalized instruction based upon literacy and credit needs of the students. The
system includes four “Learning Levels” that are defined by the needs of the students. Students
are placed in a Learning Level upon entry and move to the next level upon meeting criteria set
for that level:
• Level I: Students’ intake assessments indicate they need an intensive remedial
approach that provides instruction in basic reading, mathematics, and writing with
content courses available at a lower reading level than is typical for high school
students. Multiple educational approaches are implemented included online learning and
small group instruction.
•
Level II: Students in level II have reached an eighth grade literacy level in reading and
mathematics but still need more intensive assistance to handle a traditional high school
curriculum. Courses in the core and elective curricular areas are emphasized together
with preparation for reaching the tenth grade level in reading and mathematics and for
passing the FCAT graduation tests. MCCA will also make available the opportunity to
achieve an AA degree or up to two years of trasferrable college credit.
•
Level III: Includes students who have reached their grade level literacy levels but need
concentrated courses in the core or elective areas to graduate. They may also need
assistance in building the skills necessary to pass the FCAT.
•
Level IV: These students have few courses remaining until graduation and are highly
motivated to complete the coursework and graduate. Some may need intensive
assistance to pass the FCAT; others may have already passed the FCAT and need only
a few courses for graduation.
MCCA will also make available a Dual Diploma option for students to achieve up to a two years
of college level credits during their high school career. A Guidance Counselor and College
Advisor with experience in college preparation and evaluation advisement will work closely with
students to help prepare the students for a successful postsecondary transition.
Students seeking a dual diploma will be administered Florida’s Postsecondary Education
Readiness Test (PERT) to adequately assess the student’s academic skills in mathematics,
reading and writing through the delivery of three tests, one for each of these areas. The results
of these tests are used to determine placement into appropriate college level courses.
Promotion
The following documents the criteria necessary for student promotion and progression for
district reporting:
a. Promotion from ninth grade to tenth grade occurs when a student has completed one full
year and has earned at least five credits.
b. Promotion from tenth grade to eleventh grade occurs when a student has completed two full
years and has earned at least eleven credits. The student must also fulfill the graduation
42
requirement on the FCAT/Next Generation Sunshine State Standards Tests for Reading and
Mathematics.
c. For 24-credit option students, promotion from eleventh grade to twelfth grade occurs when a
student has completed three full years and has earned at least seventeen credits.
d. Students electing the 18-credit graduation option are promoted to grade 12 immediately
following FTE survey period 3 in February of their third year.
e. Students electing to graduate with 24 credits in three years are promoted to grade 12 on May
1 of their third year if they are on track to graduate.
f. Three of the four required mathematics credits must be earned in grades 9-12. However,
students who score a minimum of 550 on the mathematics portion of the Scholastic
Assessment Test (SAT) or a minimum of 24 on the mathematics portion of the American
College Test (ACT) may be exempt from the requirement that the 3 credits be earned in
grades 9-12 and may use high school credits earned at the middle school toward the four
credit graduation requirement. High school courses taken at the middle school and the
grades earned in those courses will remain as part of the student's academic record.
g. Approved credits earned in other districts are accepted at face value.
Students’ progress in grade levels at MCCA are determined when they meet the requirements
listed in the table below:
Classified
Students
Must Have:
And
Passage of These
Required Courses
Credits Required
To Move Up
Grade 9-10
5 credits
Must Include
1 English or 1 Math –or.5 English and .5
Mathematics
7.5 Credits
Grade 10-11
11 credits
Must include
1 Science
1 Social Studies
3 Credits in English
and/or Mathematics
or DE equivalents
13 Credits
Grade 11-12
17 credits
Must Include
8 required credits in
English, Mathematics,
Science, and Social
Studies
or DE equivalents
20 Credits
Graduation
24 Credits
Must Include
All required courses for
graduation; GPA
requirements; and
passing scores on the
FCAT, FCAT 2.0 and
EOC.
43
State Assessment Requirements
• Students must earn passing scores on the Grade 10 FCAT 2.0 Reading (or scores that are
concordant with the passing scores on the Grade 10 FCAT 2.0 Reading).
• Students must earn a passing score or attain an equivalent score on the Algebra 1, Geometry,
and Biology 1 EOC Assessment in order to earn course credit.
Special Notes:
• At least one course within the 24-credit program must be completed through online learning.
• Cumulative GPA of 2.0 on a 4.0 scale.
C. If the school will serve high school students; describe the methods used to
determine if a student has satisfied the requirements specified in section 1003.43,
F.S., and any proposed additional requirements.
The following chart displays the requirements for graduation for students who entered 9th grade
in 2012-2013.
Classes
24 Credit Standard Program
Requirements
18 Credit College
Preparatory Program
18 Credit Career
Preparatory Program
English/ESOL
4 credits (major concentration
in composition & literature and
reading for information)
4 credits (major
concentration in
composition & literature
and reading for
information)
4 credits (major
concentration in composition
& literature and reading for
information)
Mathematics
4 credits (Algebra 1,
Geometry, & 2 course at the
Algebra I level or higher)
Geometry, & a course at
the Algebra I level or
higher)
Geometry, & a course at the
Algebra I level or higher)
Science
3 credits (1 credit in biology,
physical science and 1 credit
in another science). 2 of the
credits must include a
laboratory component.
3 credits, two of which
must include a laboratory
component.
3 credits, two of which must
include a laboratory
component.
Social Science
3 credits (World History,
American History, American
Government, & Economics)
American History,
American Government, &
Economics)
American History, American
Government, & Economics)
Foreign
Language
Not required (foreign language
credit is required for admission
to a state universities).
2 credits in the same
language or a
demonstrated proficiency
Not required
Performing/
Fine
Arts/Practical
Arts/Career &
Technical
Education
1 credit in performing/fine arts
or a practical arts course that
incorporates artistic content
and techniques of creativity,
interpretation, and imagination
Not required
3 credits in a single
career/technical education
program, 3 credits in
career/technical dual
enrollment courses, or 5
credits in career/ technical
ed courses
44
Physical
Education/
Health
1 credit
Not required
Not required
Classes
24 Credit Standard Program
Requirements
18 Credit College
Preparatory Program
18 Credit Career
Preparatory Program
Electives
8 credits (4 credits must be in
the student’s major area of
interest; remaining credits may
be used for another major,
minor, elective courses, or
intensive reading or
mathematics courses)
3 credits
2 credits unless earning
credits in career/technical
education
Grade Point
Average
2.0
3.5
3.0
Minimum grade
to earn course
credit
D
B (weighted or
unweighted)
C (weighted or unweighted)
The Graduation Process
MCCA's Graduation Committee and Principal, on behalf of the Board of Directors, will review
each student's Individual Learning Plan and ensure that it is complete before the student is
deemed ready for graduation. Students must satisfy all of the following requirements:
• Achieve all of the required academic credits.
• Attain the required GPA for their chosen graduation option.
• Successfully complete graduation requirements under the FCAT standards (or end-ofcourse exams, when required).
• Pass an exit interview with the MCCA's Graduation Committee.
The requirements of our high-need youth are similar to those defined in s. 1003.43(6), F.S.;
therefore, the Board of Directors may determine additional credits and/or alternative graduation
requirements to better meet the needs of our students.
Scores for FCAT
Florida students do have other options. A senior can graduate by receiving a score comparable
to the FCAT passing score on the ACT or SAT. Students may satisfy the score requirements
using various combinations of tests. The FLDOE is authorized to adopt concordant scores as
meeting the graduation assessment requirement in lieu of passing the FCAT.
Remediation Activities/Timeline
For 12th graders who have not earned a passing score on the FCAT, appropriate evaluation
and intervention strategies will be implemented as needed which may include extended
graduation to age 21.
45
Students with Disabilities
Successful transition to postsecondary adult life for students with disabilities requires
comprehensive planning, goal setting, and decision-making.
One of the most important decisions is the type of high school diploma the student will pursue.
This decision is usually made by the student and family prior to entering high school with
Individual Education Plan (IEP) team. Diploma options should be considered in the following
order according to the student's needs and abilities:
•
Standard diploma.
•
Standard diploma with FCAT waiver.
•
Special diploma, option 1.
•
Special diploma, option 2 (based on mastery of a set of employment and community
competencies).
•
Certificate of Completion.
•
Special Certificate of Completion.
Students who do not meet requirements for a standard or special diploma may be awarded
either a regular or a special certificate of completion, depending on coursework.
Special diplomas will be available to certain students with disabilities who have been identified
with the following disabilities: intellectual disabilities, specific learning disabilities, physically
impaired, emotional/behavioral disabilities, dual sensory impaired, autism spectrum disorder,
language impaired, or deaf/hard of hearing. Students identified as visually impaired, speech
impaired, gifted, or homebound are not eligible for a special diploma unless they have another
identified disability. MCCA will work closely with the school district to determine the most
appropriate placement of special diploma students. The best interest of the student is always
the top priority in providing appropriate services.
Since the age of our target student population is 14 to 18 years, the majority of exceptional
student education (ESE) students should have a current IEP. If not, the School's IEP team will
identify the expected level of functioning (independent, supported, or participatory benchmarks)
for each standard whenever the IEP team recommends a student pursue a special diploma.
The IEP team will address the expected levels of functioning on an annual basis.
Student's expected levels of functioning may change anytime the IEP team determines it is
appropriate to make changes.
Depending on the student's expected levels of functioning, assistive and adaptive technology
modifications will be considered to help students be successful in their coursework. Student
progress on the standards will be measured through a variety of methods, including various
instructional activities and alternative assessment strategies.
School Accreditation
MCCA will seek accreditation by the Southern Association of Colleges and Schools (SACS).
When accreditation is granted, MCCA will comply with SACS standards for graduation for highMy Choice Collegiate Academy at Palm Beach 2012
46
need students and special purpose schools. Upon final review, a standard Florida high school
Diploma or other diploma option will be issued to the student and the graduation date recorded
on the student's permanent record. MCCA will award high school Diplomas to students who
meet all of the graduation requirements as outlined by the FLDOE during the initial year of
operations and while the school is a SACS candidate.
D. Describe how baseline achievement data will be established, collected, and
used. Describe the methods used to identify the educational strengths and needs
of students and how these baseline rates will be compared to the academic
progress of the same students attending the charter school.
Review Incoming Data and Develop Baseline Profile
A baseline profile is developed for each student to use as a comparison by which to assess
each student's strengths and needs, incremental academic progress and growth, annual
learning gains, and ongoing improvement. The information gathered will ultimately provide
MCCA and the district the school's graduation rate for all students in comparison to the district.
The School will request access to the School District's Information Services department data
and curriculum records from the previous school attended by the enrolling student. A thorough
review of an incoming student's prior year FCAT scores (if they are included in the student's
cumulative folder), attendance records, and report card grades will be conducted. A
determination will be made whether the student has an English Language Learner (ELL),
Individual Education Plan (IEP) or 504 plan. Prior year FCAT scores will be primarily used to
determine prior rates of academic progress.
•
Age
•
Gender
•
Grade level
•
ESE/ESOL status
•
Dropout status
•
Foundational skills level in reading and math
•
Number of Credits
•
FCAT results
•
Attendance
•
Truancy
•
Discipline
This data will provide an initial baseline regarding student performance, and will be evaluated
throughout the student's enrollment at MCCA to create a longitudinal performance profile.
Develop Personalized Success Plan
A Personalized Success Plan (PSP) will be developed for each student who enrolls in MCCA. A
thorough transcript review will be conducted by the Guidance Counselors to develop each
student's PSP. MCCA will follow up with the School District to obtain any missing performance
data so that the students' PSP will be as complete as possible. This PSP serves as the
47
student's "roadmap" to successful graduation and transition. The PSP tells us where the student
comes from and what he/she brings academically, socially, and personally; tells us where the
student currently is; and where the student wants to go. The relevant data and student progress
are presented in the virtual MY SUCCESS® Student and Parent Dashboard. This real-time
system of monitoring and tracking student performance and success is a key tool for engaging
and motivating students.
This system of establishing baseline measures and development of the PSP are critical to
student performance, achievement, graduation, and transition to postsecondary success.
These tools guide the instructional and support staff in making the most appropriate decisions in
addressing a student’s academic challenges, personal and social needs, and career aspirations.
This system along with the MY SUCCESS® Student and Parent Dashboard ensures student
success and continuous improvement at the student, staff, school, and program levels.
Monitoring Progress
MCCA requests that the District and the School agree to electronically exchange data on a
periodic basis. These data shall include attendance, credits earned, grade point average (GPA),
courses attempted/completed, and state competency exam results for each student prior to
enrolling in MCCA, subject to all requirements of the Family Educational Rights and Privacy Act
(FERPA). Access by MCCA to such information shall be solely for the special purpose of
ascertaining the instructional requirements of the student while enrolled in MCCA, and for
follow-up by the District and MCCA concerning the student's performance during enrollment in
the school up to and including graduation. The data format, frequency, and data sharing
protocol will be agreed upon between MCCA and the District.
E. Identify the types and frequency of assessments that the school will use to
measure and monitor student performance.
Assessment
Frequency
Florida Comprehensive Assessment Test (FCAT)
Annually
End-of-Course Exams
As required upon implementation by the
state and district
Apex Placement Test
Start of class
Formative assessments
On-going
Florida Assessments for Instruction in Reading
(FAIR)
Fall, Winter, Spring
Course Summative Assessments
At completion of each course
Participation in the Statewide Assessment Program
MCCA, as a public charter school, will participate in the Florida statewide assessment program
(state education accountability system), as specified by Florida Statutes. MCCA views
assessment as the process of measuring a student's progress toward a goal. Each student's
48
Personalized Success Plan (PSP) will serve as the foundation from which to measure student
outcomes. Outcomes will be congruent with the Next Generation Sunshine State Standards,
which identify what Florida public school students should know and be able to do.
Students are expected, at a minimum, to achieve learner expectations at the end of the
developmental levels as outlined in the benchmarks of the Next Generation Sunshine State
Standards. Faculty of MCCA will plan with representatives of the School District to align testing
with the district's schedule for testing. Assessments will include the FCAT and FCAT Writing.
As the FLDOE develops new assessment tests (specifically, End-of-Course exams), the faculty
will work with the FLDOE and the school district on the implementation of these assessments.
Other Assessments Used to Document Achievement
Knowing where a student is academically at any point in the learning process is essential to
ensuring student success. Assessment is ongoing to measure both incremental and annual
(school year) growth.
Student progress and achievement are measured in each of the following ways:
• Formative Assessment/Assessments of ongoing progress in content areas to identify
incremental growth and adjust instruction.
•
Ongoing assessment and evaluation are conducted through classroom observations,
quizzes, tests, and checklists.
- Any gaps in student progress are identified and appropriate strategies to address the
gaps are implemented based on performance data.
•
Interim Assessment/Benchmarking to identify progress.
- Instructional strategies and content are modified based on pre-determined benchmarks
of acceptable progress and student success.
- Teachers customize learning activities to ensure that teaching and learning are
appropriate for learners.
•
Summative evaluation of content mastery.
- Student mastery of content is measured through achievement of learning benchmarks
and upon successful completion of each course.
- Mid-year and end-of-year assessments validate and verify credits earned for promotion
to the next grade level.
As mentioned previously, MCCA will use a "value-added" approach by combining several
diagnostic instruments and measurement tools, social/personal needs assessment, Individual
Success Plan [ISP], FCAT) that track and monitor student progress. These progress tools allow
for program customization to meet individual student needs ensuring mastery and success.
In addition to the tools listed above, classroom formative assessment will occur regularly
employing such strategies as, but not limited to, observation, reviews, projects, quizzes, tests,
and review of electronic Student Progress Reports (SPR). The SPR will track mastery to
prevent a student from proceeding to the next lesson until he/she reaches the mastery level on
the current lesson. The continual assessment provided by the SPR will assist the student and
49
teacher not only in identifying areas of success, but also in identifying areas where the student
may be experiencing difficulty and need additional instruction.
The technology-enhanced courses and content to be used by MCCA will provide both teachers
and students with the ability to monitor student progress continuously. Students will be able to
check the quality of their work, see if they are on schedule for completing courses, review all
assignment and test deadlines, and access an Activity Score Report. This Activity Score Report
will contain:
•
An on-schedule indicator
•
Information on any overdue or not yet scored activities
•
Feedback on quality of work
•
Grades-to-date and exam results
•
Grading deadlines
•
Learning activities scores and due dates
Teachers will have access to the SPR and Activity Score Report for each student enrolled in
MCCA. They also will have the ability to run a diagnostic summary to track overall student and
class performance for all technology-enhanced courses.
Student's FCAT scores in reading and math from year-to-year (matched DSS), where
applicable, will be used to determine the percentage of students demonstrating learning gains
on an annual basis for all enrolled students and the lowest quartile.
F. Describe how student assessment and performance data will be used to
evaluate and inform instruction.
In addition to the baseline data described above, assessment of student progress will be
ongoing at all levels, in all courses, and in all areas of instructional delivery. Classroom
assessment will occur daily and include such strategies as, but not limited to, observation,
reports, reviews, projects, quizzes, and tests.
The instructional software programs to be used by MCCA will provide comprehensive online
instructional content and assessments that will help teachers individualize instruction, ensuring
each student has the opportunity to achieve his or her potential. Online diagnostic assessments
will pinpoint student strengths and weaknesses. Detailed reports will provide teachers with
performance information for an entire class and individual students. Study plans will help
teachers guide students to relevant instructional content that engages them in active learning
experiences to master skills and develop conceptual understanding. These programs will give
teachers the flexibility to determine how to most effectively use these online curriculum
resources to enhance classroom instruction.
Assessment opportunities - including formative, interim, summative, and diagnostic
assessments will be integrated throughout the digital curriculum. Each lesson will begin with the
learning objectives for the lesson. Assessments will address each learning objective and be
designed specifically to test students at various levels of Bloom's Taxonomy. Formative and
diagnostic assessments will provide opportunities to gauge student progress on an ongoing
50
basis. Summative assessments will require students to demonstrate content mastery at the end
of each unit and semester.
The teachers and students will continually monitor individual student progress by reviewing daily
work and skill mastery indicated by Student Progress Reports (SPR). This SPR will consist of
instructional software mastery assessments to prevent a student from proceeding to the next
lesson until he/she reaches mastery level on the current lesson. It also will continue to assess
and assist the student and teacher in identifying areas of success and areas where the student
is having problems and needs additional instruction.
Each student's PSP will serve as the foundation from which to measure his/her outcomes.
These student outcomes will be congruent with the Next Generation Sunshine State Standards.
Assessments that measure individual student performance will assure that the educational
programs comply with the No Child Left Behind Act.
All of the above mentioned assessment, evaluation, monitoring, and feedback tools and
strategies will be used in a student-centric way to inform targeted instruction to:
•
Identify students' strengths and needs.
•
Develop student profiles of success.
•
Identify best practices.
•
Determine starting points for instruction.
•
Remove barriers to student learning and continuous improvement.
•
Determine appropriate pacing for on-schedule completion of courses.
•
Differentiate instruction.
•
Identify immediate intensive interventions.
•
Re-teach non-mastered content and key concepts.
•
Determine mastery and grade promotion.
•
Determine need for additional resources to support learning.
•
Modify instructional program at the classroom, school, and program levels.
•
Develop targeted professional development so that teachers have requisite
competencies to ensure that all students are successful.
G. Describe how student assessment and performance information will be shared
with students and with parents.
MCCA is accountable to parents and responsible to students through daily assessments of
measurable goals and objectives that continuously monitor academic progress and the pace of
learning.
Students, parents, and staff will be able to access student progress data through the MY
SUCCESS® Student and Parent Dashboard which is an online, secured private portal available
24 hours a day, seven days a week. In addition to the MY SUCCESS® Student and Parent
Dashboard, the school will communicate with parents through phone calls, e-mails, and written
reports that describe their child's progress and success. MCCA will also hold Family Nights and
individual student-parent conferences for communicating student success.
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The charter school shall provide student assessment data, as required by s.1002.33 F.S. to
each parent of a student at the charter school, the parent of a student on a waiting list for the
charter school, the sponsor, and the Board of Directors of the charter school. Such information
shall also be posted on the charter school’s Web site.
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Section 6: Exceptional Student
A. Please indicate the level of service that the school will provide to students with
disabilities by selecting from the list below.
The school will serve students with disabilities whose needs can be met in a regular classroom
environment (at least 80% of instruction occurring in a class with nondisabled peers) with the
provision of reasonable supplementary supports and services and/or modifications and
accommodations.
B. Describe how the school will ensure that students with disabilities will have an
equal opportunity of being selected for enrollment in the charter school.
MCCA is expected to have a racial/ethnic population as well as an English Language Learner
(ELL) and Exceptional Education Student (ESE) population representative of the surrounding
schools and community it will serve.
An open admissions policy will be implemented wherein the School will be available to any
student residing in the County. Any eligible student, as described in Fla.Stat.§1002.33(10), who
submits a timely application and whose parents accept the conditions of the Parental
Involvement Contract shall be considered, unless the number of applications exceeds the
capacity of the program, class, grade level, or building. In such case, all applicants shall have
an equal chance of being admitted through a random lottery selection process. If the number of
applications falls short of the established capacity, supplemental registration periods may be
held for the purpose of reaching student capacity.
In accordance with federal and state anti-discrimination laws and in accordance with the Florida
Educational Equity Act, Section 1000.05(2)(a) MCCA will not discriminate on the basis of race,
ethnicity, national origin, gender, disability, or marital status against a student in its school
admission process.
C. Describe how the school will work with the sponsor to ensure the charter
school is the appropriate placement for each student with a disability, based on
the student’s needs.
MCCA will follow the ESE Policies and Procedures Manual of the School District of Lee County.
The school will implement the Local Education Agency’s (LEA) identification, evaluation,
placement, and due process procedures as are used in other traditional schools within the
district. MCCA will utilize a service delivery model of inclusion for students with disabilities.
MCCA, in collaboration with the District, will determine the proper placement for students with
disabilities within the full continuum of services that are offered by the LEA. With the support of
the LEA, MCCA will assume the responsibility for determining and delivering services to
exceptional students as identified in the student’s IEP.
Students with disabilities will be educated in the least restrictive environment possible. If
learning cannot be achieved in a regular environment with the use of supplementary services,
the student will be placed in an alternate learning environment. Likewise, gifted students will be
educated in a setting that promotes an opportunity for advanced learning.
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In accordance with all state and federal special education guidelines and regulations as
provided in the Individuals with Disabilities Education Act (IDEA), Section 504 of the
Rehabilitation Act of 1973, and the Americans with Disabilities Act, MCCA will provide a Free
and Appropriate Public Education (FAPE) to all students with disabilities. The exceptional
student education program at MCCA will adhere to the principals of the laws as outlined below:
•
Free and Appropriate Public Education (FAPE) – a free program with no cost to parents
that will be provided to every exceptional student enrolled at MCCA.
•
Appropriate Evaluation – per the Sponsor’s guidelines, Individual Education Plans (IEP)
and Educational Plans (EP) for gifted students will be developed and maintained and
meetings will be held within the timelines specified.
•
Parent/Student Participation in Decisions – inclusive of providing background information
to assist the school in understanding their child, giving consent for evaluation and initial
placement, and assisting with creating the IEP.
•
Procedural Due Process – Per the procedural safeguards that are provided to parents in
written form, eligibility, identification, location, placement and evaluation process as well
as adherence to procedural guidelines for all of these and with integrity to FAPE will be
implemented. Due process in regards to proposing or refusing to start or amend the
identification, evaluation, or educational placement of the student or the provision of a
free appropriate public education may be initiated by either the district or the parent.
MCCA will utilize a multi-tiered Response to Intervention (RtI) model for the implementation of
research-based instruction and intervention to identify students with exceptional needs.
Response to Intervention (RtI)
Parents want to see their child excel, and it can be very frustrating if a child falls behind in
reading, math, writing, or other subjects, or if the child has difficulty getting along with others or
making appropriate choices. Response to Intervention (RtI) is a process that provides
intervention and educational support to all students at increasing levels of intensity based on
their individual needs. The goal is to prevent problems and intervene early so that students can
be successful.
What parents can expect with RtI
•
Parents will be informed and involved in planning and providing interventions for their
child.
•
Parents will see levels of support (academic and behavioral) that increase or decrease in
intensity depending on the child’s needs.
•
Parents will receive frequent progress monitoring about how their child responds to the
intervention provided.
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The RtI Process
The RtI process has three tiers that build upon one other. Each tier provides more intensive
levels of support:
• Tier I includes high quality instruction. The school provides all students with access to
high quality curriculum, instruction, and behavior supports in the general education
classroom.
• Tier II includes additional targeted, supplemental instruction/interventions. The
school provides interventions to small groups of students who need more support than
they are receiving through Tier I.
• Tier III includes intensive interventions. The school develops and implements
interventions to meet the individual needs of students. Your child’s progress is monitored
and results are used to make decisions about additional instruction and intervention.
RtI Includes:
1. High quality, research-based instructional and behavior supports in general education.
2. School-wide screening to determine which students need closer monitoring or additional
interventions.
3. Multiple tiers of increasingly intense, research-based interventions matched to the needs of
student(s).
4. Use of collaborative problem solving to develop, implement, and monitor interventions.
5. Continuous monitoring of student progress to determine if instruction/interventions are
effective in meeting the needs of student(s).
6. Follow-up to ensure that the instruction/interventions were implemented as planned.
7. Active parent involvement throughout the process of pursuing solutions that lead to increased
success.
8. Evaluation timeline requirements are followed unless both the parents and the school team
agree to a time extension to learn more about what works for the student.
(Adapted from the National Joint Committee on Learning Disabilities)
The School Based Team (SBT) will offer educational instruction to properly train teachers how
to implement diverse interventions for students with learning, emotional, social, and behavioral
difficulties in school, primarily within general education classes. The SBT process is initiated
upon request and the collection of student information such as history of grades, background
screening, attendance, academic, behavioral and/or social-emotional screening assessments
etc., is conducted. Continuous monitoring of student’s response to intervention determines the
effectiveness of the interventions and assists in the data based decision-making. After the
consideration of all the data by the SBT, a data driven decision is made as to whether a referral
for a Multidisciplinary Team evaluation will be initiated. This precise and constant sorting and
analyzing of information makes the SBT a reliable and efficient system incorporating the tiers of
intervention delivery.
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Prior to a referral for students suspected of having a disability, school personnel must make one
of the following determinations and include appropriate documentation in the student’s file:
1. For students who present speech disorders; severe cognitive, physical, or sensory disorders;
and/or severe social/behavioral deficits that require immediate attention in order to prevent harm
to the student or others, the implementation of evidence-based interventions (including the
parent involvement in the intervention procedures) and the observations of the student would be
inappropriate in addressing the immediate needs of the student.
2. The activities described in the general education intervention procedures above have been
implemented, but have been unsuccessful in addressing the areas of concern for the student.
3. The parents of the child receiving general education interventions requested, prior to the
completion of the interventions, that the school conduct an evaluation to determine the child’s
eligibility for specially designed instruction and related services as a student with a disability. In
this case, the activities described in the general education interventions procedures are
completed concurrently with the evaluation but prior to the determination of the student’s
eligibility for specially designed instruction. In the instance where significant risk factors are
present or if the student demonstrates severe cognitive, physical, or sensory impairment, or
presents as a danger to self or others, an individual intervention plan should be developed as
the child awaits the Child Study Team (CST)’s evaluation.
Exceptional students are guaranteed a free appropriate education and evaluation as well as
consequent placement and implementation of an appropriate IEP. The written individualized
educational plan for each student will include measurable annual learning behavioral goals that
may involve the evaluation of behavior through a Functional Assessment of Behavior (FAB) and
the development of a Behavior Intervention Plan (BIP). Additionally, program components
including specialized instruction and related services, goals, progress reports to parents on
goals, diploma options, curricula whether standard and/or modified, and assessment may also
be addressed therein. In the written IEP, supplementary aids and related services will be
identified and the necessary accommodations and modifications will be clearly delineated.
MCCA will ensure that appropriate personnel will be trained in using the Web Based IEP system
that is currently being used by the Sponsor.
MCCA will comply with Section 504 of the Rehabilitation Act of 1973 that states no person with
a disability can be excluded from or denied benefits of any program receiving federal financial
assistance. If a person has a mental or physical impairment that substantially limits one or more
of a person’s major life activities, he or she is deemed disabled within the definition of Section
504. Section 504 requires that a school evaluate “any person who, because of a disability,
needs or is believed to need special education or related services.” The school must develop
and implement the delivery of needed services and/or accommodations for all students
determined to be disabled under Section 504. The determination of what services and/or
accommodations are needed must be made by a group of people who are well informed
regarding the needs of the student. An appropriate accommodation for an eligible student may
consist of education in general classes with accommodations and program design to meet the
student’s needs.
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The PST (Problem Solving Team) will convene to formally discuss the student’s academic,
behavioral and medical concerns. The student’s cumulative record, classroom documentation,
attendance, and behavior will be discussed throughout the screening process. There are three
possible scenarios that may occur:
• Further intervention may be needed (review, revise, implement and document) and stop
process;
•
Possible exceptional student education (ESE) referral (following ESE procedures);
•
Possible 504/ADA disability. Should 504/ADA disability be suspected, parental consent
to evaluate will be obtained.
The type of disability believed to be present and the type of service(s) the student may require
will determine the extent of the evaluation process. The PST will become the eligibility team and
must include a minimum of two persons well informed about the student, the meaning of the
evaluation data, and the placement options and the 504/ADA contact person (ESE Coordinator).
The team will review all information considered during the pre-referral, referral, and screening
and evaluation process. Determination of placement will be based on all data, and on whether
the student has a physical or mental impairment that substantially limits a major life activity. The
determination will be based on the impact of the disability upon the student.
If the team decides that the student is eligible, then placement will occur. Accommodations will
be developed and implemented by the classroom teacher(s) by the next school day. Students
who qualify for 504/ADA placement will be in regular education classes. They may receive
accommodations in the classrooms, and where necessary, on statewide assessments. Should
the student be determined ineligible, then all documentation will be completed and data will be
placed in the student’s cumulative file. Parents will be given copies of the Procedural
Safeguards as required by law. Meetings will occur on a regular basis between the classroom
teacher and the ESE department in order to assess the student’s progress. 504/ADA plans will
be reviewed annually. Reevaluation will take place every three years.
D. Describe how the school will utilize the regular school facilities and adapt them
to the needs of exceptional students to the maximum extent appropriate,
including the use of supplementary aids and services.
Students with disabilities enrolled in MCCA will be educated in the least restrictive environment
and will be segregated only if the nature and severity of the disability is such that education in
regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily. As it is MCCA’s mission to place students in an environment where they can
develop to their highest potential, those students whose needs cannot be adequately addressed
at MCCA will be appropriately referred and staff will work together with the Sponsor’s personnel
to ensure that the needs of these students are met.
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E. Describe how the school’s effectiveness in serving exceptional education
students will be evaluated.
MCCA's effectiveness in serving ESE students will be evaluated based on each student's
success in meeting the goals on his /her IEP, grade promotion, credit accumulation, graduation,
and successful postsecondary transition. It is important to note that ESE and gifted students will
be assessed on an ongoing basis along with their nondisabled and non-gifted peers. Each
course's curriculum will be developed to include regular assessments to determine student
mastery. If a student does not exhibit mastery, an ESE specialist will work with the classroom
teacher to provide accommodations to the curriculum and/or pace of delivery within the general
learning environment. All classroom teachers will be provided with the appropriate information
concerning modifications and accommodations included in the student's IEP, as well as support
staff needed to address the identified goals.
MCCA will evaluate its effectiveness in serving exceptional education students on a regular
basis through the following reviews:
•
Quarterly updates and record keeping of each student’s IEP goal progress and
attainment on the appropriate document insert within the IEP.
•
Annual IEP meetings with parents/guardians and/or adult students.
•
Analysis of the number of ESE students who meet graduation requirements for a
standard diploma and graduate each year.
•
Annual compliance review meetings conducted by the School.
•
Annual feedback from students, parents, and staff on the School Climate Survey.
•
Annual feedback on the Florida Department of Education (FLDOE) survey for
parents/guardians of students with disabilities, when applicable.
MCCA will also evaluate its effectiveness in serving exceptional education students by
analyzing student achievement data on the following assessments in an effort to address
deficiencies and apply instructional strategies to raise student performance:
•
End-of-course exam grades in Algebra 1 and Geometry.
•
Module course grades in the core academic areas.
•
FCAT and/or ACT performance.
•
Baseline and growth performance in reading, writing and mathematics.
•
Teacher observation and evaluation of individual student progress.
These regular status reports and evaluations will indicate whether the measurable goals and
objectives for ESE students are being met at the same rate as those for general education
students. Where students with disabilities are included in general education classes, it may be
necessary to delineate an explanation of the grading criteria and an explanation about the
necessary curriculum modification on the IEP. Such modifications may include
increases/decreases in instructional time, varied instructional strategies, and modified test
58
administration procedures as permitted by test protocol. Accommodations and supports
required by students with disabilities will be adjusted as necessary and documented on the IEP.
MCCA's curriculum, based on research findings that concluded equitable access to learning
materials ensures that students with disabilities have equal opportunity to achieve to their
highest potential, delivers content in a variety of formats that are compatible with assistive
technology and accommodate different abilities and learning styles. Teachers have found that
the self-paced structure, small learning steps with immediate feedback, and extensive practice
to be particularly useful for students with learning disabilities.
Students who do not have success with those strategies may work directly with an ESE
specialist and instructional aides in individual and small group settings. Alternative programs,
resources, and textbooks may be utilized so that each student has the opportunity to
successfully access the regular curriculum.
In cases where the foregoing solutions are not working and a greater disability is suspected, the
IEP will be reviewed and revised, making necessary accommodations to permit students with
disabilities to access learning opportunities on the same basis as general education students.
F. Explain how exceptional students who enter the school below grade level will
be engaged in and benefit from the curriculum.
All students will be engaged in and benefit from the curriculum including exceptional students
(ESE) and/or students who enter the school below grade level. The results of the most recent
Florida Comprehensive Assessment Test, Alternative Assessment, teacher-made tests, and
screenings through the reading program will be used to determine the level of mastery in
reading, writing, mathematics and science for all students. This information, coupled with the
results of the prior year standardized tests results and student records, will be used to
Apart from providing the specific services listed in a student’s ILP, EP, and/or ELL plan as
applicable, the School’s faculty will differentiate instruction as necessary and will offer tutoring
services or other such assistance to ensure all students continue to be successful. Student
performance will be continuously assessed as described in Section 5. Students not making
adequate progress towards the Next Generation Sunshine State Standards will be identified and
the following measures will be instituted:
Students needing remediation based on respective subject area assessments in specific
subject areas will be assigned to and placed on the student’s Individual Learning Plan (ILP)
targeting these deficiencies. This plan requires active participation from the student, the
parents, and specific teachers in order to ensure continuous student improvement. This
initiative allows each student to have ownership and understanding of his/her learning style
and allows each student to track and monitor his/her achievement. The ILP will be
comprised of specific, measurable, individualized goals for that student as well the
strategies and services (tutoring/required additional classes, ELL services) to be
implemented in order for the student to achieve the specified goals.
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MCCA uses the following process to ensure that all exceptional students are engaged in and
benefit from our curriculum:
•
Create a Plan - Effective accommodations require sustained development and supportThey must be made within the framework of a larger plan that includes consideration of
(a) basic and strategic skills instruction and (b) the roles of people involved in the
instructional process. As much as possible, students, parents, paraprofessionals, and
others will be involved in developing the plan.
•
Identify and Evaluate the Standards that Students Are Not Meeting – The problem to be
addressed by the accommodation will be defined. Teachers will observe students'
performance when they use typical instructional materials. They may have difficulty
acquiring or getting the important information from written materials, storing or
remembering the information presented in the materials, or expressing the information or
demonstrating competence on written tests. If students have difficulty with a given task,
different solutions may be required depending on the level of difficulty.
•
Develop Goals for Teaching Strategies and Making Accommodations - Some problems
can be solved by accommodations; other problems may require intensive instruction in
skills or strategies. Often, teachers may need to provide accommodations while
simultaneously teaching the student the learning strategies he or she needs in order to
perform the work. Before any accommodation is made for an individual student,
teachers will carefully consider the best approach to addressing the student's disability
and promoting success, Accommodations will be approached as short-term solutions
within a long term plan for teaching skills and strategies that will promote the student's
independence as a learner.
•
Determine Whether Content Modifications or Format Accommodations Are Needed Content modifications will be made only when the student's IEP notes that the general
curriculum is inappropriate for this student. Content modifications will also meet local
and state education standards. In some cases, the IEP may address the degree to
which the requirements associated with meeting state standards and taking
assessments may be modified. The teacher will decide which parts of the curriculum the
student will be required to learn and will constitute mastery of the course content.
When the curriculum is considered appropriate for the student, accommodations will focus on
format rather than content. The teacher will identify the critical elements of course content that
students must learn. First, the teachers will identify the critical course ideas or concepts. Then,
the information that must be mastered in each unit to ensure that the critical course ideas are
mastered will be identified. Finally, how students will demonstrate their mastery at the end of
each unit and at the end of the course will be determined. Format accommodations will be
made to compensate for mismatches between the presentation or design of the materials and
the skills and strategies of the student. In format accommodations, the content will not be
altered.
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•
Identify the Features of the Materials and Resources that Need Accommodation Teachers providing accommodations will examine each curricular unit for features that
might cause a learning problem. For example, the content may be very abstract,
complex, or poorly organized, or it might present too much information. It may not be
relevant to students or it may be boring. Further, it may call for skills or strategies or
background information that the student does not possess. It may present activities that
do not lead to mastery, or it may fail to give students cues about how to think about or
study the information. Materials also may not provide a variety of flexible options through
which students can demonstrate competence.
•
Determine the Type of Accommodation That Will Enable the Student to Meet the
Demand- Once the materials have been evaluated and possible problem areas
identified, the type of format accommodation will be selected. Format accommodations
may be made by:
- Altering existing materials through rewriting, reorganizing, adding to, or recasting
the information so that the student can access the regular curriculum material
independently.
- Enhancing existing materials by providing additional instructional support, guidance,
and direction to the student in the use of the materials.
- Altering instruction to mediate the barriers presented by the materials so that the
student interacts with the materials in different ways.
- Selecting alternate materials that are more sensitive to the needs of students with
disabilities or are inherently designed to compensate for learning problems.
•
Communicate the Accommodation to Students and Parents - Accommodations are more
successful when they are offered and introduced to students at the beginning of the
year. Parents will also be informed about them at the beginning of the year. Students will
be taught explicit strategies to use any accommodation effectively and educated on how
to process the information received through the accommodation. As students progress,
they will be taught how to recognize the need for and request accommodation.
•
Implement, Evaluate, and Adjust the Accommodation - As the accommodation is
implemented, the teacher will evaluate its effects to determine whether the desired
outcomes are being achieved. If not, adjustments will need to be made either in the
accommodation or the instructions to the student in its use. Accommodation should
significantly reduce failure and learning difficulties.
•
Fade the Accommodation When Possible - Accommodations usually are short-term
solutions to allow classroom learning and participation until the needed skills and
strategies can be taught. Once the accommodation is in place, the teacher will begin to
plan with other teachers how to teach the needed skills and strategies. Once the student
has learned the necessary skills and strategies, the accommodation will be faded. The
accommodation will not be removed until the student possesses the skills and strategies
to learn and complete tasks independently, and the IEP team is convened to review the
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student's IEP. For some students, an accommodation may be required for several
months, while for others, it may be maintained indefinitely.
G. Provide the school’s projected population of students with disabilities and
describe how the projection was made.
Based on Lee County School District estimates countywide, MCCA can expect to have 10% of
its student population in the ESE category and 2% in the ELL category, translating to 30 and 6
students respectively in each category during the first year of operation.
H. Identify the staffing plan, based on the above projection, for the school’s
special education program, including the number and qualifications of staff.
The initial ESE staffing for the school will be one ESE specialist, with more ESE specialists, or
other support personnel added as student enrollment requires and IEPs dictate. As defined in
the NCLB Act of 2001, the School will not employ or assign a non-highly qualified teacher to any
core academic subject. The qualifications required of the ESE teacher can be found in the ESE
Teacher Job Description. This teacher will provide general education in-class support and
services for students with disabilities based on their individual educational plans (IEPs) as
reflected in their matrix. The teacher will provide any pull-out services as needed. MCCA will
contract with licensed and certified consultants for speech and language services, occupational
and physical therapy on an as-needed basis. The school will utilize the school psychologist,
vision/hearing screening specialist, and other designated instructional services in accordance
with Florida state credentials and mandates as assigned by PCPS. Compliance of the ESE
program at MCCA will be evaluated on an annual basis by assigned personnel from the school
district.
I. Describe how the school will serve gifted and talented students.
Gifted Services
For any student attending MCCA who has qualified for gifted services, the School will provide
the appropriate services required by that student as delineated on the student's Education Plan
(EP) and in the district's policies. Florida's Frameworks for K-12 Gifted Learners, guides
curricular modifications of Florida's Next Generation Sunshine State Standards to create an
appropriate level of challenge for gifted students. Curricular modifications for gifted learners will
be designed to address the need for more complex tasks, exposure to a broadened scope of
information, an emphasis on multiple perspectives, more rapid pace of instruction, a greater
focus on higher order thinking skills, and more sophisticated products/performances. In the
event that one or more gifted students enroll at the School, a certified teacher with a gifted
endorsement will be employed to meet the specialized and individualized needs of gifted
students.
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Effectiveness in Serving Students who are gifted
It is important to note that all ESE students, including students who are gifted, are assessed on
an ongoing basis along with their peers. Each course's curriculum is developed to include
regular assessments to determine student mastery. All classroom teachers will be provided
with the appropriate information concerning services included in the student's EP, as well as
staff needed to address the identified goals.
Students who need services beyond those offered through the general curriculum may work
directly with the ESE specialist in individual and small group settings. If one or more gifted
students enroll in the school, a teacher with the required gifted endorsement will be employed.
Alternative programs, resources, and textbooks may be utilized so that each student has the
opportunity to successfully progress through the curriculum at an appropriate depth, complexity,
abstractness, and pace.
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Section 7: English Language Learner
A. Describe how the school will comply with state and federal requirements for
serving English language learners, including the procedures that will be utilized
for identifying such students and providing support services.
MCCA will comply with all state and federal requirements for serving English Language
Learners (ELLs) and will abide in all respects to the requirements of the LULAC et. al. vs. the
State Board of Education Consent Decree (1990). MCCA will follow the guidelines and criteria
of the School Districts Student Progression Plan (SPP) for ELL students and the School
Districts ESOL Handbook according to the No Child Left Behind Act of 2001. MCCA will ensure
that all ELL students will receive instruction that is appropriate to their level of English
proficiency, their level of academic achievement, and any special needs they may have. The
goal of the ELL program at MCCA will be to provide instruction in English language listening,
speaking, reading and writing skills. Specific ELL program implementation requirements, as
provided by the School District at district trainings and ESOL workshops will be followed by
MCCA and include the following:
Identification Procedures
Upon initial enrollment into MCCA, each parent/guardian will be surveyed at the time of
registration and asked to address the following questions in the required Home Language
Survey (HLS):
a) Is a language other than English used in the home?
b) Did the student have a first language other than English?
c) Does the student most frequently speak a language other than English?
Each question on the HLS will appear in English, Spanish, and Creole. Information on the Home
Language Survey will be recorded into the district’s automated student information database.
The MCCA registrar will direct each Home Language Survey with any affirmative response to an
ESOL or ESOL-Endorsed teacher for language assessment. The teacher will administer the
School Districts Language Assessment Scales (LAS) within 20 school days to assess the
English listening and speaking skills of the student per State Board of Education Rule 6A6.0902.
An ESOL Teacher will be responsible for the administration and grading of the English language
assessment of potential ELL students. At MCCA, the responsibility for recording the ELL data
will be assigned to an ESOL teacher as well. A student identified as LY in SASI will be
considered an English Language Learner – non-English speaking or limited English proficient.
Once students are identified as ELL, a letter of participation in the ESOL program will be sent to
parents/guardians, in the appropriate home language. Once assessment information is entered
into the district information system, an Individual Student ELL Plan (ES-620) will be developed.
Copies of all documentation will be maintained in the student’s ESOL Audit Trail folder, which
will become a part of the permanent student cumulative record folder for review and audit by
appropriate personnel.
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ESOL Audit Trail Folder
MCCA will initiate and maintain an individual ESOL Audit Trail Folder for all ELL students as
appropriate. The folder will include:
•
Home Language Survey
•
Entry LAS assessment
•
Individual Student ELL Plan (ES-620)
•
Copy of Parent Notification letter (original to parent)
•
Extension of Instruction Forms and Documentation
•
ELL Committee Meetings Documentation
•
Exit Test
•
Exit Letter – Copy
•
Monitoring Forms
•
CELLA Scores
MCCA will also adopt procedures to address the placement of ELL students whose prior
schooling records are incomplete or unobtainable. These students shall be placed according to
the age of the student as of September 1st of the school year in accordance with the
requirements of the district’s SPP. The MCCA principal, in cooperation with appropriate staff
members, will assess and conduct programmatic assessment of out-of-state or out-of-country
ELL students at the school; with staff seeking to document any prior school experiences each
new student possesses using the student’s school records, transcripts, and other evidence of
educational experiences to determine a recommended grade-level placement. ELL students
with disabilities (SWD) shall be assessed with one of the suggested instruments on the
Continuum of ESOL Placement Tests for Exceptional Students to determine their ESOL Level.
Re-Entry of ELL Students
Any ELL student who re-enters MCCA after leaving the district, the state or the country for 30 or
more calendar days will be re-assessed to determine the English language proficiency level.
MCCA will update the LEP entry date in the district system and the new entry date will be used
to determine the length of time in the ESOL program.
Comprehensive Program Model and Student Instruction
MCCA will enroll all ELL students in the appropriate instructional model based on the individual
needs of the ELL students. These courses in the model will mirror the course descriptions for
standard curriculum English Language Arts classes and will be taught by an ESOL-endorsed
teacher who will employ ESOL strategies.
Instruction provided to ELL students will be the same in amount, sequence, and scope to that
provided to non-ELL students. The MCCA staff will utilize sheltered language teaching
approaches including scaffold instruction through the use of visuals, providing students with
comprehensible input, developing content language vocabulary, accessing students’
background knowledge, and providing opportunities for students to interact with one another in
the context of meaningful content. The principal will monitor the use of second language
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strategies during classroom observations, materials used, audio/visuals, and Electronic Grade
Book notations.
MCCA's ELL students identified as ESOL Level 1 will utilize the “First English” program which
utilizes Computer-Assisted Language Learning (CALL) and teacher-led instruction for English
language acquisition. The program is intended to help all ELL learners, particularly beginners,
gain access to the MCCA curriculum.
MCCA will evaluate its program effectiveness in serving ELLs based on several criteria:
•
Annual CELLA gains, including the number of students who improve overall proficiency
levels with respect to time enrolled.
•
The number of ELLs exited as Fluent (FY) with respect to time enrolled in MCCA.
•
FCAT/ACT achievement levels.
•
STAR reading growth assessment data.
•
Teacher evaluations.
•
Student reflections.
MCCA will be accountable for meeting the goals and objectives for increasing the English
proficiency of current ELLs. All MCCA ELL students will participate in the annual
Comprehensive English Language Learning Assessment (CELLA) to measure growth in their
English language acquisition skills. They will also participate in all administrations of the FCAT,
as necessary, with allowable accommodations for ELL students.
Exit and Monitoring Procedures
MCCA students will be determined English proficient and eligible for exit from the ESOL
program based on scores received on the FCAT and CELLA in all three areas below:
•
A Florida Comprehensive Assessment Test (FCAT) achievement level of three or
greater or equivalent developmental scale score on the Reading test of the Sunshine
State Standards for grades 9 -12 FCAT/CELLA Exit: Grade 9 – 12.
•
Scores equal to and greater than 778 on the CELLA Reading test shall be used to
determine minimum level of English proficiency necessary for exit from ESOL.
•
Scores equal to and greater than 2250 on the CELLA Composite test shall be used to
determine minimum level of English proficiency necessary for exit from ESOL.
MCCA will monitor students exited from the ESOL program for two years and document their
Post Program Review Progress on the Student ELL Plan. An ELL Committee consisting of the
MCCA principal, an ESOL teacher, content-area teacher, and parent will convene to determine
strategies and/or remediation for any current or exited ELL student identified as struggling.
B. Identify the staffing plan for the school’s English language learner program,
including the number and qualifications of staff.
The ELL students at MCCA will be taught by one ESOL Endorsed Reading and Language Arts
teacher in order to provide appropriate support to ELL students in need of second language
acquisition assistance. Any MCCA Reading, Language Arts, and Special Needs ESE teachers
who have not received ESOL endorsement at the time of their hire will participate in approved
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ESOL endorsement programs within their timeline. They will complete the required course work
in the following areas as determined by the school district:
•
Methods of Teaching for English for Speakers of Other Languages
•
ESOL Curriculum and Materials Development
•
Cross-Cultural Communication and Understanding
•
Testing and Evaluation of ESOL
•
Applied Linguistics
•
ESOL Issues and Strategies
All MCCA content area teachers will also complete the required 60 hours in Methods of
Teaching ESOL or ESOL Issues and Strategies within their first two years of employment with
MCCA, if they have not done so prior to hire.
C. Explain how English Language Learners who enter the school below grade
level will be engaged in and benefit from the curriculum.
All students will be engaged in and benefit from the curriculum including exceptional students
(ESE) and/or students who enter the school below grade level. The results of the most recent
Florida Comprehensive Assessment Test, Alternative Assessment, teacher-made tests, and
screenings through the reading program will be used to determine the level of mastery in
reading, writing, mathematics and science for all students. This information, coupled with the
results of the prior year standardized tests results and student records, will be used to
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Section 8: School Climate and Discipline
A. Describe the school’s planned approach to classroom management and
student discipline.
MCCA will adopt and abide by the most recent version of the District’s Code of Student
Conduct, therein incorporating the district’s policies and expectations for students. MCCA’s
philosophy regarding student behavior ensures its commitment to the School’s mission on a
daily basis. Its founders are of the opinion that both teachers and students need to be provided
with a consistent behavior management system so that maximum time can be spent teaching
and learning. Inappropriate behaviors that interfere with the learning process and the
expectations set for character development can be reduced and ultimately extinguished through
consistent, best practice behavior management techniques.
MCCA will function on the belief that a safe and orderly school is of primary importance in order
to create an enjoyable environment for both students and teachers. When children behave in a
respectful, responsible and safe manner, they learn more and develop into children whose
character counts. With the children’s best interests in mind, it is imperative that parents and
staff work together to ensure a happy, safe and productive learning experience. MCCA expects
parents to take an active role in supporting this plan in order for children to learn to be
responsible citizens.
Thus, behavior management based on a positive reward/point system will be in place in all
classrooms from the beginning of the first year of operation. Pre-service and in-service training
will be required of all teachers. Each teacher, then, will be given the opportunity to implement
her/his own behavior management techniques in their respective classrooms. The ultimate goal
will be to remove these systems from the classrooms, based on the theory that appropriate
behaviors will be internalized and external reward systems will no longer be necessary.
B. Describe the school’s Code of Conduct, including the school’s policies for
discipline, suspension, and dismissal.
Discipline
MCCA recognizes that a positive learning environment cannot exist without maintaining order
and discipline conducive to learning. The Code of Conduct will be specified in the
Student/Parent Handbook and is intended to standardize procedures to ensure that the rights of
every student at the School campus are upheld. The school's Student/Parent Handbook will not
conflict with the District's Code of Conduct, and will incorporate and align to the District's Code
of Conduct.
All students at the school campus will be required to know and follow the Code of Conduct.
When students do not follow the rules, they will be expected to accept the consequences. A
student's attitude towards the rules of the school campus is very important. Additionally,
students will also follow the District's Code of Conduct.
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Corporal punishment is not permitted. No employee should threaten, inflict, or cause to be
inflicted, unreasonable, irrational, or inappropriate force upon a student. Good sense and
judgment should always prevail.
The rules of the Code of Conduct will apply to any conduct whether the student is:
1. On school grounds during the school day, or immediately before or after school hours.
2. On school grounds at any other time when the school is being used by a school group.
3. On or off school grounds at any school activity, function, or event.
4. Traveling to and from school, including actions on any school bus, van, or public conveyance.
Suspension, Dismissal, and Expulsion
The general guidelines for due process and appeals are as follows: The Principal reserves the
right to suspend a student based on the offense committed by the student.
•
No suspension shall exceed ten school days.
•
The Principal must give written notice of the intention to suspend, along with the reason
for the suspension, to the student.
•
The student shall be given the right to appear at an informal hearing before the Principal
and respectfully challenge (or otherwise explain) the reasons for the intended
suspension. The hearing may occur immediately and at any place: the hall, office,
classroom, etc.
•
A written notice of the suspension shall be sent or given, within one calendar day to the
parent/guardian if the student is under the age of 18. The notice shall include the
reasons for the suspension and the right of the student to appeal to the Board of
Directors.
MCCA understands that only the School Board can expel a student and will cooperate with the
School Board regarding any potential expulsion proceedings.
Discipline for Students with Disabilities
Discipline for students with disabilities will be in accordance with Rule 6A-6.03312, FAC, and
the school district's and school's codes of conduct. This will ensure that students with
disabilities are not removed from their current exceptional student education (ESE) placement
for more than 10 days and a manifestation determination will be held as required. Parents will
be notified in writing of any long term removal and will be provided with their Procedural
Safeguards. Beginning on the eleventh cumulative school day of removal in a school year, the
School, will provide a free appropriate public education (FAPE) to a student with a disability,
consistent with the requirements of State Board of Education Rules.
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II. ORGANIZATIONAL PLAN
Section 9: Governance
A. Describe how the school will organize as or be operated by a non-profit
organization.
My Choice Collegiate Academy, Inc. is a Florida registered not-for-profit corporation. The
corporation will seek Section 501(c)(3) status as a tax exempt organization for the sole purpose
of organizing and operating a Florida charter school. The Founding Board has applied for and
received a Certificate of Incorporation. When a charter is granted by the Sponsor, the Founding
Board will appoint the first Board of Directors (hereafter referred to as “the Board”), selected
from a pool of applicants consisting of interested parent and community members. Subsequent
boards will be elected by the school population at the time, as well as appointed by the current
Board, as outlined further on. Any action of or by the Board shall be in compliance with Florida’s
“Government in The Sunshine” Law. The following documents will be provided as required to
the district and they will be maintained and be available for review, upon request, at the school
office:
• Articles of Incorporation
• Governing By-laws
• IRS Notification of EIN# and Determination of Exempt Status
B. Provide an organizational chart for the school and a narrative description of
the chart. Clearly describe the proposed reporting structure to the governing
board and the relationship of the board to the school’s leader and administration.
Organizational Plan
The Founding Board has developed a governance model that combines and adapts governance
models from the Florida School Boards Association and the National School Boards
Association. The governance model of the Florida School Boards Association (www.fsba.org)
includes emphasis on the boards’ focus on student learning through vision, structure,
accountability and advocacy. The National School Boards Association provides a publication,
The Key Work of School Boards (www.nsba.org), which details a continuous improvement
model that aligns vision, standards, assessment, accountability, climate and collaboration.
Through a combination of these models and the training required by the Florida Department of
Education for charter school boards, the Board will implement a governing structure that will
allow the school to grow and flourish. The Board will strive to follow the “one voice” principle,
speaking and governing as a full board, rather than as individuals. The Board’s deliverables will
include:
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•
Systematic linkage between the school and the community.
•
Written governing policies which facilitate academic standards and budget priorities.
•
Assurance of organizational performance.
The Board, in collaboration with the Principal, will be responsible for the organization and
control of the school and is empowered, with consideration to the boundaries of federal and
state statute, to determine the policies necessary for the effective operation and general
improvement of the school. The Board will be a public corporate entity and may take action only
during a meeting in official public session, when a quorum is present. The Board shall limit its
action to establishing policy and to meeting the requirements prescribed by laws and rules of
the State Board of Education. Individual members of the Board have authority to take official
action only when sitting as a member of the Board in public session, except when the Board
specifically authorizes the member to act. The Board shall not be bound in any way by any
action on the part of an individual board member or an employee, except when such statement
or action is in compliance with the public action of the Board.
Board of
Directors
Principal
School Advisory
Council
Faculty
Administrative
Staff
The Board of Directors of MCCA is the ultimate policy-making body that determines the
academic direction, curriculum, and operation of the school. The school principal, hired by the
Board, will be responsible for all aspects of school operations within the scope of operating
policy and budgetary approval by the Board. The school’s faculty and staff will report directly to
the principal, who reports to the Board of Directors.
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The school's principal will ensure that the operations of the school are in accordance with the
mission and vision of MCCA. The administrative staff will make all school-based decisions,
establishing and implementing procedures for the day-to-day operations of the school. The
faculty and administrative staff will be responsible for carrying out these procedures in their daily
activities and interactions with students, parents and the community. The School Advisory
Council (SAC) will serve as an advising body to assist the school in deliberation on policies and
creating an environment that meets the goals of the Board. The SAC will also be important in
communicating and sharing information between the School, parents, and community.
MCCA will appoint a local representative who resides in the District and whose contact
information will be provided annually to parents and posted on the charter school's Web site, as
required by Section 1002.33(7)(d)1, Florida Statutes.
C. Provide a description of how the governing board will fulfill its responsibilities
and obligations, including but not limited to:
o Adoption of annual budget
o Continuing oversight over charter school operations
By-Laws will be enacted which detail the function of the Board of Directors, included in 9D
below. Essentially, the responsibilities of the Board of Directors, including how it will exercise
continuing oversight over school operations, will include:
• Management of the business, property, and affairs of the non-profit corporation.
• Approval of a qualified principal to administer and operate MCCA.
• Supervision and oversight of the principal in performance of his/her respective duties and
obligations.
• Establishment of overall policies for MCCA.
• Approval of the annual budget of anticipated income and expenditures and preparation of
the annual financial audit report.
• Filing of an annual progress report to the School Board that will include:
- MCCA’s progress towards achieving the goals outlined in its charter.
- The information required in the annual school report pursuant to § 1011.60 (1) F.S.
- The financial records of MCCA, including revenues and expenditures. - Salary and
benefit levels of MCCA’s employees.
• Maintenance of written records of attendance and minutes of its meetings.
The Board of Directors, teachers and administrators will have a relationship based on
mutual respect for the role each plays in fulfilling the mission of My Choice Collegiate
Academy, Inc. The Board of Directors is responsible for and accountable to the people for
whose benefit this school will be established, and has the overall responsibility for
ensuring that students attending MCCA will be provided with a quality education. The
Board of Directors will be responsible for evaluating the effectiveness of MCCA in the
fulfillment of its established goals, objectives, and mission.
The principal will have primary responsibility for all aspects of the school’s operations and
programs, including the day-to-day management. The teachers and staff of MCCA will report to
the principal and will not be directly responsible to the Board of Directors.
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D. Describe the policies and procedures by which the governing board will
operate, including board powers and duties; board member selection, removal
procedures and term limits; code of ethics, conflict of interest, and frequency of
meetings. If the Board has not yet developed policies, the applicant shall describe
the timeline for development and approval of Board Policies. Charter school
governing boards must be guided by a set of by-laws that define how the board will
operate. Applicants may include their proposed by-laws.
The founding By-Laws of MCCA are included below which delineate the policies and procedures
of the Board are included. The initial Board of Directors reserves the right to make changes
once the Board is constituted and the By-Laws reviewed.
MY CHOICE COLLEGIATE ACADEMY CHARTER SCHOOL BYLAWS
(PROPOSED)
ARTICLE I. My Choice Collegiate Academy (MCCA) Charter School
Section 1. Name.
The name of the corporation is My Choice Collegiate Academy Charter School. It is hereinafter referred
to as “the corporation.”
Section 2. Location.
The principal location of the MCCA Charter School facility shall be ______.
Section 3. Purposes.
The Corporation is a non-profit corporation organized under the laws of the State of Florida and its
purposes are exclusively educational as set forth in the Certificate of Incorporation. More specifically,
the purposes for which the Corporation is organized are:
A. To provide facilities and an environment with teachers and administrators that are studentcentered in the approach to learning.
B. To promote high levels of ethical and moral values as an important part of the educational
process.
C. To promote and encourage collaborative relationships between students and teachers that
incorporate learning activities that are academically sound and also include methods of
improving students’ academic motivation.
Section 4. Statute and Code.
My Choice Collegiate Academy is a not for profit corporation formed and organized under Chapter 617,
Florida Statutes. The Corporation is designated as an educational organization under Section 501 (c)(3)
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of the Internal Revenue Code. This status will be maintained throughout the term of Charter. The School
has elected not to be a membership corporation.
Section 5. Non-discrimination.
The Corporation shall not discriminate on the basis of race, religion, national origin, gender or age in
either the hiring or other employment practices of the school or in its admission policies for students.
Further, the Corporation shall be open to all students in its authorized geographic area on a space
available basis and shall not discriminate in its admission policies or practices. The Corporation shall
conduct all of its activities in accordance with all applicable local, state, and federal anti-discrimination
laws, as well as in accordance with all other laws and regulations applicable to the operation of charter
public schools in the State of Florida.
ARTICLE II Members
Section 1.
The Corporation is a non-membership organization, and its activities and affairs shall be managed by an
elected and unpaid Board of Directors whose members constitute the Board of Directors of the School
for a term of one year. The Board of Directors shall establish the policies of the Corporation and the
School by majority voting, and only Board members shall be entitled to vote on the business and affairs
of the Corporation.
ARTICLE III Board of Directors
Section 1. Number.
The Board of Directors shall consist of not less than five and not more than eleven persons. The Director
of the charter school shall be a non-voting member of the Board of Directors.
Section 2. Qualifications.
Any person may serve as a Board member for this corporation who has reached the age of majority of
the state of Florida.
Section 3. Term.
Board members shall be elected for three year terms. Terms shall be staggered so that no more than 1/3
of the Board shall be up for election in any year, unless a vacancy(ies) needs to be filled.
Section 4. Powers.
The Board of Directors shall have all powers and authority, as designated in the Charter, for the
management of the business, property, and affairs of the Corporation, to do such lawful acts as it deems
proper and appropriate to promote the objectives and purposes of the Corporation. The Board of
Directors may, by general resolution, delegate to committees of its own number or to officers of the
Corporations such powers as it may see fit for specified periods of time.
Section 5. Election.
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The names of the initial Board members are set forth in the Certificate of Incorporation. All successor
Board members shall be elected by the Board of Directors at an election held each year at the annual
meeting. The positions of those Board members whose terms have expired shall be open, nominations
made by the Board members, and to be filled by those Board members eligible to vote. In the event of a
tie vote for a position, a second ballot will be cast for that position only, with only the tied candidates
participating on the ballot. Should a second tie vote occur, a result shall be obtained by flipping a coin
with the person whose name is earliest in the alphabet calling a coin side first. Newly elected Board
members shall assume office at the first Board of Directors meeting following their election.
Section 6. Term Limits.
Board membership shall be limited to two consecutive three-year terms. Previous Board members shall
be re-eligible for membership after a lapse of one year.
Section 7. Resignation and Removal.
A Board member may resign by submitting his or her resignation in writing to the President of the Board
of Directors. A Board member may be removed for cause at a meeting of Board members by an
affirmative vote of two-thirds of the remaining Board of Directors. Board members being considered for
removal shall receive at least two weeks’ notice of such proposed action and shall have the opportunity
to address the Board regarding such action prior to any vote on such removal.
Section 8. Annual Meeting.
An annual meeting of the Board of Directors for the election of Board members and such other business
as may come before the meeting shall be held in May of each year. Written notice shall be given not less
than 10 days nor more than 45 days of the time, place, and purposes of the meeting. The meeting shall
be held at the principal location of the Corporation or such other place as shall be specified in the
meeting notice.
Section 9. Regular Meetings.
In addition to the Annual Meeting, Regular meetings of the Board of Directors shall be held once a
month from September through June, excepting in the month of the Annual Meeting, and at such other
times as the Board may, from time to time, determine. Timely public notice of all such regular meetings
shall be provided.
Section 10. Special Meetings.
Special meetings of the Board of Directors for any purpose or purposes may be called at any time by the
President or by a petition signed by a majority of the full Board of Directors. Such meetings shall be held
upon not less than two business days notice given personally or by telephone, facsimile, or electronic
mail or upon not less than four business days notice given by depositing notice in the United States
mails, postage prepaid. Such notice shall specify the time and place of the meeting.
Section 11. Quorum.
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A majority of the full number of Board members shall constitute a quorum of the Board for the
transaction of business. When a quorum is present, a majority of the Board members present may take
any action on behalf of the Board, except to the extent that a larger number is required by law, by the
Charter, or by these By-laws. Every act of a majority of the Board members present at a meeting duly
held at which a quorum is present shall be regarded as the act of the Board of Directors.
Section 12. Vacancies.
A vacancy on the Board of Directors, including a vacancy caused by an increase in the number of Board
members, may be temporarily filled by a majority vote of the remaining Board members to elect a
person(s) to fill the vacancy(ies) until the next annual meeting of Board members, at which time Board
members so elected must be re-elected as specified in the Bylaws or step down from the Board as soon
as his or her successor is duly elected and qualified.
Section 13. Compensation.
Board members receive no payment for their services. With board approval, Board members may be
reimbursed for out-of-pocket expenses incurred on approved board business. Board members must
present receipts for all such expenses, which shall be for the Board member only, and shall be itemized
and documented. Such expenses must be approved by a motion of the board at the meeting
immediately following the expenditure(s). Each year, at the annual meeting, the Board of Directors shall
set a schedule of allowable charges for meals, lodging, and mileage expended on board business.
Reimbursements shall not exceed these limitations.
Section 14. Meeting Attendance.
Board members are expected to attend all Board meetings. It shall be the duty of the Secretary of the
Board to communicate with any Board member after such Board member’s three unexcused,
consecutive absences to ascertain the Board member’s interest in retaining Board membership. Failure
to provide an adequate response may qualify as sufficient cause for removal from the Board of
Directors.
ARTICLE IV Committees
Section 1. Establishment.
The Board of Directors may appoint such standing committees and/or ad hoc committees as it thinks
necessary for the effective governing of the school.
Section 2. Standing Committees.
Each standing committee shall have a charge specific to its permitted activities and such charges shall be
incorporated into the charter school policy manual. The function of any committee so established shall
be fact-finding, deliberative, and advisory to the Board of Directors. Committees shall not have authority
to take legislative or administrative actions, nor to adopt policies for the school. Standing committees
shall be made up on no more than two less than a quorum of the Board of Directors. The president shall
be an ex officio member of each committee. The chief educational director of the charter school shall be
an ex officio member of each committee, except where his/her evaluation, tenure, or salary is to be
deliberated. Standing committees shall be:
• Grievance Committee: The Board of Directors shall establish a Grievance Committee comprised of
both parents and teachers to make non-binding recommendations to the Board of Directors concerning
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the disposition of complaints. The Grievance Committee shall have four members who will serve one
year terms, with one member designated as chairperson by the other committee members. Committee
members shall be appointed each year at the first Board of Directors meeting following the annual
meeting. Grievance Committee members may serve no more than two consecutive terms on the
committee.
The Board of Directors may establish any other standing committees it deems necessary for specific
purposes.
Section 3. Ad Hoc Committees.
Each ad hoc committee shall have a charge specific to its permitted activities and that charge shall
include the date on which the committee is to present its final report to the Board of Directors and be
dissolved. Members of ad hoc committees shall be drawn from those parents and staff of the school
community who indicate interest in serving on the ad hoc committee and from such others as may be
deemed appropriate by the Board of Directors. Ad hoc committees shall be made up of no less than five
and no more than 15 members. Board members shall not be eligible to serve on ad hoc committees,
since they have authority and responsibility to review the committee’s recommendations and adopt
them or not.
ARTICLE V Officers
Section 1. Titles.
The Officers of the Corporation are a President, a Vice President, a Secretary, and a Treasurer. The Board
of Directors may create such other officer positions as it thinks necessary. Each officer position shall
have its duties and responsibilities specified and included in these By-laws. No Officer may hold more
than one position at the same time.
Section 2. Election.
The Officers shall be elected from among the Board of Directors at each annual meeting of the Board
members and shall serve for one year and until their successors are elected and qualified.
Section 3. Terms.
The President may serve for as long as the Board of Directors chooses to reelect him/her. Board
members elected to the other officer positions may serve no more than five consecutive one-year
terms. Former officers, after a break in service of one year, may be elected to another term as an officer.
Section 4. Duties.
Officers shall have the duties and responsibilities belonging to their office, including those that follow.
(a) The President shall be the chief executive officer of the Corporation, responsible, along with his/her
fellow Board members, for the oversight of its business and affairs. He/she shall preside at all meetings
of the Board. The President shall have full and equal vote as accorded to all Board members. The
President may enter into and execute in the name of the Corporation contracts or other instruments
that are authorized by the Board of Directors. The President may delegate, as needed, to any other
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officer any or all of the duties of the office of President. He/she shall have such other powers and duties
as may be prescribed by the Board of Directors or by these By-laws.
(b) The Vice President shall have such duties and responsibilities as may be delegated to him/her by the
President. The Vice President shall have full and equal vote as accorded to all Board members. In the
absence of the President, the Vice President shall perform all the duties of the President and, when so
acting, shall have all the responsibilities of and be subject to all the restrictions as fall upon the
President, including presiding at meetings of the Board of Directors. He/she shall have such other
powers and duties as may be prescribed by the Board of Directors or by these By-laws.
(c) The Secretary shall cause notices of all meetings to be served to all members of the Board of
Directors and the Director and shall keep or cause to be kept the minutes of all meetings of the Board,
including the time and place, the names of those present, the actions taken, and the votes on such
actions. The Secretary shall present the minutes of the previous meeting at the subsequent meeting to
be voted on by the Board and duly noted in the minutes of the instant meeting. The Secretary shall keep
the Seal of the Corporation. He/she shall have such other powers and duties as may be prescribed by
the Board or by these By-laws.
(d) The Treasurer shall be the chief financial officer of the Corporation and shall have oversight of the
Business Administrator as that employee takes responsibility of the financial records, investments, and
other evidences of school properties and assets. The Treasurer shall ensure that the Business
Administrator keeps regular books of account for the Corporation that set out business transactions of
the Corporation, such books to be at all times open to inspection at their place of keeping to any Board
of Board member. The Treasurer shall be the chair of the Financial Committee, which shall prepare an
annual budget, in conjunction with the School Director and the School Business Administrator, for the
consideration and approval of the Board of Directors.
The Treasurer shall ensure that the Business Administrator deposits all moneys and other valuables in
the name and to the credit of the Corporation with such depositaries as shall be designated by the
Board of Directors. The Treasurer shall provide oversight to the Business Administrator in the
investment and reinvestment of funds of the Corporation and the disbursement of funds of the
Corporation as may be ordered by the Board of Directors. The Treasurer shall render to the Board of
Directors and the members of the school community, at the Annual Meeting, statements evidencing the
current financial condition of the Corporation. The Treasurer shall ensure that the Business
Administrator establishes a system of adequate financial recording showing quarterly income,
expenditures, and balance and shall, at the first meeting following the end of each quarter, submit to
the Board of Directors a detailed written financial report in compliance with the New Jersey statutes and
regulations relating to charter schools. The Treasurer, as chair of the Finance Committee, annually shall
recommend an auditing firm to be hired by the Board of Directors to review the books of the
Corporation and provide a report on them to the Board of Directors.
Section 5. Removal.
Any officer may be removed from office, with cause, by the affirmative vote of two-thirds of the full
membership of the Board of Directors at any regular meeting or special meeting called for that purpose.
Any officer proposed to be removed for cause shall be entitled to at least five business days’ notice in
writing by mail of the meeting of the Board of Directors at which such removal is to be voted upon and
shall be entitled to appear before and be heard by the Board of Directors at such meeting.
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ARTICLE VI Fiscal Year and Check Signing
Section 1. Fiscal Year.
The fiscal year of the Corporation shall be July 1st to June 30th. Section 2. Check Signing. The President
and School Business Administrator are authorized and required to sign all checks over the amount of
$250. The Board of Directors shall establish a policy setting the amount above which checks must have
both signatures.
ARTICLE VII Amendments to By-laws
Section 1. Amendments.
The Board of Directors shall have the power to make, amend, or repeal the By-laws of the charter
school, either in whole or in part. The By-laws may be amended at any regular meeting of the Board of
Directors or any special meeting called for that purpose. Written notice stating the time and location of
the regular meeting or special meeting must be given to all Board members not less than ten (10) days
prior to the meeting at which such change(s) shall be proposed and voted upon. Any change shall
require the approval by a two-thirds (2/3rds) vote of the full membership of the board.
ARTICLE VIII Dissolution
Section 1. Revocation of Charter.
If, at any time and for any reason, the Corporation’s charter is revoked or the Corporation becomes
insolvent, all assets of the charter school, after satisfaction of all outstanding claims by creditors, will be
distributed equitably by a designee of the Superintendent of the School District under which the Charter
has been granted, in accordance with law.
Section 2. Voluntary Dissolution.
Should the Corporation choose to dissolve for reasons other than the revocation of its charter or
financial insolvency, all assets of the charter school, after satisfaction of all outstanding claims by
creditors and governmental grantors will be distributed by a designee agreed upon by the Board of
Directors.
ARTICLE IX Additional Provisions
Section 1. Indemnification of Officers and Board members.
A Board member or officer shall not be personally liable to the Corporation for damages for breach of
any duty owed to the Corporation, its beneficiaries, or its Board of Directors, except that nothing
contained herein shall relieve a Board member or officer from liability for breach of a duty based on an
act of omission:
(a) in breach of such person’s duty of loyalty to the Corporation; (b) not in good faith or involving a
knowing violation of law; or (c) resulting in receipt of an improper personal benefit.
Section 2. Compensation.
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No Board member or officer shall receive any fee, salary, or remuneration of any kind for services
rendered to the Corporation, except that Board members and officers may be reimbursed for proven
expenses incurred in the business of the Corporation and approved by formal vote of the Board of
Directors.
Section 3. Insurance.
The Board of Directors shall provide for the liability and other forms of insurance considered to be
necessary and prudent as protection against possible claims.
Section 4. Audit.
At the close of each fiscal year, the accounts of the School shall be audited by an independent auditor,
who is either a Certified Public Accountant or a Registered Municipal Accountant, and who has expertise
in accounting of tax-exempt organizations generally. The auditor shall be hired for this purpose by a
majority vote of the members of the Board of Directors present at the regular public meeting at which
the motion to hire the auditor is being considered. The audit shall be done in compliance with Florida
statutes governing Charter Schools and with all applicable state and federal laws controlling non-profit
tax-exempt corporations. Copies of the audit shall be provided to agencies in accordance with legal
requirements.
These By-laws were adopted by the Board of Directors at its meeting held on _________ by a
vote of _________.
__________________________
Board Secretary
E. Explain how the founding group for the school intends to transition to a
governing board.
None of the founding members are expected to transition to the Board of Directors. Initially, the
Board will be appointed by the founding members and will serve for a period of one to three
years as described in section D above. Thereafter, Board members will be elected to positions
as described in the By-laws. All new Board members will participate in an orientation process in
which they will receive training and preparation for Board duties, responsibilities, and
procedures. New members will meet with the school’s management team in order to be
familiarized with the academic progress, curriculum, discipline, school climate, and mission of
MCCA.
F. Describe the plans for board member recruitment and development, including
the orientation process for new members and ongoing professional development.
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Board members will be recruited by the founding team and selected from the parent base and
community within which the school resides. Every year, members of the Board of Directors will
be required to participate in the mandatory governance training as stipulated by Florida law on
or before August 1st of each year.
• Four-Hour Initial Governance Board Training Course:
This training is designed for governing boards with one or more members who
have had no previous board service or have served on the board for less than
ninety days.
• Two-Hour “Refresher” Governance Board Training Course:
This two-hour course is designed for governing boards if ALL of the members
have served continuously on the school’s board for ninety days or more and
have complete four hours of initial state-approved training. Members who are
new to the board must still complete the four-hour course even if other members
have previously completed the four-hour training.
G. List each of the proposed members of the school’s governing board,
indicating any ex-officio members and vacant seats to be filled. For each
proposed member, provide a brief description of the person’s background that
highlights the contribution he/she intends to make through service as a
governing board member and any office of the board that individual holds.
The development of an active Board of Directors remains an ongoing process. Upon approval of
MCCA, the founding Board will form at least a five seat Board of Directors consisting of
professionals, supporters, advisors, and parents. A background and biography of each
proposed member will be supplied upon the contract phase.
H. Outline the methods to be used for resolving disputes between a parent and
the school.
By maintaining a positive school environment and communicating closely with the school
community, which includes parents, children and teachers, MCCA believes most concerns can
be dealt with either through the classroom teacher or directly with the Principal. Any parent with
a complaint regarding a school related issue will be encouraged to follow the chain of command
by addressing the matter directly with the individual(s) involved. If unable to resolve their
concern with that individual, a meeting may be scheduled with the Principal and that individual.
If the matter is still not resolved, the parent may contact any Board Member and request a
mediation meeting with the Board of Directors representative, the Principal and the individual(s)
involved. Any Board of Directors action will be taken up at the next scheduled Board Meeting
and the decision of the Board of Directors will be final.
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Section 10: Management
A. Describe the management structure of the school. Include job descriptions for
teachers and each administrative position that identify key roles, responsibilities
and accountability.
MCCA will be led by a Principal who will be a qualified education leader with experience in
managing schools for students who require accelerated mastery of basic skills and earned
course credits. He/she will be responsible for hiring, supervising, and evaluating all school staff.
The Principal will be employed by the Board of Directors and will lead the daily operations of the
school on a day-to-day basis. The School's Principal will be responsible and accountable for
the educational and operational outcomes at the school as well as for ensuring that the school is
meeting its stated goals and objectives. To the extent possible, all day-to-day operating
decisions will be made on-site by the Principal.
The Principal is responsible for maintaining clear and consistent communication with the Board
regarding matters related to the daily operation of the School. Communications, reports, and
school updates to the Board of Directors from staff members and staff organizations will be
submitted to the Board of Directors through the Principal.
The organizational and management structure of the school will facilitate the delivery of
instructional and support services to students in an effective and efficient manner. The Principal
will work directly with faculty and staff to ensure that they receive proper direction and support to
deliver an effective instructional program. The Principal will oversee the planning, designing
and delivery of coherent instruction; will supervise all staff; will communicate effectively with
parents, the Board, and the broader community about the school’s progress; and will provide
leadership that will support the school's teaching and learning environment.
The Principal will be the direct supervisor of all of the educators at the School including
teachers, ESE specialists, and all other educational personnel. All staff members will receive
their job descriptions and roles of responsibilities. Meeting or exceeding job requirements as
outlined in the job description will be a key measure of evaluating employee performance. The
Principal or Principal will conduct annual performance evaluations for school staff. Evaluation of
the School Principal will be completed every year by the Board President and Board of Directors
using an Employee Evaluation form.
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JOB DESCRIPTIONS
PRINCIPAL
QUALIFICATIONS:
1. Master’s degree with Educational Leadership certification or training.
2. Successful experience as a school district administrator.
3. Evidence of successful teaching experience.
4. Evidence of leadership ability, including motivating school personnel to achieve District goals
and objectives.
5. Evidence of knowledge of school-related data and the ability to utilize such data for decisionmaking purposes.
6. Evidence of ability to serve as a change agent in schools.
7. Evidence of ability to interact collaboratively with students, parents, school-based personnel
and community organizations.
8. Evidence of excellent oral and written communication skills.
JOB ANALYSIS DIMENSIONS:
Communication
Organizational Ability
Decision Making
Management Control/Delegation
Commitment to Vision and Mission
Critical Thinking Skills
Facilitative Leadership
Organizational Sensitivity
Proactive Orientation
Achievement and Developmental Orientation
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
1. Functions collaboratively with the School Advisory Council to assess school needs, develop a
meaningful School Improvement Plan, and introduce those changes in school programs and
personnel assignments that will result in achievement of school performance objectives and
other District goals.
2. Provides proactive, comprehensive and facilitative leadership for the school in the planning
and implementation of school improvement initiatives, including implementing a challenging
curriculum.
3. Oversees from an administrative point of view the daily operation of the school.
4. Observes teacher performance and provides assistance to individual teachers in an effort to
improve classroom instruction and student performance.
5. Supervises and evaluates all school-based personnel, including conducting performance
appraisal sessions which are extensions of a Board-approved personnel assessment system,
making reappointment recommendations and providing staff development/training opportunities.
6. Manages and supervises the school’s financial resources, including the preparation of the
school’s budget, the monitoring of internal accounts, and the review and approval of purchases
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and payments for all goods and services received.
7. Enhances the decision-making capabilities of all school-based personnel through involvement
of staff and faculty. Develops new skills and approaches to implement the school improvement
and accountability.
8. Encourages increased involvement by parents, businesses and other community interests
through partnerships designed to achieve both management and academic improvement and
accountability.
9. Gathers, analyzes and uses data from varied and multiple sources to form concepts and
hypotheses, and to consider alternatives.
10. Maintains appropriate records related to pupil attendance, FTE generation, instructional and
non-instructional school-based personnel, and property inventories and ensures the accuracy
and timeliness of all school reports.
11. Supervises the school’s food, transportation, maintenance, facility and support services.
12. Provides a clean, safe and nurturing school environment.
13. Provides effective communications with and seeks input from parents, teachers, students
and the community via systematic processes.
14. Coordinates community activities relevant to the school within the school area.
15. Keeps fully abreast of and diligently enforces appropriate federal, state, and local statutes;
and complies with audit requirements, School Board policies and administrative directives.
16. Emphasizes increased literacy in reading, writing, and mathematics for all students,
including students in Exceptional Student Education and English for Speakers of Other
Languages.
17. Focuses on improved achievement for all students at the school center, with emphasis on
quartile one students.
ADDITIONAL JOB FUNCTIONS:
1. Follows adopted policies and procedures in accordance with School Board priorities.
2. Conducts oneself in the best interest of students, in accordance with the highest traditions of
public education and in support of the District’s Mission Statement.
3. Performs other duties as assigned.
4. Capable of lifting/carrying 20 lbs. and oMCCAsionally up to 50 lbs.; some physical activity
required.
RESPONSIBLE TO:
• Board of Directors
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SECRETARY/ BUSINESS MANAGER
QUALIFICATIONS:
• High school diploma or equivalent (bachelor degree preferred)
• Minimum of three (3) years of experience performing routine office/clerical duties (experience
in a school setting beneficial)
• Demonstrated knowledge of current computing technologies and software applications
appropriate to the position’s job responsibilities, including accurate keyboard speed of 55 words
per minute.
• Demonstrated ability to deal effectively with parents, students, teachers and the public
• Demonstrated knowledge of modern office practices and procedures
• Ability to communicate effectively, both orally and in writing
• Passion for helping children succeed in reaching their fullest potential
• Answers the telephone, responds to inquiries and provides information based on extensive
knowledge of school programs and activities.
• Establishes and maintains control procedures for processing incoming correspondence and
action documents.
• Composes moderately to highly complex correspondence for Co-Administrators’ signature and
maintains highly complex correspondence and records in support of the Board of Directors
• Maintains current information regarding policies, programs and procedures and processes
routine and more complex matters within established policies
• Opens and distributes mail; assembles material for use by supervisor Co-Administrators and
Department Heads
• Prepares payroll, travel reports, etc. for school personnel as directed
• Orders supplies, initiates purchase orders, authorizes payment for items received
• Maintains department/division personnel records and processes personnel paperwork related
to newly-hired department/division employees.
• Coordinates preparations for workshops, meetings, seminars
• Maintains complete filing systems and records as required
• Maintains confidentiality regarding school and business matters
Additional Job Functions:
• Follows adopted policies and procedures in accordance with School Board priorities.
• Conducts oneself in the best interest of students, in accordance with the highest traditions of
public education and in support of the District’s Mission Statement.
• Performs other duties as assigned.
• Capable of lifting/carrying 20 lbs. and oMCCAsionally up to 50 lbs.; some physical activity
required.
RESPONSIBLE TO:
• Principal
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TEACHER
QUALIFICATIONS:
• Bachelor's/Master’s degree from an accredited college or university
• Valid Florida certification in the subject area
• Demonstrate mastery of all state competencies
• Demonstrate mastery of all twelve of the teacher practices benchmarks for the 21st century at
the professional and eventually the accomplished level
• Foster students’ achievement gains from baseline assessment levels to be evident in pre/post
tests comparison results, standardized test scores, and portfolios
• Maintain student portfolios
• Demonstrate consistent attendance
• Demonstrate efficiency
• Demonstrate oral proficiency
• Demonstrate written proficiency
• Pursue further education and supplemental credentials
• Maintain and promote a safe learning environment and administer student surveys twice
yearly
• Promote problem-solving skills and character education
• Promote and enforce Code of Conduct
• Continually assess students' development (psychological and academic) through clearly
defined rubrics
• Establish, maintain, assess, and (if needed) modify individual student progression plans
• Identify those students who exhibit exceptional thinking styles and behaviors and implement
and/or accommodate those exceptional needs
• Attend parent/teacher meetings and conferences
• Demonstrate punctuality
• Initiate opportunities for professional development
• Initiate and present innovative ideas for special projects, school functions, field trips,
extracurricular activities, and clubs
• Provide supplemental instruction
• Attend workshops and conferences
• Document parent phone calls, conversations, and conferences
• Work as partners to create behavior modification plans
Additional Job Functions:
• Follows adopted policies and procedures in accordance with Board priorities.
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• Conducts him/herself in the best interest of students and the school, in accordance with the
highest standards pursuant to the school’s mission and governing principles and in support of
the School District of Lee County’s Mission Statement.
• Capable of lifting/carrying 20 lbs. and oMCCAsionally up to 50 lbs.; some physical activity
required.
RESPONSIBLE TO:
• Principal
BOOKKEEPER
JOB PURPOSE
This position is responsible for generating payroll, purchase orders, school deposits, petty cash,
grants, capital inventory, district required reports, insurance paperwork, employment forms, staff
benefits.
This individual will work with the Co-Administrators to compile budget data and maintain records
for the school budget and will compile financial reports for the Principal who will then present
financials for audit and Board review.
The Bookkeeper will work with the district and the school’s accountant to provide monthly bank
reconciliations, monthly financial statements, detailed ledgers and other required financial and
other reporting documentation. In addition, the Bookkeeper may be involved in data
management and data entry with respect to online student records and school reporting
requirements.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
SKILLS IN FINANCE/ACCOUNTING
• Keep financial records and help staff accountants prepare monthly financial statements.
• Make bank deposits in accordance with company policy.
• Submit documentation for all receipts and disbursements made at the school level on a
timely basis.
• Monitor and reconcile balances of school-based checking accounts.
• Follow-up on outstanding checks of school-based checking accounts. Assist payroll in
resolving outstanding payroll checks.
• Follow up and collect returned checks received on a timely basis.
• Prepare and submit purchase orders. Obtain proper approvals based on School policy.
• Prepare and submit check requests with proper approvals to accounts payable.
• Review and approve expenditure invoices, in coordination with school Principal.
• Maintain reconciliation of internal funds accounts.
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SKILLS IN BUDGETING
a. Assist in the establishment of budgets and budget procedures.
b. Advise, assist and provide leadership to school Principal on budget line items, invoice
processing, cash management, purchasing and other general financial items.
SKILLS IN PAYROLL
• Submit Personnel Action Forms (PAF), except employee absentee forms to the Payroll
Department in accordance with the Payroll Cycle Calendar.
• Review entries to time and attendance system for accuracy. Make corrections when
necessary as the time and attendance system administrator, and ensure proper authorization
of the correction.
• Review payroll register presented by Payroll Department to authorize processing of payroll.
• Distribute payroll checks to employees.
• Keep all payroll information confidential.
RESPONSIBLE TO
Principal
MEDIA SPECIALIST
QUALIFICATIONS:
• Bachelor’s degree from an accredited college or university or equivalent.
• Certification in Educational Media Specialist (Grades PK-12) preferred.
• Proficient in media technology and instructional applications of library science.
• Looks for ways to improve and promote quality and demonstrates accuracy and
thoroughness. Strives to research, evaluate and implement best practices.
• Effective instructional delivery techniques and excellent communication skills.
• Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information
System (SIS).
• Commitment to School’s values.
• Such alternatives to the above requirements as MCCA may find appropriate and acceptable.
JOB PURPOSE:
Organize, administer, and coordinate the school’s library media center/facility and its programs.
• Plan, organize, implement, and supervise the program, collection, and staff of the school
library media center.
• Direct the activities of library media center support staff (if appropriate).
• Establish and maintain an accurate circulation system for media and equipment.
• Schedule use of equipment, materials, and space of the library media center.
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• Maintain and update written goals, objectives, policies, and procedures. Supporting both the
educational objectives of the total school program and those of the library media program.
• Plan for and provide instruction for students and staff in the use of materials, equipment, and
services.
• Provide instruction and assistance to faculty and students for the production of media.
• Provide instruction following a scope and sequence of information skills.
• Plan with staff to integrate information skills within the school’s curriculum.
• Evaluate and select a variety of materials and equipment based upon the curriculum, needs
and interests of the students and the staff.
• Assist staff and students with selection, development, and preparation of library/media
materials.
• Maintain accurate inventories and indexes of the library media center’s collection of materials
and equipment.
• Explain the school library media program and resources to the students, staff, and
community.
• Involve students, staff, and school community personnel in planning, implementing, and
evaluating the library media program.
• Perform and/or coordinate the ordering, cataloguing, processing, and maintenance of media
and equipment for circulation.
• Assist the Principal with the development of the library media center budget.
• Provide an environment conducive to inquiry, research, study, and personal use by students
and staff.
• Prepare bullet boards and other displays that are related to the curriculum.
• Implement requirements of state law, county policies, and school building procedures.
Coordinate with community libraries for additional resources to support educational objectives.
SKILLS AND KNOWLEDGE:
• Demonstrate enthusiasm and commitment toward the job and the mission of the School;
support the School’s values in the strategic areas of academic excellence, operational
performance, superior culture, and financial health and growth, as outlined in the Employee
Handbook.
• Work and interact with staff and relate to individuals at all levels of the organization; relate to
individuals at all levels. As unique situations present themselves, the incumbent must be
sensitive to corporate needs, employee goodwill, and the public image.
• Strong time management & organizational skills and the ability to prioritize wisely.
• Ability to establish and maintain effective working relationships with teachers, students,
parents, the community, and administrative staff.
• Establish excellent interpersonal skills between all constituents: being courteous,
professional, and helpful; Oral (including presentations), Written, Interpersonal (active
listening), Negotiating and Influencing.
• Ability to consistently be at work, be on time, follow instructions, respond to management
direction and solicit feedback to improve performance.
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System (SIS).
• Look for ways to improve and promote quality and demonstrates accuracy and thoroughness.
Strives to implement best practices.
Responsible to:
• Principal
GUIDANCE COUNSELOR & COLLEGE ADVISOR
QUALIFICATIONS:
• Bachelor’s/Master’s degree from an accredited college or university or equivalent.
• Possession of valid Florida certification for Guidance Counselor or College Advisor.
• Minimum three (3) years experience of successful teaching or counseling services including
secondary level advising and counseling and College level advising and counseling.
• Looks for ways to improve and promote quality and demonstrates accuracy and
thoroughness. Strives to research, evaluate and implement best practices.
• Effective communication skills.
System (SIS).
• Commitment to School’s values.
• Such alternatives to the above requirements as MCCA may find appropriate and acceptable.
JOB PURPOSE:
To help students achieve personal fulfillment by providing them with guidance and counseling
services to make successful personal, educational and occupational life plans.
Individual Student Counseling
• Assists students in evaluating their aptitudes and abilities through the use of teacher
comments, interpretation of individual standardized test scores and other pertinent data.
Works with students in evolving educational and career plans in terms of such evaluation
• Provides individual counseling sessions for assigned students in dealing with their personal
needs as they affect school performance, as well as their educational and career plans
• Provides small and large group counseling sessions, as needed, to address students’
personal educational and career plans
• Assists students in course selections and the scheduling process. Works to prevent students
from dropping out of school, and assists those that do in finding alternative educational
programs.
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• Assists in making arrangements for enrollment in summer school programs to make up noted
deficiencies
• Participates in follow-up studies of former students for the purpose of improving services and
evaluating the effectiveness of the educational program being offered by the school
• Provides emergency support to students as needed during crises
• Provides students in the Dual Diploma program with advisement and counseling on
appropriate placement in college courses
• Provides students with college financial aid/scholarship resources and assists with college
selection (High School).
• Staff Consultation
• Serves as a consultant to the faculty concerning matters related to guidance services
• Confers with staff regarding students with problems and/or special needs
• Serves as a resource person for administration in matters relating to students and guidance
services; provides thorough and timely reports, data, etc. as requested by administration.
• Student and Parent Orientation
• Provides students new to the school orientation and information relative to school
procedures, curriculum and extra-curricular opportunities
• Participates in planning and implementing programs which contribute to smooth transition
between grade levels and/or to post-secondary education, which may include orientation
programs for students and parents
• Serves as a resource for information regarding the educational program, activities and
services of the school.
Record Keeping
• Supervises the maintenance of cumulative records for assigned students in accordance with
state and federal laws and regulations as well as MCCA policy
• Provides information and prepares recommendations to colleges for admissions and
scholarships as well as to potential employers and other agencies for assigned students.
• Maintains counseling record (i.e., summary, log) regarding conferences or other sessions
with assigned students
Assessment
• Assists in the administration of state-mandated and MCCA assessment programs
• Reviews and interprets results of assessment programs for assigned students and utilizes
results for counseling purposes
• Contributes to the evaluation of current curriculum offerings
• Assists in developing and implementing an evaluation plan for the guidance program and
utilizing results to determine strengths and areas in need of improvement.
School and Community Relations
• Strives to establish cooperative relations and makes a reasonable effort to communicate with
parents when necessary and appropriate.
• Utilizes the resources of the community in developing and enhancing guidance services and
activities.
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• Cooperates and shares professionally with members of the staff.
• Assists in interpreting the Guidance Services Program within the school and community.
• Assists community agencies and resource people who deal with students’ needs.
SKILLS AND KNOWLEDGE:
1. Ability to work and interact with individual at all level of the organization.
2. Ability to organize, prioritize and manage multiple priorities.
3. Ability to prepare comprehensive business reports, including writing report sections,
integrating content, and formatting business documents.
4. Ability to establish a set of operating principles and routines; driving projects to completion,
while insisting on highest level of quality.
5. Ability to consistently be at work, be on time, follow instructions, respond to management
direction and solicit feedback to improve performance.
6. Establish excellent interpersonal skills between all constituents: being courteous,
professional, and helpful; Oral (including presentations), Written, Interpersonal (active listening),
Negotiating and Influencing.
7. Computer Basics: Windows, MS Word, Excel, Outlook, PowerPoint; Student Information
System (SIS).
8. Good knowledge of organization’s policies and procedures and secondary and post
secondary advisement and counseling.
9. Detailed knowledge of Federal, State, and local requirements for K-12 schools and charter
school law.
Responsible to:
• Principal
CUSTODIAN
QUALIFICATIONS:
• High school diploma or equivalent, preferred
• Successful experience in and demonstrated knowledge of commercial/institutional
custodial work methods, materials, and equipment
• Ability to read labels
• Ability to understand verbal instructions
Essential Functions
• Works independently to routinely complete daily work schedule for designated school
locations within time frequency provided
• Routinely follows proper cleaning procedures and uses proper chemicals and cleaners
safely, productively, and according to directions given during training
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•
•
•
•
•
•
•
•
Routinely uses and operates cleaning equipment and tools in accordance with the
training instructions
Moves furniture, collects and disposes of trash/garbage, and performs other related
tasks necessary for the cleanliness of designated schools/locations
Inspects work upon completion of assigned schedule and completes any unfinished
work
Assists supervisors with custodial and sanitation inspections following established
procedures
Cleans equipment and tools after use and stores in areas assigned
Provides training to individual custodian support staff
Routinely reports safety hazards, malfunctions of equipment or plant facility to immediate
supervisor
Attends training courses as required and responds to instructions both on the job and in
training classes
Additional Job Functions
• Follows adopted policies and procedures in accordance with Board priorities.
• Conducts him/herself in the best interest of students and the school, in accordance with
the highest standards pursuant to the school’s mission and governing principles and in
support of the School District of Lee County’s Mission Statement.
• Capable of lifting/carrying 100 lbs.; considerable physical activity required
RESPONSIBLE TO:
• Office Manager
B. Outline the criteria and process that will be used to select the school’s leader.
Selection
The Board of Directors believes that the selection of the School's Principal is the most
important decision the Board will make prior to the opening of the school. This individual will
have the most influence on the success of the school. The ideal candidate for this position will
be an experienced education leader who has an exceptional ability to motivate students and
staff to achieve. He/she will also be skilled at building and managing internal teams as well as
collaborating with other stakeholders in the community to build partnerships that are beneficial
to the MCCA's students.
The steps in the recruitment and hiring process will generally follow the steps below, but may be
modified as needed for particular positions and circumstances:
1. A nationwide search will be conducted, including referrals from board members, job postings
in Monster. com, teachers-teachers.com, CareerBuilder.com, and other pertinent
publications.
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2. The Board or their designee will review all resumes.
3. Screening interviews will be conducted by phone as the first step in determining if the person
interviewed is the right fit for the job with the School.
4. First round face-to-face interviews of candidates will be held with manager(s) of the position
for which the search is being conducted.
5. Background and extensive reference checks will be conducted.
6. Upon the return of a successful background check, the manager(s) of the position being
searched for will interview final candidates.
7. An offer of employment will be extended to the selected candidate, offering a compensation
and benefits package.
All faculty and staff will minimally have the certification, endorsement, or other credentials
required for their positions. No teacher or staff member will be hired who would not have been
eligible for hire by the School District.
Evaluation
Evaluations of the School Principal will be completed every year by the Board President and the
Board of Directors using the Employee Evaluation form. This evaluation will include in-depth
review and feedback on the Principal's duties and responsibilities, and the standards to which
the Principal is expected to conform. Emphasis will be placed on the leadership qualities to
achieve academic growth for students. An important criterion will be the Principal's ability to
identify and train teachers and other instructional staff. A "customer" focus on each student's
success is critical to the Principal's successful, on-going performance.
In addition, the Principal's strengths and weaknesses will be summarized and a corrective
action plan will be developed and implemented, if necessary. The Board President and Board
of Directors will review progress against the corrective action plan and assess the need for
training, professional development, or other intervention. The Board will be kept apprised of the
progress to complete the corrective action plan.
C. Provide a staffing plan for each year of the charter term aligned with the
school’s projected enrollment as detailed on the cover page of this application.
MCCA plans to hire its staff according to the schedule below and in accordance with the
projected enrollment as shown on the cover page. The Board of Directors reserves the right to
adjust the staffing levels based on the School's current or projected financial condition in order
to maintain a balanced budget and meet its academic goals.
The primary goal at the school's start-up will be to build enrollment and form connections and
partnerships in the community, and to hire for key staff positions. The staff hired in this phase
will include the Principal, Office Manager, and Bookkeeper. The Board of Directors and the
administrative staff will then hire teachers and other support staff in advance of projected
enrollment increases to ensure that the required 25:1 ratio is met. Staffing will be hired to
appropriately support the A.M. and P.M. shifts in accordance with the projected enrollment.
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Staffing Plan
Instruction Staff
Teachers
ESE, ESOL Teacher
Specialty Teachers
Pupil Personnel Services
ESE Contact
Guidance Counselor/College Advisor
Media Services
Librarian/Media Specialist
School Administration
Principal
Secretary/Business Manager
Other Staff
Bookkeeper
Custodian
TOTAL STAFF
Yr1
Yr2
Yr3
Yr4
Yr5
14.0
1.0
1.0
19.0
1.0
1.0
21.0
2.0
2.0
23.0
2.0
2.0
23.0
2.0
2.0
1.0
2.0
1.0
2.0
1.0
2.0
1.0
2.0
1.0
2.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
24.0
1.0
1.0
29.0
1.0
1.0
33.0
1.0
1.0
35.0
1.0
1.0
35.0
D. Explain the school’s plan for recruitment, selection, and development.
Recruitment and Selection
The standards, job requirements, and duties of teachers and staff members are all discussed
during the interview process and are included in each members welcome package. Teachers
will be certified consistent with the provisions of chapter 1012, F.S.
The steps in the recruitment and hiring process will generally follow the steps below, but may be
modified slightly for particular positions:
1. A nationwide search will be conducted, including referrals from board members, job postings
in Monster.com, teachers-teachers.com, CareerBuilder.com and other pertinent publications.
2. The Principal will review all staff resumes.
3. Screening interviews will be conducted by phone to ensure the right fit for the job with the
School.
4. First round interviews will be conducted with the Principal.
5. Background and extensive reference checks will be conducted.
6. Upon the return of a successful background check, an offer of employment will be extended
to the selected candidate, offering a compensation and benefits package.
All faculty and staff will have the certification, endorsement, or other credentials required for
their positions. No teacher or staff member will be hired who would not have been eligible for
hire by the School District. The Board of Directors will continuously monitor the employee
benefits levels, salaries, and other factors to ensure that all high-quality staff remain on the job.
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Professional Development
Teacher and staff quality, experience, and preparation are critical to students’ and the School's
initial and ongoing success. Professional development will be extensive, ongoing, focused, and
innovative. The development methods will incorporate evidenced-based strategies and
resources proven to be successful with MCCA's target population. Professional learning
modules and activities will focus on the use of flexible class periods, integration of technology
into instruction, familiarity with a variety of learning activities to engage students in higher-order
competencies, differentiation of instruction, coaching and mentoring, team teaching, and
development and use of assessments to establish uniform coverage and external evaluations
in common courses.
MCCA will use a blended model of professional development to deliver and support relevant
learning opportunities for teachers, as well as all staff. The professional development modules
are:
•
Evidence-based and targeted for success with at-risk students.
•
Job-embedded for direct application and improved performance.
•
Aligned to the innovative instructional programs of the School.
•
Synchronous and asynchronous for efficient use of time.
Staff Evaluation
The Principal or designee is responsible for evaluating the performance of all staff members on
a timely basis, utilizing a formalized performance management process that aligns with the
School's employee growth and development initiatives.
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Section 11: Education Service Provider
MCCA does not intend to engage an Education Service Provider.
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Section 12: Human Resources and Employment
A. Explain the school’s compensation plan, including whether staff will be
publicly or privately employed.
All MCCA employees will be hired as private employees of MCCA. The school staff will enjoy
an energetic, flexible working environment where individual strengths may be best developed
and utilized and staff contributions will have a direct relation to promotions, financial incentives,
and professional recognition.
We believe that quality teachers are essential to delivering a quality, challenging, and highly
effective educational program. Therefore, MCCA must be able to attract and retain quality
teachers. We also recognize the necessity of being fiscally responsible in order to ensure the
stability and longevity of the organization. Instructional personnel represent the single largest
budget item and thus will be monitored very closely.
In order to ensure flexibility and provide financial incentives based on performance, MCCA will
create its own salary scale and compensation plan independent of the District’s. Such a plan will
comply with applicable standards set out in the Equal Pay Act, the Fair Labor Standard Act, and
all other federal or state law regarding the payment of wages. Compensation details will be
reviewed by the Board prior to implementation, however, as proposed in the budget attached to
this application, highlights of the compensation plan include:
• Classroom instruction salary range.
• Annual standard of living increase.
• Health insurance program.
Qualified staff will be offered opportunities through the school to augment their incomes by
providing tutoring services, and other special projects considered to be outside of their school
year duties and responsibilities.
The Board will undertake putting together an employee financial incentive program along with a
non-monetary performance recognition program. MCCA will continually seek to find innovative
ways of retaining and attracting staff through a flexible compensation plan and through nonmonetary, yet appealing incentives.
As per Florida Statutes section 1002.33 (16) (b) MCCA shall comply with the provisions of
Florida School Code concerning compensation and salary schedules, contracts with
instructional employees and evaluation of instructional personnel and school
administrators.MCCA understands per Florida Statute 1002.33 (12) (b) that charter school
employees shall have the option to bargain collectively as required.
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B. Describe the personnel policies and procedures to which staff will be required
to adhere, including expectations for participation in the school’s professional
development program. If personnel policies and procedures have not been
developed provide a clear plan, including timeline, for the development and
approval by governing board.
Personnel Policies and Procedures
All personnel policies will be specified in the Personnel Policy Guide and each staff member will
receive a copy before employment.
The school's co-teaching model allows for staffing flexibility. Short-term absences will be
covered by school administrators or support staff. Longer-term absences will require that
appropriately certified substitutes be hired for the duration of the absence.
Professional Development
Teacher and staff quality, experience, and preparation are critical to students’ and the MCCA's
initial and ongoing success. Professional development will be extensive, ongoing, focused, and
innovative. The development methods will incorporate evidenced-based strategies and
resources proven to be successful with the MCCA's target population. Professional learning
modules and activities will focus on the use of flexible class periods, integration of technology
into instruction, familiarity with a variety of learning activities to engage students in higher-order
competencies, differentiation of instruction, coaching and mentoring, team teaching, and
development and use of assessments to establish uniform coverage and external evaluations in
common courses.
MCCA will use a traditional model of professional development to deliver and support relevant
learning opportunities for teachers, as well as all staff. The professional development modules
are:
•
Evidence-based and targeted for success with all students.
•
Job-embedded for direct application and improved performance.
•
Aligned to the innovative instructional programs of the School.
•
Synchronous and asynchronous for efficient use of time.
Beginning teachers will participate in a New Teacher Cohort and Assistance Induction Program.
This two-year program offers professional development in classroom management, curriculum
support, and instructional assistance. New teachers are also assigned a mentor teacher who
has a minimum of three years of successful teaching experience in the school’s program model.
Teachers who are new to the MCCA model, but not necessarily to teaching, may also
participate in the New Teacher Cohort program for one year as well. Due to the school’s unique
program model, instructional support and assistance is provided to all new instructors
regardless of teaching experience.
All teachers employed by MCCA shall be certified as required by Chapter 1012, Florida Statutes
and all teachers of core academic subjects will be highly qualified pursuant to the requirements
and definitions of the No Child Left Behind Act of 2001.
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Section 13: Student Recruitment and Enrollment
A. Describe the plan for recruiting students, including strategies for reaching the
school’s targeted populations and those that might otherwise not have easy
access to information on available educational options.
MCCA will be open to students who meet one or more of the criteria described in the target
population. In compliance with s. 1002.33(17)(a)(4) F.S., 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.
MCCA will also not discriminate in its student admissions policies 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.
MCCA will use a variety of methods to attract students including those in harder to reach
families. Some of these methods may include:
•
Informational meetings with local community, civic and religious organizations,
community leaders, and other people who may be able to inform and/or influence
families and students to enroll at MCCA.
•
In-depth briefings with organizations such as Junior Achievement, and the Boys and
Girls Club to explain the program and establish a referral network.
•
Advertisements in the public transit system or other public display venues.
•
Facilitation of student, peer-to-peer discussion through the use of DVDs and materials
distributed at events attended by students who fit the criteria.
Other strategies that may be used include advertising in local community newspapers
(particularly those published for minority groups) or contacting community social service
organizations that target the at-risk and/or dropout population (youth organizations, courts,
churches, etc.). "Outreach" and advertising may also include an emphasis on the services the
school can provide for English for Speakers of Other Languages (ESOL) students. MCCA will
use multi-lingual advertisements and materials.
B. Explain how the school will achieve a racial/ethnic balance reflective of the
community it serves or with the racial/ethnic range of other local public schools.
We anticipate that the majority of students will live within a five mile radius of MCCA and, thus,
reflect the community being served. Targeted marketing will be used to focus on this
geographic area. Additionally, select marketing materials will be created and produced in
multiple languages based on the demographics of the local area.
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C. Describe the school’s enrollment policies and procedures, including an
explanation of the enrollment timeline, criteria and/or any preferences for
enrollment, and lottery process.
Enrollment
MCCA will open an Enrollment Office in June 2013 to begin attracting and enrolling students for
enrollment at the beginning of the 2013 - 2014 school year. After that, the school will offer daily
enrollment for students who wish to enroll, space permitting.
Our admission and enrollment processes will be student-centered and friendly. As part of our
mission, we will have a year-round open enrollment, enabling students to enroll in our school
based on their schedules and needs. Students in our proposed target population may have a
tendency to drop out of school at various times during the year for various reasons; therefore,
we need to be able to enroll and engage students.
When contacted by interested students and/or their parents online, over the phone, or in person,
MCCA will guide the interested student through the following process:
•
Enrollment Specialist reaches out to student and/or parent to arrange an initial visit at
the school with school staff.
•
Student/parent meets with Enrollment Specialist to discuss student's needs and
expectations as well as school mission and expectations.
•
Student/parent complete enrollment application.
•
School requests transcripts and other relevant information from student's last school of
attendance.
•
Student completes individualized assessments to determine academic skill levels,
vocational interests, academic history, credits earned, family/employment commitments,
and plans for getting to school.
•
Student and parent meet with teachers, social workers, employment coaches, and
administrators to review assessment information and establish their Personalized
Success Plan (PSP).
As part of the enrollment process, the staff will request that the student and parent (if the
student is age 17 or younger) sign the Student/Parent Contract, which states that the student
and parent have read and understand the Student/Parent Handbook, including the Code of
Student Conduct, and agree to abide by the terms of these documents. The Contract will be
enforced based upon the terms and guidelines outlined in the Student/Parent Handbook and
Code of Conduct.
Additionally, the parent and student will complete the enrollment package, which outlines the
responsibilities of the parents and students. Additional documents or forms may be required
based upon school district requirements.
As the school will be a public school, 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.
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Lottery
In the event that enrollment exceeds capacity, the School will conduct a random lottery to
determine which applicant students are offered enrollment or are placed on a waiting list (in the
order of their selection). Any students who inquire about enrollment after the lottery is held will
be placed on the waiting list on a first come, first-served basis. Admission preferences may only
be given to:
1. Students who are siblings of a student enrolled in the charter school.
2. Students who are the children of a member of the Board of Directors of the charter school.
3. Students who are the children of an employee of the charter school.
4. Students who are the children of:
a) An employee of a business partner of a charter school in the workplace.
b) A resident of the municipality in which such charter school is located.
c) A resident of a municipality that operates a charter school in a municipality.
5. Students who are the children of an active duty member of any branch of the United States
Armed Forces.
D. Explain any student and/or family contracts that will be used as a requisite for
initial and continued enrollment in the school. Describe if and how the school will
enforce such contracts.
As part of the enrollment process, the staff will request that the student and parent (if the
student is age 17or younger) sign the Student/Parent Contract, which states that the student
and parent have read and understand the Student/Parent Handbook, including the Code of
Student Conduct, and agree to abide by the terms of these documents. The Contract will be
enforced based upon the terms and guidelines outlined in the Student/Parent Handbook and
Code of Conduct.
E. Explain any other efforts to encourage parental and community involvement, if
applicable.
In order to ensure substantial parent and community involvement, Board members will meet
with local stakeholders to explain the program and recruit representatives, including parents to
serve on a School Advisory Council (SAC). The SAC, with parent participation, will be formed
during the first semester of the school's operation. The purposes of the SAC will be to:
• Provide a venue for feedback among all partners and give a voice to the community.
• Agree upon community-related goals for the school program.
• Make constructive recommendations for school improvement.
• Establish relationships with members of the broader community and recognize their value.
• Provide information to the community about the purpose, vision, and mission of the
MCCA.
Parents will have a number of other opportunities for involvement in their student's education.
Parents will be invited to attend an orientation session with the student during which time
opportunities, expectations, and requirements of the program are clearly explained. This will set
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the stage for expected student progress and achievement. This will be supplemented by
mailings to homes, newsletters and phone calls from teaching staff, and conferences with the
student and parent(s). Parents will be encouraged to visit the school and to participate in school
functions and events throughout the year, including school sponsored workshops, parent nights,
report card conferences, and student award ceremonies.
The Principal, Faculty, and Staff will be responsible for establishing partnerships with
community agencies that provide social and intervention services to students and families. The
goal of these partnerships is to provide a broader set of services that will help the student and
family handle circumstances that interfere with learning and academic success. The school will
also create partnerships with local employers to facilitate internships and employment of
students.
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III. BUSINESS PLAN
Section 14: Facilities
If the site is not acquired:
F. Explain the school’s facility needs, including desired location, size, and layout
of space.
Final desired location, design, size and layout of MCCA have not been completed, pending
grant of a charter. MCCA intends to procure a facility capable of serving 600 students in Palm
Beach County in grades 9-12. MCCA will utilize facilities that comply with the State Uniform
Building Code for Public Education Facilities and the Florida Fire Prevention Code as required
by Section 1002.33(18), Florida Statutes. The facility will be thoroughly inspected and
researched before a lease is completed.
A sample floor plan designed to accommodate up to 300 students per shift is represented
below:
G. Provide an estimate of the costs of the anticipated facility needs and describe
how such estimates have been derived. * The financial plan for the proposed school
should align with the facilities-related costs described.
The forecast base rent and all other facilities costs are included for all years of the charter
contract in the proposed Budget (Attachment 1). Utilities and maintenance cost estimates are
also shown in the proposed budget. These estimates have been derived from actual historical
data from other comparable charter school facilities leased, from experienced charter school
facilities developers, updated based upon widely-reported cost escalations for land and
construction costs for the corporation's charter school programs.
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MCCA’s Board of Directors will lease the facilities at a fixed annual rate so that the school does
not incur construction risks, including unanticipated delay costs, cost overruns, and the like.
Lease payments will commence upon the taking of possession of the facilities by the School.
Long-term leasing provides to MCCA the ability for the School’s Board of Directors to focus on
its core mission (education and educational programming), outsourcing the design, acquisition,
permitting, financing, and construction of facilities to experienced entities in those fields. In
addition, long-term leasing separates the School from the vagaries of real estate and financial
markets, creating long-term guaranteed access to needed physical plant without the associated
risks of ownership. The lease documents will provide that so long as the School is meeting its
rent and other obligations, even the foreclosure of the property by the developer’s lender will not
affect the MCCA’s continuing rights to possession and use of the facilities under the lease.
H. Explain the strategy and schedule that will be employed to secure an adequate
facility.
Upon charter approval from the School District, MCCA will schedule a review with the Director
of Facilities to determine acceptability of the design and placement we are considering for
MCCA. Final design and construction will then be completed and lease negotiations undertaken
with the owner. The design process will be completed in January of 2013 and be scheduled for
construction by the spring of 2013.
I. Describe the back-up facilities plan.
Alternative locations will include but are not limited to office/retail space, light industrial space or
other facilities that can accommodate the mission and needs of the school as stated in this
application, and by the standards of the School District and State regulations. Several potential
facilities are available in the region within which the school is being planned and these
alternatives will be evaluated with one chosen should our first choice not be satisfactory.
J. Describe the plan and methods the school will employ to comply with Florida’s
constitutional class size requirements.
The facility will be in compliance with all Florida laws, regulations and policies for a safe and
sound learning environment. The projected student-to-teacher ratio shall be consistent with
those required by Florida Law as applied to charter schools. The class size reduction will be as
follows: grades 9 through 12 up to 25 students.
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Section 15: Transportation Service
A. Describe the school’s plan for transportation, including any plans for
contracting services. Your plan should discuss, to the greatest extent possible,
the issues relevant to the school’s transportation plans.
The school will be serving students ages 14-18, and will be using public transportation passes
to meet the transportation requirements. We believe that the provision of scheduled yellow-bus
transportation is not an issue that affects enrollment and attendance for our student population.
MCCA will be located along major lines of the public transportation system. Students who live
beyond a reasonable distance from the school will receive a public bus pass if they choose to
accept it.
All school bus routes shall be so planned and adjusted to the capacities of Lee County Transit
with respect to the distance of bus stops from the students residence to serve students whose
homes are beyond reasonable walking distance of the assigned public school center as per the
requirements of the State Board of Education Rule 6A-3.001
A reasonable walking distance for any student who is not physically disabled is any distance not
more than two miles between the home and the school or one-and-one-half miles between the
home and the assigned bus stop. Such distance shall be measured from the closest pedestrian
entry point of the assigned school building or to the bus stop. MCCA shall determine the
shortest pedestrian route whether or not it is accessible to motor vehicle traffic.
Since the school will be using public transportation for the majority of its students, there is no
need for contingency plans related to transportation. In addition, transportation service will be
provided by the school to any student whose ILP stipulates that this must occur. Should an ESE
student require special transportation accommodations, MCCA will contract with the school
district or an approved private transportation provider.
The school did not budget for transportation revenue as it is impossible to predict how many
students may qualify. MCCA will ensure that transportation is not a barrier to education and will
submit all paperwork and documentation related to transportation specific funding as needed.
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Section 16: Food Service
A. Describe the school’s plan for food services, including any plans for
contracting services or plans to participate in the National School Lunch
Program.
Due to the age group of the students attending MCCA, the flexible schedule of the school day,
and the fact that many students will be coming from and leaving for work, MCCA will not provide
meals as are typically provided in a traditional high school. MCCA will make healthy snacks
available to all students. Students who would qualify for free or reduced price meals will be
eligible for free or reduced price healthy snacks. The snacks will be consumed before or after
school and will not interrupt the instructional day. These healthy snacks will be in compliance
with all applicable requirements. Additionally, MCCA will have vending machines on-site for
students who wish to purchase other types of food.
MCCA's school cafeteria will post in a visible location and on the charter school Web site the
charter school’s semiannual sanitation certificate and a copy of its most recent sanitation
inspection report as required by s.1013.12(2)b, F.S.
Due to the age group of the students attending MCCA and the two-session format of the school
day, students will be able to have lunch either after the morning session or before the afternoon
session.
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Section 17: Budget
A. Provide an operating budget covering each year of the requested charter term
that contains revenue projections, expenses and anticipated fund balances. The
budget should be based on the projected student enrollment indicated on the
cover page of the application.
The proposed five-year budget based on the projected student enrollment indicated on the
cover page is included as Attachment 1.
B. Provide a start-up budget that contains a balance sheet revenue projections,
expenses and anticipated fund balance. The start-up budget must cover any
period prior to the beginning of FTE payments in which the school will expend
funds on activities necessary for the successful start-up of the school.
MCCA anticipates a start-up budget as shown in the following table. The Founding Board will be
moving forward once this application is approved to acquire additional start-up funds. We
anticipate that these funds will carry us until June 2013. The School will apply for a planning and
design grant, as provided by the Charter School Implementation Grant Program. If awarded,
the grant will provide the school with additional start-up funding which will be utilized prior to the
period when the school begins to receive operational funding from the sponsor. In the event
that the start-up grant is not awarded, the school has access to loan amounts necessary for the
start-up expenditures and all start-up personnel will not be paid until the school begins
operations except as designated in the start-up budget.
Start-Up Budget Before Schools Open
Total Revenue
Founding team has obtained a loan to cover start-up costs. Allocation
$50,000.00
Account
Code
Description
Units
Rate
Total
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
General Support Services
Board (7100)
320 Insurance
Liability/Errors & Omissions/Crime
1
Officers and Directors
1
330 Governance Training
330 Travel (workshop registration, lodging, etc.)
Total Board
$3,000.00
School Administration (7300)
100 Salaries
Principal (Three months before the school opens)
$20,000.00
Total Office Personnel
$20,000.00
$20,000.00
210 Retirement
$ 20,000.00
$0.03
$600.00
220 Social Security
$ 20,000.00
$0.08
$1,530.00
240 Workers' Compensation
$ 20,000.00
$0.01
$244.00
1
$47.25
$47.25
250 Unemployment Compensation
109
360 Lease-Copy Machine
3
390 Printing (includes advertising)
510 Office Supplies
643-644 Computer Equipment
1
$50.00
$150.00
$10,000.00
$10,000.00
$2,500.00
$2,500.00
$2,500.00
$2,500.00
730 Dues and Fees
Total School Administration
$37,571.25
Fiscal Services (7500)
310 Professional Services:
Bookkeeping/Accountant
1
$1,500.00
Total Fiscal Services
$1,500.00
$1,500.00
Central Services (7700)
310 Professional Services
Marketing/Staff Recruiting and Placement
Total Central Services
Total Budgeted Expenditures
Balance Start Up Funds
$3,500.00
$3,500.00
$3,500.00
$45,571.25
$4,428.75
C. Provide a detailed narrative description of the revenue and expenditure
assumptions on which the operating and start-up budget are based. The budget
narrative should provide sufficient information to fully understand how budgetary
figures were determined.
The cost assumptions detailed in the start-up budget reflect typical costs. The School's major
budgetary assumptions include:
1. The start-up period assumes that an enrollment office will be established three months before
school opening.
2. Hiring is per the detailed schedule in the financial calculations.
3. Computer equipment will be installed the month before school begins.
4. Recruiting and marketing costs are anticipated to be heavy during this period and the first two
months of the school year.
5. Start-up costs will be funded from a combination of capital leases, landlord participation in the
tenant improvements, and lending from other sources. If CSP grant approval is obtained,
those funds will enable reduction of loan funding.
6. Capital leases will be used to acquire all computer equipment over a five-year period.
7. Computer equipment is typically refreshed every five years.
8. The other assets (furniture and leasehold improvements) and initial operating expenses will
be funded from a lender or the federal start-up grant, if funds are awarded.
9. Consulting and professional fees include audit and tax preparation fees as well as legal and
consulting expenditures.
10. Accounts Receivable and Accounts Payable are both net 30. Start-up expenses are paid
prior to year one.
Additional assumptions are detailed in the Budget Notes in the Five-Year budget.
110
D. Explain how the governing board will monitor the budget, including a strategy for
addressing revenue shortfalls due to lower than expected enrollment.
MCCA's spending priorities are based on the need to provide quality education at the most
efficient cost. The cash flow statement provides an analysis of the items that will be focused on
by the Board of Directors, Financial Specialist, and Principal. While MCCA anticipates being able
to recruit the planned enrollment, contingencies will be incorporated to accommodate actual
enrollment. These will include ensuring that faculty and staff planned to be hired will be fully
informed of the situation regarding start-up flexibility to ensure financial stability. Should the
number of classes not meet plan, only the actual number of faculty and staff to support them
will be retained. A line of credit will be available to the school to enable cash flow capable of
sustaining on time payments to all faculty, staff, and creditors.
Especially during the start-up effort, close monitoring of all costs will ensure that adjustments
to specific line items that permit flexibility will be enacted quickly to mitigate any expenditure
issues that may arise. Should the enrollment not meet the projected number of students, any
funds that are received from the Sponsor that constitute an amount greater than that which
the school is entitled, will not be spent, and will be set aside for return to the Sponsor.
E. Provide 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) through the first year of operation.
The monthly cash flow projections for start-up are included in the start-up budget chart in 17.B.
above and are based on the accrual method of accounting. First year of operations on a
monthly basis are detailed in Attachment 1. Expenses will be earmarked for payment once the
goods or services have been received. The accounting and reporting for MCCA will be under
GASB 34.
F. Describe the school’s fundraising plan, if applicable. Report on the current
status of any fundraising efforts, including verification of any fundraising monies
reported in the school’s start-up or operating budgets.
The Principal or Board of Directors may choose to have fundraising activities for specific
purposes in the future, but none are planned at this time.
111
Section 18: Financial Management and Oversight
A. Describe who will manage the school’s finances and how the school will
ensure financial resources are properly managed.
The Board of Directors has the ultimate responsibility to ensure that the School’s finances are
managed properly. MCCA’s School Board will recruit a member, designated as a Financial
Specialist, with the requisite skill sets in financial management and accounting.
The Board will review and approve a preliminary annual budget prior to the beginning of the
fiscal year. The Principal of MCCA will prepare a school-site budget, which will include
anticipated revenues and expenditures based on student enrollment. Each quarter, the Board
will review the budget and make revisions, as necessary.
The Principal will manage the day-to-day operations and site-based finances, including
expenditures and receivables. The Board will adopt a policy whereby the Principal will need to
seek prior approval from the Board for expenditures over a pre-approved amount. The Principal
will report at least quarterly to the Board on the progress of the site-based budget and make
recommendations and seek approval for large expenses. The Board will oversee the Principal
and remain responsible for all financial matters delegated to the Principal.
B. Describe the financial controls, including an annual audit and regular board
review of financial statements, which will be employed to safeguard finances.
MCCA has established financial procedures to further safeguard its finances. The Board shall
annually adopt and maintain an operating budget, retain the services of a certified public
accountant or auditor for the annual independent financial audit and review, and will approve the
audit report, including audit findings and recommendations. In the event a financial recovery
plan is necessary, the Board will monitor it and ensure such plan is appropriately maintained.
The Board will also review and monitor the financial statements of MCCA on at least a quarterly
basis during regularly scheduled Board Meetings.
Controls
The Board of Directors is responsible for establishing and maintaining a system of internal
controls in order to provide reasonable assurance that the school’s assets are safeguarded
against loss from unauthorized use or disposition, and that transactions are executed in
accordance with the school's authorization and recorded properly in the financial records.
Controls will be established in accordance with all applicable federal, state, and local laws and
in line with accepted industry standards and best practices.
MCCA’s Principal and Bookkeeper shall maintain the school’s accounting records and shall
work with the Board to ensure appropriate management of those records.
MCCA will utilize the standard state codification of accounts as contained in the Financial and
Program Cost Accounting and Reporting for Florida Schools, as a means of codifying all
transactions pertaining to its operations for both internal and external reporting. Financial
reporting will be subject to any directives issued by the State of Florida and Sponsor.
112
Internal accounting for the School regarding receivables and disbursements will follow the
following procedures:
Receivables
All cash payments will be locked, coded by source, and deposited on a daily basis. Daily
deposits will be reconciled to cash receipts logs. Disbursements will be made only after
appropriately authorized and only to approved vendors and suppliers. MCCA will prepare
disbursement vouchers on site and authorized by the School’s Principal. Disbursement
vouchers will be submitted to the Bookkeeper with all necessary supporting documentation
detailing the amount, purpose, and classification of the disbursement. The Principal will then
receive and approve/disapprove all vouchers. A threshold amount will be established by the
Board that will determine when more than one signature is required on a check. Checks for
certain purposes and those over the threshold amount will require the signature of the Principal
and Board Chair or a designee determined by the Board.
Bank statements will be reconciled each month and financial statements to the Board and
sponsor will be regularly provided as required by Florida Statutes 1002.33 (9)(g)2. The
statements will include revenues, expenditures, account balances, and other data as requested
by the Board or Sponsor on dates and frequency that the Board and Sponsor require.
Funds Transfers
Any fund transfers by electronic means made into any School account will be recorded in the
general ledger by journal entry along with supporting documentation.
Revenue Collection
Any funds collected at the School will be received by a designated member of the School staff.
The Bookkeeper will document the purpose and amount of funds collected and prepare a
deposit on any day funds are collected. Deposit receipts, copies of the deposit ticket, and any
other documentation necessary to properly document deposits will be maintained at the School.
No checks or cash collected will be left overnight at the School and will be deposited on the day
received.
Capital Expenses
All capital expenditures will require a purchase order and approval by the Board Chair, Principal,
or designee determined by the Board. Capital expense limits and parameters will be set by the
Board. Any purchase order amount greater that the limit set by the Board will require Board
approval. The purchase order will be given to the vendor or supplier with a copy of the PO
maintained in the School office.
Operating Accounts
All operating expenses will be paid out of the operating account. The Board will establish all
parameters, limits, and approval authority. The Board will receive a reconciled monthly
accounting for their review.
Check Signers
Only individuals stipulated by the Board will be authorized to sign checks on School accounts.
113
Data Security
Financial data and records will be maintained on a secured, logon, password protected system.
The Board will determine which individuals will have access to the financial data. A secure
environment will be established in which to maintain data backup and hardcopy records.
Audit Reports
The School will provide the Board and Sponsor annual audited financial reports. All reports will
be prepared according to generally accepted accounting principles and contain a complete set
of financial statements and notes. The School will use the standard state codification of
accounts as detailed in the Financial and Program Cost Accounting and Reporting for Florida
Schools. MCCA will comply with any directives issued by the State of Florida or the Sponsor.
C. Describe the method by which accounting records will be maintained.
MCCA will maintain both student and financial records in accordance with Chapter 119, Florida
Statutes. Retention schedules established by the records and information management
program of the Division of Library and Information Services of the Department of State will be
followed.
The School will maintain both active and archival records for current and former students in
accordance with federal, state, and local laws, and with the regulations prescribed by the Florida
Department of Education. The School will ensure that all student records are kept confidential
as required by applicable law.
All permanent records of students leaving the school, whether by graduation, transfer to the
public school system, or withdrawal to attend another school, must be transferred to the school
system in accordance with the state law and in full compliance with District protocols and
procedures. Records of student progress must be transferred to the District if the student is
returning to the District. Charter schools must use the Florida Department of Education
electronic data formats when submitting student information.
D. Describe how the school will store student and financial records.
All student and financial records will be kept in locked, fireproof cabinets or in a fire-proofed
locked records storage vault. Only certain school personnel will have access to student records
and computerized student records will be backed up regularly and stored in a secure area.
E. Describe the insurance coverage the school will obtain, including applicable
health, workers compensation, general liability, property insurance and directors
and officers liability coverage.
The budget provides funding for health insurance options for employees as well as state
required workers’ compensation coverage, comprehensive general liability insurance, fire,
property and casualty insurance, and vehicle liability insurance where needed. Directors and
employees in leadership positions will be bonded and errors and omissions coverage will be
provided.
114
The insurance provider will be authorized by subsisting certificates of authority by the
Department of Financial Services or an eligible surplus lines insurer under Florida statutes. The
insurer will have a Best’s rating of “A” or better and a Financial Size category of “VI” or better,
according the Best’s Rating Guide.
The following schedule will be used as a minimum requirement for each classification of
insurance:
Automobile Liability
A minimum $1,000,000 per occurrence, and if subject to an annual aggregate, $3,000,000.
Errors and Omissions
A minimum of $1,000,000 per claim/annual aggregate, and maximum deductible of $25,000 per
claim.
Fidelity Bonds (or crime)
$1,000,000 for each person performing Principal or Financial Specialist duties and $1,000,000
for each member of the Board of Directors and each person authorized to make purchases or
contract for services that exceed $5,000.
Comprehensive General Liability, Bodily Injury, Property Damage, and Personal Injury
A minimum $1,000,000 per occurrence and a $3,000,000 annual aggregate will be maintained.
Except with respect to property damage liability, coverage shall apply on a first-dollar basis
without application of any deductible or self-insured retention. Property damage liability may be
subject to a maximum deductible of $1,000 per occurrence.
Workers’ Compensation and Employer Liability
The School’s insurance will cover the School (and its subcontractors, to the extent that it is not
otherwise insured) for those sources of liability which would be covered by the latest edition of
the standard Workers’ Compensation Policy, as filed for use in Florida by the National Council
on Compensation Insurance, without restrictive endorsements.
There shall be no maximum limit on the amount of coverage for liability imposed by the Florida
Workers’ Compensation Act or any other coverage customarily insured under part 1 of the
standard Workers’ compensation Policy. The minimum amount of coverage for those
customarily insured under part 2 of the standard Workers’ Compensation Policy shall be
$500,000 for each accident; $500,000 for each disease; and $500,000 each employee.
Fire, Property, and Casualty
The School will obtain and maintain insurance for its building(s) and contents.
115
Section 19: Action Plan
Section 19: Action Plan
A. Present a projected timetable for the school’s start-up, including but not limited to the
following key activities:
i. Identifying and securing facility, ii., Recruiting and hiring staff, iii. Staff training, iv. Governing Board training, v.
Policy Adoption by Board (if necessary), vi. Lottery, if necessary, vii. Student enrollment.
Activity
Site search- A preliminary search has been done in advance of the
application submission. Discussions with targeted facilities will
proceed during school district application review.
Begin Charter Application
Create School Budgets
Submit Charter Application
Application reviewed and approved by sponsor
Board of Directors meetings, adopt By-Laws
Negotiate Lease on final location of choice
Negotiate contract with School District
Complete Board of Directors training using state approved
program
Recruit and hire Principal- this will include collection and analysis
of resumes from various ad placements, phone interviews, and
face-to-face interviews starting
Sign facility lease or purchase agreement
Finalize school facility design
Negotiate Charter School Contract
Recruit staff in preparation for hiring as enrollment dictates
throughout the summer- this will include collection and analysis of
resumes from various ad placements, phone interviews, and faceto-face interviews with Principal being key decider
Begin Plans and Permits
Begin collaboration with school district regarding process and
procedures
Begin community outreach, Communication, and Enrollment
through local media outlets and community forums
Finalize School Calendar
Begin Construction/Remodeling
Enrollment office opens, recruiting continues throughout
community
Complete Faculty and Administration Staffing based on enrollment
Facility Completed
Train staff
Set up Administrative and Classroom Space
Verify all appropriate inspections and clearances including
Certificate of Occupancy
Student/Parent Orientation
MCCA Opens
Responsible Party
Founding Team
Date
May-October
2012
Founding Team
Founding Team
Founding Team
School District
Founding Team
Founding Team
Founding Team, Board of Dir.
Board of Directors
May 2012
May 2012
August 2012
October 2012
Nov. 2012
Nov. 2012
Nov.-Dec. 2012
December,
2012
January 2012
Founding Team and Board of
Directors
Board of Directors
Board of Directors
Founding Team, Board of
Directors
Principal, Founding Team,
Board of Directors
January 2013
January 2013
February 2013
February May, 2012
Board of Directors
Principal/Board of Directors
February 2013
February 2013
Principal, Board of Directors,
Founding Team
Principal, Board of Directors
Founding Team
Principal, Founding Team
February 2013
Principal, Board of Directors
Principal
Founding Team
June 2013
July 2013
August 2013
August 2013
August 2013
Principal
Principal
August 2013
August 2013
March 2013
March 2013
June 2013
116
MCCA is prepared to handle all unanticipated events that may occur. Unanticipated events will
be met with a methodologically sound response. First, the event will be assessed to determine
whether it requires an immediate response, a measured response or no response at all. Second,
a response incorporating the appropriate timeline will be devised by the appropriate elements
of the School. Third, if it is determined that the response will improve the situation associated
with the event, action will be taken. If, it is determined that no response will be able to
materially impact the event in a positive way, then no response will be rendered.
The initial assessment will gather information and gain an understanding of the event, and
determine if anyone from the School should be involved in formulating a response. At a
minimum the Principal will be informed and lead in the development of a response. If it is
determined that a response is needed to an unanticipated event then the timeliness of the
response will be considered and the School leadership informed. Depending on the area of the
event - technology, communications, public, students, faculty, staff etc. - appropriate members
of the staff will be involved in an initial assessment. Many unanticipated events will be
informational in nature and require no response. Those events that appear to require a
response will be considered with care and deliberation with the best interest of the students,
their families and the community held in the forefront of any consideration.
All actions taken in response to unanticipated events will be designed to support and
strengthen the School’s commitment to educational excellence and the success of its programs
and our students.
117
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 My Choice Collegiate
Academy Charter School is accurate and true to the best of my knowledge and belief; and
further, I certify that, if awarded a charter, the school:
A. Will be nonsectarian in its programs, admission policies, employment practices and
operations.
B. 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.
C. Will adhere to the antidiscrimination provisions of section 1000.05, F.S.
D. Will adhere to all applicable provision of state and federal law relating to the education of
students with disabilities, including the Individuals with Disabilities Education Act; section
504 of the Rehabilitation Act of 1974; and Title II of the Americans with Disabilities Act of
1990.
E. Will adhere to all applicable provisions of federal law relating to students who are limited
English proficient, including Title VI of the Civil Rights Act of 1964 and the Equal
Educational Opportunities Act of 1974.
F. Will participate in the statewide assessment program created under section 1008.22,
F.S.
G. Will comply with Florida statutes relating to public records and public meetings, including
H. Chapter 119, Florida Statutes, and section 286.011, F.S., which are applicable to
applicants even prior to being granted a charter.
I.
Will obtain and keep current all necessary permits, licenses and certifications related to
fire, health and safety within the building and on school property.
J.
Will provide for an annual financial audit in accordance with section 218.39, F.S.
The governing board, at its discretion, allows __________________________ (name),
_________________________ (title) to sign as the legal correspondent for the school.
________________________________
Signature
___________________________
Date
________________________________
Printed Name
118
Attachment 1. Budgets - Five Year and First Year Monthly
119
Budget Worksheet
My Choice Collegiate Academy
Yr1
Yr2
Yr3
Yr4
Yr5
2012-13
2013-14
2014-15
2015-16
2016-17
Number of Students
400
500
550
600
600
Grade Levels
9-12
9-12
9-12
9-12
9-12
101.0%
101.0%
101.0%
101.0%
Fiscal Year 2013 - 2017
Expense Inflation
Estimated Revenue
FEFP Basic Gross - 3310
$1,589,439
$1,827,436
$1,912,559
$1,983,148
$1,891,006
Instructional Materials - 3336
$30,919
$38,753
$42,628
$46,504
$46,504
Discretionary Lottery Funds - 3344
$0
$1,430
$1,573
$1,716
$1,716
Class Size Reduction - 3355
$381,900
$479,471
$527,418
$575,365
$575,365
Discretionary Local Effort - 3411
$179,530
$323,654
$356,019
$388,385
$388,385
Transportation - 3354
$26,600
$33,250
$36,575
$39,900
$39,900
Total Revenue:
$2,208,388
$2,703,994
$2,876,772
$3,035,018
$2,942,876
100
Less restricted amount from capital outlay adm. Fees
17.5% of students
Acct
Code
Description
Units
Rate
Total
Rate
Total
Rate
Total
Rate
Total
Rate
Total
Budget Notes
Classroom Instruction (5000)
100
Salaries
Classroom Teachers
15
$40,000
$600,000
19
$40,400
$767,600
21
$40,804
$856,884
23
$41,212
$947,877
23
$41,624
$957,356
$40,000 per year
Other Teachers (ESE, ESOL, Reading/Math Coaches)
1
$40,000
$40,000
1
$40,400
$40,400
2
$40,804
$81,608
2
$41,212
$82,424
2
$41,624
$83,248
$40,000 per year
Other Instructional Staff
1
$38,000
$38,000
1
$38,380
$38,380
2
$38,764
$77,528
2
$39,151
$78,303
2
$39,543
$79,086
17
$678,000
21
$846,380
25
$1,016,020
27
$1,108,604
27
17
$678,000
21
$846,380
23
$1,016,020
27
$1,108,604
27
Total Salaries & Units of Full Time Personnel
Total Instructional Personnel
$1,119,690
$1,119,690
210
Retirement
$678,000
3.00%
$20,340
$846,380
3.00%
$25,391
$1,016,020
3.00%
$30,481
$1,108,604
3.00%
$33,258
$1,119,690
3.00%
$33,591
Company match 401(k) or FRS at 7.77%
220
Social Security
$678,000
7.65%
$51,867
$846,380
7.65%
$64,748
$1,016,020
7.65%
$77,725
$1,108,604
7.65%
$84,808
$1,119,690
7.65%
$85,656
Percent of Total Salaries plus Substitutes
230
Health Insurance (includes dental, life, etc.)
17
$3,500
$59,500
21
$3,535
$74,235
25
$3,570
$89,259
27
$3,606
$97,363
27
$3,642
$98,337
Flat Company contribution of $3500/employee/yr.
240
Workers' Compensation
$678,000
1.25%
$8,475
$846,380
1.25%
$10,580
$1,016,020
1.25%
$12,700
$1,108,604
1.25%
$13,858
$1,119,690
1.25%
$13,996
Total Instructional Salaries x rate. Average rate = 1.25%
250
Unemployment Compensation
17
$189
$3,213
21
$189
$3,969
23
$189
$4,347
27
$189
$5,103
27
$189
$5,103
310
Professional Services (contracted instructional services)
Speech Therapy
400
$50
$20,000
500
$50
$25,000
550
$50
$27,500
600
$50
$30,000
600
$50
$30,000
$50 per hour
510
Classroom Supplies
400
$70
$28,000
500
$70
$35,000
550
$70
$38,500
600
$70
$42,000
600
$70
$42,000
$70 per student
520
Instructional Materials (textbooks, workbooks, etc.)
400
$125
$50,000
500
$125
$62,500
550
$125
$68,750
600
$125
$75,000
600
$100
$60,000
$125 per student
2.7% of first $7,000 = $189 per employee
641-642
Classroom Equipment (desks, chairs, etc.)
16
$500
$8,000
20
$500
$10,000
22
$500
$11,000
24
$500
$12,000
24
$500
$12,000
Furniture lease agreement with monthly payments
643-644
Computer Equipment
64
$750
$48,000
80
$750
$60,000
88
$750
$66,000
96
$750
$72,000
96
$750
$72,000
Average cost per computer = $750 per computer
400
$80
$32,000
500
$80
$40,000
550
$80
$44,000
600
$80
$48,000
600
$80
$48,000
Variable, based on need
75
$85
$6,375
95
$85
$8,075
105
$85
$8,925
115
$85
$9,775
115
$85
$9,775
690
Software
750
Substitute Teachers
Total Instruction
$1,013,770
$1,265,878
$1,495,207
$1,631,769
Average cost per day $85
$1,630,148
Instructional Support Services (6000)
Pupil Personnel Services (6100)
100
210
Salaries
ESE Contact
1
$42,000
$42,000
1
$42,420
$42,420
1
$42,844
$42,844
1
$43,273
$43,273
1
$43,705
Guidance Counselors
2
$40,000
$80,000
2
$40,400
$80,800
2
$40,804
$81,608
2
$41,212
$82,424
2
$41,624
$83,248
Total Pupil Personnel Staff
3
$122,000
3
$123,220
3
$124,452
3
$125,697
2
$139,441
$126,954
$3,697
$124,452
$3,734
$125,697
$3,771
$126,954
3.00%
$3,809
Retirement
$122,000
3.00%
$3,660
$
123,220
3.00%
3.00%
3.00%
$43,705
120
Yr1
220
Social Security
230
240
250
Yr2
Yr3
Yr4
Yr5
$122,000
7.65%
$9,333
$123,220
7.65%
$9,426
$124,452
7.65%
$9,521
$125,697
7.65%
$9,616
$126,954
7.65%
$9,712
3
$3,500
$10,500
3
$3,535
$10,605
3
$3,570
$10,711
3
$3,606
$10,818
2
$3,642
$7,284
$122,000
1.22%
$1,488
$123,220
1.22%
$1,503
$124,452
1.22%
$1,518
$125,697
1.22%
$1,534
$126,954
1.22%
$1,549
Total Salaries x rate. Average rate = 1.22%
3
$189
$567
3
$189
$567
3
$567
3
$567
2
$189
Total Pupil Personnel Services
$147,548
$
189
$149,018
$
189
$150,503
$152,002
$378
Percent of Total Salaries
$149,685
Media Services (6200)
100
Salaries
Media Specialist
1
Total Media Personnel
$40,000
1
$40,000
1
$40,000
1
$40,400
$40,400
1
$40,400
1
$40,804
$40,804
1
$40,804
1
$41,212
$41,212
1
$41,212
1
$41,624
$41,624
$40… per year
$41,624
210
Retirement
$40,000
3.00%
$1,200
$40,400
3.00%
$1,212
$40,804
3.00%
$1,224
$41,212
3.00%
$1,236
$41,624
3.00%
$1,249
220
Social Security
$40,000
7.65%
$3,060
$40,400
7.65%
$3,091
$40,804
7.65%
$3,122
$41,212
7.65%
$3,153
$41,624
7.65%
$3,184
230
1
$3,500
$3,500
1
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
240
$40,000
1.22%
$488
$40,400
$493
$40,804
1.22%
$498
$41,212
1.22%
$503
$41,624
1.22%
$508
250
$189
1
$189
$189
1
$189
$189
1
$189
$189
610
Library Books
$5,000
550
$10
$5,500
600
$10
$6,000
600
$10
$6,000
620
Audio-Visual Materials
1
400
18
$
189
$
10
$
40
$189
1
$4,000
500
$720
Total Media Services
$
3,535
1.22%
$
189
$
10
$
220
$0
$53,157
$220
$53,919
$0
$220
$54,907
$0
$220
$55,899
2.7% of first $7,000 = $189
$10 per student
$0
$56,396
Staff Development (6400)
100
Workshop Stipends
220
Social Security
330
Travel (workshop registration, lodging, etc.)
15
$200
$3,000
19
$202
$3,838
21
$204
$4,284
$3,000
7.65%
$230
$3,838
7.65%
$294
$4,284
7.65%
$328
15
$200
$3,000
19
$750
$14,250
21
$750
$15,750
Total Staff Development
$6,230
$18,382
$
23
$206
$4,739
23
$208
$4,787
4,739
7.65%
$363
$4,787
7.65%
$366
23
$750
$17,250
23
$750
$17,250
Variable, based on need
$20,362
$22,352
$200 per teacher
$22,403
General Support Services
Board (7100)
310
Professional Services (Legal)
320
Insurance
1
400
310
Audit
330
Governance Training
$20
$
7,000
1
Total Board
General Administration (7200)
310
Professional Services-Management
730
Administrative Fee
$
2,250,587
$
2,250,587
3%
5%
Total General Administration
$5,000
1
$8,000
500
$20
$4,000
$7,000
$5,000
1
$10,000
550
$20
$4,000
1
$7,000
$7,000
$5,000
1
$11,000
600
$20
$4,000
1
$7,000
$7,000
$5,000
1
$12,000
600
$5,000
$20
$4,000
1
$7,000
$7,000
1
$7,000
$12,000
$20 per student
$4,000
$4,000 per year
$7,000
$7,000 per year
$500
$500
$500
$500
$500
$24,500
$26,500
$27,500
$28,500
$28,500
$67,518
$ 2,773,327
9%
$70,331
$2,773,327
5%
$137,848
$249,599
$ 2,957,429
6%
$69,333
$ 2,957,429
5%
$318,933
$177,446
$ 3,126,199
5%
$67,214
$3,126,199
5%
$244,660
$156,310
$ 3,031,289
7%
$65,129
$3,031,289
5%
$221,439
$212,190
$63,152
Ave. 5% per year adjusted as required
Based on total revenue for first 250 students
$275,342
School Administration (7300)
100
Salaries
Principal
1
$80,000
$80,000
1
$80,800
$80,800
1
$81,608
$81,608
1
$82,424
$82,424
1
$83,248
$83,248
$80,000 per year
Secretary / Business Manager
1
$24,961
$24,961
1
$25,211
$25,211
1
$25,463
$25,463
1
$25,717
$25,717
1
$25,974
$25,974
Range: $25,000-$30,000
$104,961
2
$106,011
2
$107,071
2
$108,141
2
2
$109,223
210
Retirement
$104,961
3.00%
$3,149
$106,011
3.00%
$3,180
$107,071
3.00%
$3,212
$108,141
3.00%
$3,244
$109,223
3.00%
$3,277
220
Social Security
$104,961
7.65%
$8,030
$106,011
7.65%
$8,110
$107,071
7.65%
$8,191
$108,141
7.65%
$8,273
$109,223
7.65%
$8,356
230
2
$3,500
$7,000
2
$3,535
$7,070
2
$3,570
$7,141
2
$3,606
$7,212
2
$3,642
$7,284
240
$104,961
1.22%
$1,281
$106,011
1.22%
$1,293
$107,071
1.22%
$1,306
$108,141
1.22%
$1,319
$109,223
1.22%
$1,333
0
121
Yr1
250
360
Lease-Copy Machine
370
Postage
400
390
Printing (includes advertising)
12
510
Yr2
Yr3
Yr4
Yr5
2
$189
$378
2
$189
$378
2
$189
$378
2
$189
$378
2
$189
$378
10
$1,200
$12,000
10
$1,200
$12,000
10
$1,200
$12,000
10
$1,200
$12,000
10
$1,200
$12,000
$10
$4,000
500
$10
$5,050
550
$10
$5,611
600
$10
$6,182
600
$10
$6,244
$2,000
$24,000
12
$2,020
$24,240
12
$2,040
$24,482
12
$2,061
$24,727
12
$2,081
$24,974
Recruitment/Report Cards/Annual Reports, etc.
Monthly payments
$100 per mnth
$10 per student
Office Supplies
12
$1,800
$21,600
12
$1,818
$21,816
12
$1,836
$22,034
12
$1,855
$22,255
12
$1,873
$22,477
641-642
Office Equipment Lease
12
$500
$6,000
12
$500
$6,000
12
$500
$6,000
12
$500
$6,000
12
$500
$6,000
Monthly payments
643-644
Computer Equipment
12
$150
$1,800
12
$150
$1,800
12
$150
$1,800
12
$150
$1,800
12
$150
$1,800
Monthly payments
730
Dues and Fees
330
400
$4
$1,600
500
$4
$2,020
550
$4
$2,244
600
$4
$2,473
600
$4
$2,497
Professional association dues
1
$1,000
$1,000
1
$1,000
$1,000
1
$1,000
$1,000
1
$1,000
$1,000
1
$1,000
$1,000
$1000 per year allowance
$196,798
$199,968
$202,470
$205,004
$206,842
Facilities Acquisition and Construction (7400)
360
Building Lease
680
Remodeling and Renovations
400
$500
Total Facilities Acquisition and Construction
$157,801
500
$505
$157,801
$183,167
550
$510
$183,167
$199,870
600
$515
$199,870
$217,909
600
$520
$217,909
$223,769
$500 per student per year lease
$223,769
Fiscal Services (7500)
100
Salaries
Bookkeeper
1
Total Fiscal Personnel
$22,000
1
$22,000
1
$22,000
1
$22,220
$22,220
1
$22,220
1
$22,442
$22,442
1
$22,442
1
$22,667
$22,667
1
$22,667
1
$22,893
$22,893
$22,000 per year
$22,893
210
Retirement
$22,000
3.00%
$660
$22,220
3.00%
$667
$22,442
3.00%
$673
$22,667
3.00%
$680
$22,893
3.00%
$687
220
Social Security
$22,000
7.65%
$1,683
$22,220
7.65%
$1,700
$22,442
7.65%
$1,717
$22,667
7.65%
$1,734
$22,893
7.65%
$1,751
0
230
240
250
310
Professional Services:
730
Bank Fees/Payroll Processing Fees
1
$3,500
$3,500
1
$3,535
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
$22,000
1.22%
$268
$22,220
1.22%
$271
$22,442
1.22%
$274
$22,667
1.22%
$277
$22,893
1.22%
$279
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
2.7% of first $7,000 = $189
$832
$832
$800 per year
$31
$18,731
400
$800
$800
$30
$12,000
500
$808
$808
$30
$15,150
$41,100
550
$816
$816
$31
$16,832
$44,540
600
$824
$824
$31
$18,545
$46,513
600
$48,522
$30 per student
$49,005
Central Services (7700)
730
Dues and Fees
25
$75
$1,875
29
$1,875
$76
$2,197
$0
$2,197
33
$77
$2,525
$0
$2,525
35
$77
$2,705
$0
$2,705
35
$78
$2,732
$0
$2,732
Staff Leasing Fees, Fingerprint Fees
Pupil Transportation Services (7800)
310
Public transportation bus passes
400
$150
Total Pupil Transportation Services
$60,000
500
$150
$62,500
$75,000
550
$150
$75,000
$82,500
600
$150
$82,500
$90,000
600
$150
$90,000
$90,000
Bus passes approx. $150 per student
$90,000
Operation of Plant (7900)
100
Salaries
Custodians
Total Plant Personnel
1
$10,000
1
$10,000
1
$10,000
1
$10,100
$10,100
1
$10,100
1
$10,201
$10,201
1
$10,201
1
$10,303
$10,303
1
$10,303
1
$10,406
$10,406
210
Retirement
$10,000
3.00%
$300
$10,100
3.00%
$303
$10,201
3.00%
$306
$10,303
3.00%
$309
$10,406
3.00%
$312
220
Social Security
$10,000
7.65%
$765
$10,100
7.65%
$773
$10,201
7.65%
$780
$10,303
7.65%
$788
$10,406
7.65%
$796
230
240
250
320
Property Insurance
371
Phone
381
382
1
$
3,500
$10000 per year
$10,406
0
$3,500
1
$3,535
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
$10,000
8.38%
$838
$10,100
8.38%
$846
$10,201
8.38%
$855
$10,303
8.38%
$863
$10,406
8.38%
$872
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
2.7% on first $7000
$5,000
$5,000
$5,050
$5,050
$5,101
$5,101
$5,152
$5,152
$5,203
$5,203
$5000 per year
8
$1,000
$8,000
8
$1,010
$8,080
8
$1,020
$8,161
8
$1,030
$8,242
8
$1,041
$8,325
$1000 per year per phone
Water and Sewage
12
$400
$4,800
12
$404
$4,848
12
$408
$4,896
12
$412
$4,945
12
$416
$4,995
$400 per month
Garbage
12
$250
$3,000
12
$253
$3,030
12
$255
$3,060
12
$258
$3,091
12
$260
$3,122
$250 per month
122
Yr1
390
Yr2
Yr3
Yr4
Yr5
Other Purchased Services
12
$200
$2,400
12
$202
$2,424
12
$204
$2,448
12
$206
$2,473
12
$208
$2,497
Security System Monitoring
Fire Alarm Monitoring
4
$375
$1,500
4
$379
$1,515
4
$383
$1,530
4
$386
$1,545
4
$390
$1,561
Fire Inspections
4
$250
$250
4
$253
$253
4
$255
$255
4
$258
$258
4
$260
$260
Grounds Maintenance
12
$400
$4,800
12
$404
$4,848
12
$408
$4,896
12
$412
$4,945
12
$416
$4,995
Pest Control
12
$75
$900
12
$76
$909
12
$77
$918
12
$77
$927
12
$78
$937
12000
$2
$24,000
12,000
$2
$24,000
15,000
$2
$30,300
18,000
$2
$36,724
18,000
$2
$37,091
1
$1,500
$1,500
1
$1,515
$1,515
1
$1,530
$1,530
1
$1,545
$1,545
1
$1,561
430
Electricity
510
Supplies
Total Operation of Plant
$71,742
$72,218
$78,998
$85,907
$1,561
$200 per month
$375 per quarter
$250 per year
$4800/yr
$75 per month
Average: $2 per square foot
$1500 per year
$86,764
Maintenance of Plant (8100)
350
Repairs and Maintenance
510
Supplies
$ 6,000
Total Maintenance of Plant
$90,000
$0
$20,000
$0
$10,000
$0
$10,000
$0
$10,000
$6,000
$6,060
$6,060
$6,121
$6,121
$6,182
$6,182
$6,244
$6,244
$96,000
$0
$26,060
$0
$16,121
$0
$16,182
$0
$16,244
A/C, Plumbing, Electrical Repairs
Paint,Supplies, etc.
Administrative Technology Services (8200)
Supplies
1
$2,400
$2,400
1
$2,400
$2,400
1
$2,424
$2,424
1
$2,448
$2,448
1
$2,473
$2,473
641-642
510
Offcie Equipment
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
Lease 4 pieces of equipment and peripherals at $125/month
643-644
Computer Equipment
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
Lease 4 pieces of equipment and peripherals at $125/month
Software
4
$200
$800
4
$200
$800
4
$202
$808
4
$204
$816
4
$206
$824
Total Administrative Technology Services
1
$3,350
$6,200
1
$6,200
1
$3,417
$6,232
1
$9,584
$6,264
1
6%
$3,000
$3,000
$3,000
$3,000
$3,000
$3,000
690
####
####
Network Software lease
$6,297
Debt Service (9200)
710
Redemption of Principal
720
Interest Expense
$50,000
Total Debt Service
Reserve Fund
$2,250,587
Balance
5.00%
$112,529
$2,773,327
5.00%
$138,666
$2,957,429
5.00%
$147,871
Payment of Principal
Debt interest
$50,000
$3,126,199
5.00%
$156,310
$0
$3,031,289
2%
$60,626
$2,132,599
$2,583,645
$2,779,239
$2,990,764
$2,904,752
$75,789
$120,349
$97,533
$44,254
$38,124
2-5% of Revenue
123
July
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$132,453
$132,453
$132,453
$132,453
$132,453
$132,453
$132,453
$132,453
$132,453
$132,453
$132,453
$132,453
$1,589,439
Year 1 Monthly Cash Flow
FEFP Basic Gross - 3310
100
$1,589,439
Instructional Materials - 3336
$30,919
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$30,919
Class Size Reduction - 3355
$381,900
$31,825
$31,825
$31,825
$31,825
$31,825
$31,825
$31,825
$31,825
$31,825
$31,825
$31,825
$31,825
$381,900
Discretionary Local Effort - 3411
$179,530
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$179,530
Transportation - 3354
$26,600
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$26,600
Total Revenue:
$2,208,388
$184,032
$184,032
$184,032
$184,032
$184,032
$184,032
$184,032
$184,032
$184,032
$184,032
$184,032
$184,032
$2,208,388
Salaries
Classroom Teachers
$600,000
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$600,000
Classroom Assistants
$40,000
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
Other Instructional Staff
$38,000
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$38,000
Total Instructional Personnel
$678,000
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$678,000
$0
210
Retirement
$20,340
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$20,340
220
Social Security
$51,867
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$51,867
230
$59,500
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$59,500
240
$8,475
$770
$770
$770
$770
$770
$770
$770
$770
$770
$770
$770
$8,475
250
Professional Services (contracted instructional
services)
$3,213
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$3,213
$20,000
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$20,000
310
Speech Therapy
510
Classroom Supplies
$28,000
$14,000
$14,000
520
Instructional Materials (textbooks, workbooks, etc.)
$50,000
$16,667
$16,667
$8,000
$8,000
641-642
Classroom Equipment (desks, chairs, etc.)
643-644
$28,000
$16,667
$50,000
$8,000
Computer Equipment
$48,000
$16,000
$16,000
$16,000
690
Software
$32,000
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$32,000
750
Substitute Teachers
$6,375
$580
$580
$580
$580
$580
$580
$580
$580
$580
$580
$580
$6,375
$95,979
$134,646
$126,646
$96,646
$79,979
$79,979
$79,979
$79,979
$79,979
$79,979
$79,979
$1,013,770
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$42,000
Total Instruction
100
$0
Salaries
Guidance Counselors
210
$1,013,770
$48,000
$42,000
Guidance Counselors
$80,000
Total Pupil Personnel Staff
$122,000
Retirement
220
Social Security
230
240
250
Total Pupil Personnel Services
$0
$3,660
$7,273
$7,273
$7,273
$7,273
$7,273
$7,273
$7,273
$7,273
$7,273
$7,273
$7,273
$80,000
$11,091
$11,091
$11,091
$11,091
$11,091
$11,091
$11,091
$11,091
$11,091
$11,091
$11,091
$122,000
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$3,660
$9,333
$848
$848
$848
$848
$848
$848
$848
$848
$848
$848
$848
$9,333
$10,500
$955
$955
$955
$955
$955
$955
$955
$955
$955
$955
$955
$10,500
$1,488
$135
$135
$135
$135
$135
$135
$135
$135
$135
$135
$135
$1,488
$567
$147,548
$0
$52
$52
$52
$52
$52
$52
$52
$52
$52
$52
$52
$567
$13,413
$13,413
$13,413
$13,413
$13,413
$13,413
$13,413
$13,413
$13,413
$13,413
$13,413
$147,548
124
July
100
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
Salaries
Library Aide
Total Media Personnel
$40,000
$40,000
$0
210
Retirement
$1,200
$109
$109
$109
$109
$109
$109
$109
$109
$109
$109
$109
$1,200
220
Social Security
$3,060
$278
$278
$278
$278
$278
$278
$278
$278
$278
$278
$278
$3,060
230
$3,500
$318
$318
$318
$318
$318
$318
$318
$318
$318
$318
$318
$3,500
240
$488
$44
$44
$44
$44
$44
$44
$44
$44
$44
$44
$44
$488
250
$189
$17
$17
$17
$17
$17
$17
$17
$17
$17
$17
$17
$189
610
Library Books
$4,000
$667
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$4,000
620
Audio-Visual Materials
$720
Total Media Services
$53,157
100
Workshop Stipends
220
Social Security
330
$3,000
Total Staff Development
$6,230
310
Professional Services (Legal)
$5,000
320
Insurance
$0
$120
$60
$60
$60
$60
$60
$60
$60
$60
$60
$60
$720
$5,190
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$53,157
$3,000
$3,000
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$3,000
$230
$230
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$230
$1,000
$0
$1,000
$0
$1,000
$0
$0
$0
$0
$0
$0
$3,000
$4,230
$0
$1,000
$0
$1,000
$0
$0
$0
$0
$0
$0
$6,230
$750
$750
$750
$0
$0
$0
$8,000
$0
$5,000
$8,000
$2,000
$750
$750
$750
$750
$750
$4,000
$4,000
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$4,000
$7,000
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$7,000
$0
$7,000
$500
$500
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$500
Total Board
$24,500
$6,500
$750
$750
$750
$750
$5,750
$750
$750
$750
$0
$7,000
$0
$19,500
310
Professional Services-Management
$67,518
$5,626
$5,626
$5,626
$5,626
$5,626
$5,626
$5,626
$5,626
$5,626
$5,626
$5,626
$5,626
$67,518
730
Administrative Fee
310
Audit
330
Governance Training
$70,331
$5,861
$5,861
$5,861
$5,861
$5,861
$5,861
$5,861
$5,861
$5,861
$5,861
$5,861
$5,861
$70,331
$137,848
$11,487
$11,487
$11,487
$11,487
$11,487
$11,487
$11,487
$11,487
$11,487
$11,487
$11,487
$11,487
$137,848
Principal
$80,000
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$80,000
Secretary / Business Manager
$24,961
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$24,961
$104,961
$8,747
$8,747
$8,747
$8,747
$8,747
$8,747
$8,747
$8,747
$8,747
$8,747
$8,747
$8,747
$104,961
Total General Administration
100
Salaries
210
Retirement
$3,149
$262
$262
$262
$262
$262
$262
$262
$262
$262
$262
$262
$262
$3,149
220
Social Security
$8,030
$669
$669
$669
$669
$669
$669
$669
$669
$669
$669
$669
$669
$8,030
230
$7,000
$583
$583
$583
$583
$583
$583
$583
$583
$583
$583
$583
$583
$7,000
240
$1,281
$107
$107
$107
$107
$107
$107
$107
$107
$107
$107
$107
$107
$1,281
125
July
250
360
Lease-Copy Machine
370
Postage
390
510
641-642
643-644
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$378
$32
$32
$32
$32
$32
$32
$32
$32
$32
$32
$32
$32
$378
$12,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$12,000
$4,000
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$4,000
Printing (includes advertising)
$24,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$24,000
Office Supplies
$21,600
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$21,600
$6,000
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$6,000
$1,800
Office Equipment
Computer Equipment
$1,800
$150
$150
$150
$150
$150
$150
$150
$150
$150
$150
$150
$150
730
Dues and Fees
$1,600
$1,600
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$1,600
330
$1,000
$0
$0
$0
$500
$0
$0
$0
$0
$500
$0
$0
$0
$1,000
$196,798
$17,783
$16,183
$16,183
$16,683
$16,183
$16,183
$16,183
$16,183
$16,683
$16,183
$16,183
$16,183
$196,798
Building Lease
$157,801
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$157,801
Total Facilities Acquisition and Construction
$157,801
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$13,150
$157,801
$22,000
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$22,000
$22,000
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$22,000
$660
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$660
360
100
Salaries
Bookkeeper
Total Fiscal Personnel
210
Retirement
220
Social Security
$1,683
$140
$140
$140
$140
$140
$140
$140
$140
$140
$140
$140
$140
$1,683
230
$3,500
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$3,500
240
$268
$22
$22
$22
$22
$22
$22
$22
$22
$22
$22
$22
$22
$268
250
$189
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$189
310
Professional Services:
$800
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$800
$800
730
Bank Fees/Payroll Processing Fees
$12,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$12,000
$41,100
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$4,158
$41,100
310
Professional Services
730
Dues and Fees
$1,875
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$1,875
$1,875
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$1,875
$60,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$60,000
310
Public Transportation Bus Passes
320
Insurance
Total Pupil Transportation Services
100
$2,500
$208
$208
$208
$208
$208
$208
$208
$208
$208
$208
$208
$208
$2,500
$62,500
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$62,500
Salaries
126
Custodians
July
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$10,000
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$10,000
210
Retirement
$300
$25
$25
$25
$25
$25
$25
$25
$25
$25
$25
$25
$25
$300
220
Social Security
$765
$64
$64
$64
$64
$64
$64
$64
$64
$64
$64
$64
$64
$765
230
$3,500
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$3,500
240
$838
$70
$70
$70
$70
$70
$70
$70
$70
$70
$70
$70
$70
$838
250
$189
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$189
320
Property Insurance
$5,000
$417
$417
$417
$417
$417
$417
$417
$417
$417
$417
$417
$417
$5,000
371
Phone
$8,000
$667
$667
$667
$667
$667
$667
$667
$667
$667
$667
$667
$667
$8,000
381
Water and Sewage
$4,800
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$4,800
382
Garbage
$3,000
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$3,000
390
Other Purchased Services
Fire Alarm Monitoring
$2,400
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$2,400
Security System Monitoring
$1,500
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$1,500
Fire Inspections
Grounds Maintenance
Pest Control
$250
$21
$21
$21
$21
$21
$21
$21
$21
$21
$21
$21
$21
$250
$4,800
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$4,800
$900
$75
$75
$75
$75
$75
$75
$75
$75
$75
$75
$75
$75
$900
$24,000
430
Electricity
$24,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
510
Supplies
$1,500
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$1,500
Total Operation of Plant
$71,742
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$71,742
350
Repairs and Maintenance
$90,000
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$90,000
510
Supplies
$6,000
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$6,000
$96,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$96,000
$2,400
Total Maintenance of Plant
Supplies
$2,400
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
641-642
510
Offcie Equipment
$1,500
$0
$0
$0
$0
$1,500
$0
$0
$0
$0
$0
$0
$0
$1,500
643-644
Computer Equipment
$1,500
$0
$0
$1,500
$0
$0
$0
$0
$0
$0
$0
$0
$0
$1,500
690
720
Software
$800
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$800
Total Administrative Technology Services
$6,200
$200
$1,000
$1,700
$200
$1,700
$200
$200
$200
$200
$200
$200
$200
$6,200
Interest Expense
$3,000
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$3,000
Total Debt Service
$3,000
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$3,000
$112,529
$9,377
$9,377
$9,377
$9,377
$9,377
$9,377
$9,377
$9,377
$9,377
$9,377
$9,377
$9,377
$112,529
$2,132,599
$81,450
$193,712
$228,455
$220,455
$190,455
$178,289
$172,289
$172,289
$172,789
$171,539
$178,539
$172,339
$2,127,599
$75,789
$102,583
$92,904
$48,480
$12,057
$5,634
$11,378
$23,121
$34,865
$46,108
$58,602
$64,096
$75,789
$75,789
Reserve Fund
Balance
$800
127

Document 6525219

Transcription

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