1. education
2. school

2013 OPSB CHARTER SCHOOL APPLICATION
COVER SHEET & ENROLLMENT PROJECTION
Name of non-profit applicant:
TMCF Collegiate Academy, Inc.
Primary contact person:
Mailing address:
Sharon McCoy Bell
5501 Tullis Drive Apt. 16-101
Street/PO Box:
City:
New Orleans
State
Phone Number:
day
504-570-6570
Fax Number:
425-740-0867
evening
Email:
LA
Zip
70131
443-690-0374
[email protected]
Names, roles, and current employment of all persons on applicant team (add lines as needed):
Full Name
Hattie M. Broussard
Jane M. Tiller, PhD
Langston J. Terrel
Beverly P. Barquet
Andrea Williams
Current Job Title and Employer
Attorney, Owner of Mediation Practice
Strayer University, Adjunct Professor
Lake Forest Charter School, Substitute
Teacher
Alternative Education Teacher,
Plaquemines Parish
Certified teacher in Louisiana and Texas
and Master’s Degree in Guidance
Counseling
State Legislator, SUNO Administrator
Rep. Wesley Bishop
Gloria Moultrie
Vice Chancellor for Community
Outreach/University Advancement
Southern University at New Orleans
Senior Director, Talent Acquisition and
Campus Relations
Thurgood Marshall College Fund
Juontonio Pinckney
Position with Proposed School
Board President
Board Secretary
Board Treasurer
Board Member - Area of
Expertise: Alternative Education,
STEM
Board Member - Area of
Expertise: Counseling, Ed Tech
Prospective Board Member - Area
of Expertise: Public Policy, Higher
Education
Advisor - SUNO
Advisor - TMCF
Does this applicant team have charter school applications under consideration by any other
authorizer(s) in the United States?
Yes
No
If yes, complete the table below, adding lines as needed.
State
MS
Authorizer
State Charter Authority (newly created
by legislation in 2013 Session)
Proposed School Name
Anticipated submission of charter application
for TMCF Collegiate Academy @ Jackson State
1
Application
Due Date
TBD
Decision
Date
TBD
Does this applicant team have new schools scheduled to open elsewhere in the United States in the
2013-14 or 2014-15 school years?
Yes
No
If yes, complete the table below, adding lines as needed.
Proposed School Name
City
State
Opening
Date
Does this applicant team have new schools approved but scheduled to open in years beyond 2014/15?
Yes
No
If yes, complete the table below, adding lines as needed.
Authorizer
# of
Schools
City
State
Opening
Years
Do any of the following describe your organization or any of the school(s) proposed in this application?
Will contract or partner with an education service provider (ESP) or other organization to provide school management
services.
If so, identify the
provider:
Connections Education
(also partners with Louisiana Connections Academy and Nexus Academy of Baton Rouge)
Will have a corporate partner as defined in LA R.S. 17 3991.1.
If so, identify the
partner:
The primary learning environment for students enrolled in the school will be virtual.
Already operates schools in Louisiana.
Already operates schools elsewhere in the US.
List ALL schools proposed in this application. Add rows to the table as needed.
Proposed School Name
Opening Year
TMCF Collegiate Academy @ SUNO
2014
2
Grades served
Year 1
6-8
Grades served at
capacity
6-12
School(s) Overview
COMPLETE THE TABLES ON THIS PAGE FOR EACH SCHOOL PROPOSED TO OPEN IN YEAR ONE.
Proposed School Name
Opening Year
TMCF Collegiate Academy @ SUNO
2014
Grades served
Year 1
6-8
Grades served at
capacity
6-12
Student Population
Describe the school’s anticipated student population.
%FRL:
85
Alternative
Arts
Blended Learning
Career and Technical Education
College Prep
Other (list):
School Model/Specialty (check
all that apply)
%SpEd:
12
Disability (list):
Language Immersion
Military
Montessori
STEM
Virtual
Proposed Principal/Head of School Information:
Name of proposed principal
candidate:
Current employment:
Phone Number:
Day
Email:
Not yet identified
School Enrollment Projection:
Academic Year
Year 1 – 2014-2015
Year 2 – 2015-2016
Year 3 – 2016-2017
Year 4 – 2017-2018
Year 5 – 2018-2019
At Capacity – 2018-2019
Evening
Planned #
of Students
225
325
425
525
625
625
3
Maximum #
of Students
225
325
425
525
625
625
%ELL:
Grade Levels
Served
6-8
6-9
6-10
6-11
6-12
6-12
8
Proposal Narrative Template
Respond to the following questions, limiting your narrative response to the specified page limits.
Attachments are not included in the page limits, and should not be included in this document, but rather
uploaded individually as directed in the online application submission portal.
Specifications
• Add the full name of your school to the footer of this document so that it appears on all pages.
• This document must be typed with 1-inch page margins and 12-point font, single-spaced. Use the
boxes provided to type your responses.
• Each major section (School Summary, Educational Plan, etc.) must begin on a separate page.
• If a particular question does not apply to your team or proposal, respond “Not Applicable,” and
briefly explain why the question is not applicable to your team or proposal.
• Do not delete or modify questions, tables, or sections (including changing font sizes) unless
specifically instructed in this document.
• When you have completed your response and verified that all formatting requirements are met,
save your document as a PDF file. Name your file according to this convention:
NAMEOFSCHOOL.Narrative.pdf. Upload your PDF file to the online application submission portal.
Please keep in mind that your application is a professional document. The quality of the document that
you submit should reflect the quality of the school that you propose to open. Evaluation Teams will be
able to navigate well-organized, effectively-edited documents easily, thereby focusing their energy on
reviewing the content of the application. Grammar, spelling, and formatting all make an impression on
an evaluator.
Page Limit Summary
Section
Proposal Narrative
• School Summary: Enrollment & Finance Summary (2 Pages)
• School Summary: Narrative (2 pages)
Experienced Operator Addendum
• Overview (2 pages)
Corporate Partnership Addendum
Virtual School Addendum
TMCF Collegiate Academy @ SUNO
Total Response
Length
Document Page Limit
including questions
60 pages
77 pages
20 pages
31 pages
10 pages
15 pages
12 pages
17 pages
Page 1
Proposal Narrative
School Summary
Enrollment Summary
2 page limit
Enrollment Plan: Complete the following table for each school proposed to open in year one. Duplicate
the table as needed. Remove any rows for grades the school will not serve.
Grade
Level
6
7
8
9
10
11
12
Year 1
2014
75
75
75
0
0
0
0
Year 2
2015
75
75
75
100
0
0
0
Number of Students
Year 3
Year 4
2016
2017
75
75
75
75
75
75
100
100
100
100
0
100
0
0
Year 5
2018
75
75
75
100
100
100
100
Capacity
2018
75
75
75
100
100
100
100
Describe the rationale for the number of students and grade levels served in year one and the basis for
the growth plan illustrated above.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
TMCF Collegiate Academy @ SUNO (the Academy) provides a learning environment for
middle school and high school students that is both intimate and comprehensive,
personalized and expansive. The Academy’s unique blended learning approach will make
efficient use of open, college-lounge-like space on or near the Southern University at New
Orleans (SUNO) campus to create a community of scholars unlike any other in New
Orleans.
The Academy’s is intentionally opening with grades 6-8 and then adding one high school
grade per year. Educators have long pinpointed the middle school years as a time when
many students begin disengaging from school, creating a need for a future-focused,
college prep middle school. At the same time, the ability to accumulate significant college
credit depends in large part on a way to accelerate through high school credits; beginning
the process with some high school courses in middle school makes the early college
scenario more possible for a larger number of students.
The Academy’s enrollment growth plan, which begins with grades 6-8, establishes school
culture in the earliest grades and then builds through high school graduation. Each grade
level is intentionally small to promote community spirit and maximize student support.
Recent research on small schools shows significant positive impact on graduation rates
when the personalization of an intimate learning environment is coupled with a strong
mission focus and careful attention to continuous program improvement through use of
student performance data. 1
1
Transforming the High School Experience, MRDC Research, http://www.mdrc.org/publications/614/overview.html, January
2012.
TMCF Collegiate Academy @ SUNO
Page 2
The Academy assumes that demand for its early college, blended learning program will be
strong, particularly in the high school years. In order to accommodate all of the students
that may want to attend, the Academy may seek to add a virtual component that allows
additional students to work primarily from home or the SUNO campus and report to
Academy once a week for teacher support, guidance counseling and interaction with
peers.
The Academy’s national non-profit partner, Thurgood Marshall College Fund (TMCF), will
assist with attracting students due to its deep organizational expertise in educational
innovation and policy. Founded in 1987, TMCF is the only national organization to provide
scholarships, programmatic and capacity building support to the 47 public Historically
Black Colleges and Universities (HBCUs) and to date has awarded more than $200 million
in such assistance to its students and member-schools. TMCF member-schools are a vital
source of higher education for all students and more than 80% of all students enrolled in
HBCUs attend TMCF member-schools.
WHEN YOU HAVE COMPLETED YOUR ANSWER, LEAVE THE REMAINDER OF THIS PAGE BLANK.
TMCF Collegiate Academy @ SUNO
Page 3
Executive Summary
2 page limit
The Executive Summary should provide a concise summary of the following:
• The mission and vision for the school(s)
• The key components of the educational model, including brief explanation of how it will drive
success for the expected student population
• The academic outcomes the school(s) will achieve
• The values, approach, and accomplishments of your school leader or leadership team, demonstrating
capacity to open and manage a high quality school
• Key supporters or resources that will contribute to your school’s success
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
This Type 1 Charter Application combines an innovative program, proven curriculum, solid
finances, community support, strong leadership, an effective Governing Board, and proper
accountability measures to create a school that provides an excellent choice for Orleans
Parish students and families and produces positive student academic results.
1. Mission and Vision
The mission of TMCF Collegiate Academy @ SUNO is to prepare a new generation of
learners for college success through an innovative partnership with a historic higher
education institution. The Academy will combine world‐class academics with the unique
college flavor of SUNO. Located on/near the campus, the Academy will tap into SUNO’s
expertise to provide students with a flexible, personalized blended learning program that
gives them a head start in college. Students who graduate with a 3.0 GPA or better will
qualify for a college scholarship from Thurgood Marshall College Fund, the leading
support organization for the nation’s public Historically Black Colleges and Universities.
The Academy envisions an innovative, inspirational, and individualized high‐ performance
school for today’s learner. The Academy aims to maximize academic achievement for
students who seek a cutting‐edge alternative to the traditional classroom. The program
will engage families and the community to prepare students for success in college, in
work, and in life. The guiding philosophy for school culture is flexibility and
individualization in exchange for personal accountability in a high-expectations
environment. Our vision is to transform education in the United States and beyond such
that high‐ performance personalized learning is the norm rather than the exception.
2. Key Components of the Educational Model
The Academy applies the latest thinking about educational technology and school design
to provide each student with a personalized, flexible, data-driven path to academic
success. Working in a unique college lounge-like environment, students engage with a
technology-facilitated curriculum that adapts to their needs and focuses their teachers’
attention where it matters most. Small by design, the school provides each student with a
flexible learning space, a mobile computer, a comprehensive curriculum and a combination
of the best face‐to‐face and online teachers.
TMCF Collegiate Academy @ SUNO
Page 4
Each student has full-time access to his or her entire curriculum and online teachers via
his or her laptop or tablet to complete work at flexible times, locations, and at an
individual pace. Parents also have 24x7x365 access to student performance data, thereby
stimulating essential family involvement. Students who need more intensive intervention
and direct instruction receive it, while students who are ready to move ahead do so. At
the unique campus, students will be guided by a dedicated in-person staff that includes a
Principal, a licensed Guidance Counselor, a Special Education Coordinator, an English
Language Learning Coordinator, and an Administrative Assistant, as well as an
instructional team including highly qualified teachers in English and Math), Success
Coaches, and a Personal Trainer.
3. Academic Outcomes
TMCF Collegiate Academy @ SUNO has targeted the following outcomes:
• A cohort graduation rate of 81‐90%.
• Accelerated acquisition of Carnegie Units beginning in the freshman year.
• Progression of all students into post‐secondary programs with Individual Graduation
Plans developed around Career Areas of Concentration.
• Accelerated progression into post‐secondary degrees beginning with successful
PLAN/ACT results, dual enrollment, and completion of Advanced Placement courses.
• Over the long term, successful completion of college degrees within the generally
expected time frame.
4. Leadership Team’s Capacity to Open and Manage a High Quality School
•
A Governing Board of educators and business and community leaders will bring
substantial education and business leadership to the group including expertise in
education, school management, finance, policy, and economic development.
•
A national non-profit partner TMCF that brings deeps organizational expertise in
educational innovation and policy to the Academy.
•
A respected higher education partner, SUNO, whose pedagogical expertise and roots
in the community ensure that the Academy will appropriately serve students from
throughout New Orleans.
•
A highly skilled Education Service Provider partner, Connections Education, with an
excellent track record in supporting high-quality charter schools.
5. Key Supporters or Resources
The Academy’s success requires thoughtful mitigation of the challenges it may face in
launching an innovative learning model for students who might come to the experience
with great ambition but under-preparation. To mitigate these challenges, the school will
draw upon the resources and support of the partners– TMCF, SUNO, and Connections.
WHEN YOU HAVE COMPLETED YOUR ANSWER, LEAVE THE REMAINDER OF THIS PAGE BLANK.
TMCF Collegiate Academy @ SUNO
Page 5
Education Plan
Mission and Vision
The mission and vision statements, taken together, provide the foundation for the entire application.
The mission is a statement of the fundamental purpose of the school describing why it exists. It should
describe the values to which you will adhere while achieving that purpose. The vision outlines how the
school will operate, and identifies what success looks like for students, for the school as a whole, and for
any other entities that are critical to the mission.
1. State the mission of your nonprofit and describe how it will be manifest in the school’s daily
activities.
2. Describe the vision for the school, illustrating what success will look like in terms of both life
outcomes for students and impact on community and/or society.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Mission
The mission of TMCF Collegiate Academy @ SUNO is to prepare a new generation of
learners for college success through an innovative partnership with a historic higher
education institution. The Academy will combine world‐class academics with the unique
local flavor of SUNO. Located on/near the campus, the Academy will tap into SUNO’s
expertise to provide students in grades 6‐12 with a flexible, personalized blended learning
program that gives them a head start in college.
For students at the Academy, success will have a very tangible measure. All students will
have the opportunity to amass significant college credit, and students who graduate with
a 3.0 GPA or better will also qualify for a college scholarship from TMCF. For the school
and community, success will be measured by the number and percentage of students who
graduate from high school, enter college, and complete their degrees in a timely fashion,
thus providing a transformational cohort among young people in OPSB.
2. Vision
The Academy envisions an innovative, inspirational, and individualized high‐ performance
school for today’s learner. The Academy aims to maximize academic achievement for
students who seek a cutting‐edge alternative to the traditional classroom. The program
will engage families and the community to prepare students for success in college, in
work, and in life. The guiding philosophy for school culture is flexibility and
individualization in exchange for personal accountability in a high-expectations
environment. The Academy’s ultimate vision is to provide a model for transforming
education in the United States and beyond such that high‐ performance personalized
learning is the norm rather than the exception. In addition to better preparing students to
succeed in college, every student will be provided with the opportunity to make his/her
college dreams a reality. Students who graduate with a 3.0 or better cumulative grade
point average will be eligible to receive college scholarships from the TMCF.
TMCF Collegiate Academy @ SUNO
Page 6
Parent and Community Involvement
1. Describe the community in which your school will be located, including its greatest strengths and
greatest challenges.
2. Describe the student population the school will serve, including their needs and why those needs
are not currently being met.
3. Identify key relationships that your organization has established in this community. Briefly explain
the mutually beneficial nature of these relationships.
4. Describe any activities to date to assess and build parent and community support for the school.
Explain the role to date of any parents and community members in developing this application or
the school, if applicable.
5. Describe how you will engage parents in the life of the school (in addition to any proposed
governance roles described below). Explain the plan for building family-school partnerships that
strengthen support for learning and encourage parental involvement. Describe any volunteer
activities or commitments the school will seek from, offer to, or require of parents.
6. Provide, as Attachment 1, any evidence of support from the community including parents,
community members, and partners (such as surveys, intent to apply lists, letters of commitment,
MOUs, or contracts).
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Community
The Academy will be located on or near SUNO’s campus in the Gentilly/Ponchartrain Park
neighborhood of New Orleans. The Academy will address pressing educational needs
across the city as a whole and within the immediate community.
The Cowen Institute’s The State of Public Education in New Orleans 2012 Report 2
indicates why an open enrollment, high-quality secondary school option will serve a need
in Orleans Parish as a whole. We include two key graphics from the report. Figure 1 is the
percentage of New Orleans 8th grade students scoring Basic, Mastery, and Advanced on
the LEAP. While there has been positive change since 2009, there is still significant room
for improvement. Figure 2 is the percentage of students attending public schools in New
Orleans by letter grade. The Louisiana DOE annually assigns public schools a School
Performance Score. As indicated in the graphic, 53% of students are attending a school
with a D or F rating.
Particularly in Gentilly, the area around SUNO, the secondary school options for students
are decidedly mixed. Several of the Parish’s most popular and high-performing high
schools are relatively close: to the west are Lake Area New Tech/Early College High School
and Benjamin Franklin High School, both at capacity and, in the case of Franklin,
academically selective; to the southeast are the two Collegiate Academy schools located
in and hopefully transforming historic but perpetually struggling Carver High School.
2
http://www.coweninstitute.com/wp-content/uploads/2012/07/SPENO-20121.pdf
TMCF Collegiate Academy @ SUNO
Page 7
Figure 1. Percentage of New Orleans 8th Grade Students
Scoring Basic, Mastery, and Advanced on the Leap.
Figure 2. Percentage of Students Attending Public Schools
in New Orleans by Letter Grade
Clearly there is room and a demand for an open enrollment, college-focused high school.
In addition, none of these existing high-quality high school programs accommodate
middle school students at all. Instead, middle school options are limited to either local K-8
charter programs or more geographically distant KIPP middle schools in Bywater. The
Academy’s strategy of integrating middle and high school will be welcomed by this
underserved community.
2. Student Population
Students who choose to attend the Academy will have in two significant features in
common - the need and desire for an alternative to the traditional classroom and the need
for a more personalized approach. The Academy's flexible schedule, high‐quality
curriculum, additional support services and personalized blended education model makes
it ideal for various types of underserved students in the Orleans Parish area including:
•
High‐achieving students who need more academically challenging options.
•
Students who might feel unsafe or alienated in a large, traditional school setting.
•
Athletes, musicians and others who need to combine education with practice and
performance schedules.
•
Students who need to work part‐time or want to pursue internships.
•
Students with chronic or complex medical conditions and treatment regimes.
•
Students with different learning styles or special learning needs who can benefit a
more personalized approach.
•
Students who have opted out of public education because they could not find a school
that fits their needs.
As for the demographics of the Academy’s student body, we anticipate 85% of students to
qualify for the Free and Reduced Lunch program, in keeping with the statistics for OPSB as
a whole; 12% to be eligible for Special Education; and 8% to be English Language Learners.
TMCF Collegiate Academy @ SUNO
Page 8
Serving a diverse mix of students reflective of the community in which the school is
located is something that the Academy leadership team is very comfortable with.
The Connections-supported Nexus Academy blended learning schools (upon which the
blended model for the TMCF Collegiate Academy was based) attract a diverse group of
students that reflect the metropolitan communities in which they are located. For
example, the student body of Nexus Academy of Cleveland, which draws upon a majorityminority city not so dissimilar from New Orleans, is 69% African-American, 11% Hispanic,
71% low-income, and 14% eligible for Special Education.
The data gathered from Connections also indicates that students choosing this innovative
new blended model of schooling do so due to the lack of high‐performing or otherwise
suitable high school options in the local community. For example, of Cleveland’s 25 high
schools, 18 are in Academic Emergency, Academic Watch, or Continuous Improvement
status; and four of the largest high schools have been in School Improvement status for six
or more years, so students who want an academically challenging, college‐prep program
find their choices very limited. In the Greater Lansing area, schools range from large and
competitive (such as the 1,400‐student suburban Okemos High School, ranked in the 99th
percentile within the state based on ACT scores) to large and lackluster (such as the 1,600‐
student Everett High School in Lansing proper, ranked in the 16th percentile on the same
ACT measure). Before Nexus Academy, students seeking a smaller and less traditional
environment were out of luck. As one measure of the intense need to find a school that
fits, 15% of students in Grand Rapids and 17% of students in Columbus travel more than
20 miles each way using their own transportation to reach their Nexus Academy schools.
3. Key Relationships in Community
In addition to its foundational relationship with SUNO, the Academy has reached out to a
variety of individuals and organizations regarding formal and informal partnerships with
our school focusing on internships, job shadowing, community service, and/or college
exploration. Letters of support from several of these individuals and organizations are
included in Attachment 1.
The blended learning model itself is the outgrowth of passionate interest on the part of
parents, educators, and community members in Orleans Parish, the state, and nationally
in how to combine online and face-to-face learning for the benefit of today’s technologysavvy students. With the introduction of online courses and fully virtual schools in
Louisiana over the past five years, this discussion has become even more intense. The
proposed Academy represents the synthesis of that ongoing discussion.
4. Building Parent and Community Support
The Governing Board welcomes the involvement of parents, community members and
other stakeholders. Parents and members of the community (including those represented
on the Governing Board) shaped this charter school application through feedback on the
educational model, suggestions for community partnerships, and recommended location
of the Academy on or near SUNO’s campus. We’ve begun to reach out to local parents
TMCF Collegiate Academy @ SUNO
Page 9
regarding the opening of the school by advertising the potential school on our website:
http://www.thurgoodmarshallfund.net/programs/tmcf-collegiate-academy
5. Engaging Parents in the Life of the School
Family engagement is a centerpiece of the Academy’s learning concept. All parents/
guardians will have the opportunity to be intimately familiar with their students’ progress
on a day-to‐day basis. The school’s unique Connexus® technology platform ensures that
all parents have access to complete data about their students’ learning on a 24x7x365
basis. Parents can communicate with teachers via WebMail at the click of a link, and can
participate in LiveLesson sessions on academic or guidance issues at their convenience.
The Principal and Success Coaches also play an ongoing role in keeping parents engaged
and informed, arranging in-person meetings and open houses on a regular basis.
The opportunity for meaningful, intensive involvement in their students’ education is part
of what draws families to schools like the Academy, and research among participating
families in other Connections‐supported schools indicates a high level of satisfaction in
this regard. On the most recent Parent Satisfaction Survey, more than 93% of families
rated their school program A or B, and 96% would recommend it to a friend or relative.
The Governing Board includes representation from various Orleans Parish communities,
and it is anticipated that at least one Governing Board member will be a parent of an
Academy student, added once school launches. In addition, the Governing Board may
create ad hoc parent and/or community advisory groups to provide guidance on particular
subjects such as community partnerships and neighborhood outreach. Parents who are
not Governing Board members are also encouraged to be involved with Governing Board
activities; contact and other information about the Governing Board will be available
through the school website and the public website, the school will make all Board minutes
available to families on request, and will report activities in the school newsletter. A
complete explanation of the Governing Board’s due process framework will be included in
the School Handbook provided to every family upon enrollment.
6. Attachment 1 – Support from Community
We include letters of support from individuals and community organizations, as well as
evidence of parental interested in the program, in Attachment 1.
Education Program Overview and Theory of Change
Summarize the education program for the school.
1. Articulate your approach to education. Describe the evidence that promises success for this program
with the anticipated student population.
2. Briefly outline the fundamental features of the educational model that will drive educational
outcomes in the proposed school, such as:
a. Programs (curriculum, PD, after school program, parent program, etc.)
b. Principles (no excuses, individualized learning, learn at your own pace, etc.)
c. Structures (blended learning, learning communities, class sizes, etc.)
TMCF Collegiate Academy @ SUNO
Page 10
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Approach to Education
The Academy’s theory of change is that students’ academic success can be optimized
through smart use of data and technology by expert, passionate teachers – both face‐to‐
face and online – while their emotional success is supported by specially trained coaches in
an innovative team environment. At the Academy, each and every student has a
Personalized Learning Plan tailored to his or her particular learning requirements. This
approach allows the Academy to be a fully inclusive school in which students receiving
special education services, English Language Learners, accelerated learners, and those in
need of academic intervention are all equal members of the community, tackling
curriculum via their school‐provided computers and interacting with their expertly trained
teachers in the same ways as mainstream students. The flexibility of the curriculum and
school environment means that any additional support services that such students need
can be provided with a minimum of interruption to their overall, success‐focused routine.
The Academy will achieve its goals through a unique blended learning approach that
combines the best of face‐to‐face and online professional instruction with a steady stream
of real‐time academic performance data that tracks students' individual progress to
optimize learning. The Academy is basing its model on the Nexus Academy blended
schools also supported by Connections. A recent Innovation column in Education Week
online spotlighted Nexus Academy as a cutting‐edge blended model. 3 Several essential
components make the model highly scalable through replication:
•
Small, Efficient School Design: The Academy provides an intimate and personalized
experience beginning with a college lounge‐like campus requiring just 15,000 square
feet of non‐ traditional space in an office building, retail location or repurposed
industrial setting. The campus is ideally suited for the blended learning approach. The
open floor plan provides visibility throughout for all staff to support freedom of
movement by students with their laptops through a variety of workspaces. The campus
will serve a total of 625 students at capacity, including up to 100 high school students
who will attend the Academy on an “enhanced virtual” basis. Middle school students
will be on campus for the full day and high school students will attend in two sessions.
The Academy will be radically smaller than a traditional middle or secondary school.
Recent research on small schools shows significant positive impact on graduation rates
when the personalization of an intimate learning environment is coupled with a strong
mission and careful attention to continuous program improvement through use of
student performance data. 4
•
Highly Effective Use of Personnel: Students are guided by dedicated on‐site staff that
includes a Principal, a Guidance Counselor, Special Education and English Language
Learning Coordinators, an Administrative Assistant, highly qualified Teachers (in English
3
“What’s Next? A Flex Plus School Model by Connections Education, Education Week, November 4, 2012, http://bit.ly/SkU5Qi.
Transforming the High School Experience, MRDC Research, http://www.mdrc.org/publications/614/overview.html, January
2012.
4
TMCF Collegiate Academy @ SUNO
Page 11
and Math), Success Coaches (specially selected and trained paraprofessionals who play
dual instructional support and guidance support roles for students), and a Personal
Trainer. Working in a ratio of one adult for every 12 students on campus at one time,
this focused staff develops close relationships with each student. These professionals
are complemented by expert, licensed online teachers as well as data experts and back‐
office managers whose support allows the staff to focus on education and instruction.
•
Comprehensive, Data‐Rich Curriculum: The Academy will use the high‐quality
Connections curriculum consisting of hundreds of teacher‐driven but technology‐
delivered courses which produce strong academic results for learners across the
country, including AP test performance that consistently outranks the national average.
This comprehensive program offers multiple levels of core academic coursework plus a
dozen foreign languages, cutting‐edge technology electives, and engaging arts courses.
Students access this entire curriculum via their computers, which allow them to work
anywhere, anytime within the school campus and beyond. As students work through
their engaging online curriculum, they generate rich streams of performance data. The
school’s certified Louisiana teachers use the data to dynamically group students for
intervention, enrichment, project work and individual study.
2. Fundamental Features
The educational focus is on maximizing academic performance for students through a
technology‐rich, personalized learning program that prepares them for success in college
and beyond. This is the same focus as the existing blended and virtual school programs in
the other Connections-supported schools and has remained consistent for more than a
decade. Several key terms are useful in understanding this innovative program.
Online Curriculum: The entire curriculum consists of high-quality, technology-delivered
courses that students access with their school-supplied laptops or tablets both on campus
and away from campus. The curriculum integrates engaging instructional elements and
multiple formative and summative assessments that produce ongoing data about student
mastery of curriculum objectives, which are aligned to Common Core State Standards
(adopted by Louisiana in July 2010).
Teacher: Each course in the online curriculum also has a highly qualified teacher, whose
role is to personalize the curriculum for each student. Either in person or online, these
expert subject area teachers work with students individually and in small groups to
intervene or accelerate, based on performance in the online curriculum.
Success Coach: A carefully selected, specially trained paraprofessional who serves two
critical face-to-face roles. Success Coaches supervise teams of students while they are
working with in their online curriculum, and also provide day-to-day guidance and
motivation regarding college preparation. Each Success Coach is assigned a team of
approximately 35 students per shift, and teams may stay together for their entire stay at
the school. The Academy aims to hire Success Coaches that are affiliated with SUNO in
order to also provide employment opportunities in the community.
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LiveTutor: This on-demand service is built into the curriculum to connect students with
expert help whenever they need it.
Connexus®: This proprietary technology platform is the Educational Management System
upon which the entire program runs.
LiveLesson® Session: A synchronous web conference that brings online teachers and
students together for small-group work. LiveLesson sessions include audio, video, text
chat, desktop sharing, and guided web surfing.
Teachlet® Tutorial: An animated, interactive mini-presentation that introduces key
concepts at the beginning of a lesson (which students may play repeatedly if they choose).
WebMail: This safe, closed email system is part of Connexus and allows students and
teachers to work together securely.
Team Zone: The college lounge-style seating area where students spend a portion of their
on-campus time, working in their online courses, supervised by their Success Coach.
Key School Design Elements
The educational program is designed around each student from the ground up, with the
daily routine driven by data about his or her learning and activities designed to maximize
both academic performance and social/emotional growth. Key design elements include:
Engaging Technology‐Facilitated Curriculum: The Academy will use Connections
curriculum which has produced strong academic results for learners across the country.
This comprehensive program offers multiple levels of core academic coursework plus a
foreign languages, cutting‐edge technology electives, and engaging arts courses. Students
will be guided to mastery in core academic courses in Math, Science, Social Studies, and
English as well as Advanced Placement and Honors courses. A wide range of foreign
languages will be offered, as well as electives in subjects like Digital Arts, Introduction to
Entrepreneurship, Engineering Design, Marine Science, and Game Design. Students may
also participate in clubs and activities including Digital Storytelling, Debate and Chess,
Yearbook, Environmental club, and much more. Throughout the flexible school day and
beyond, students access this entire curriculum via their school‐provided computers, which
allow them to work anywhere, anytime within the school campus and beyond.
One‐to‐One Computing Resources: All students will be provided with a loaned computer
which they will use throughout the school day and beyond to access their powerful and
engaging online curriculum. The curriculum is mobile-friendly so that students can access
it on their own smartphones, tablets, and other personal devices.
Data‐Powered Instruction with Dynamic Differentiation: As students work through their
engaging online curriculum, they generate rich streams of performance data the school’s
certified teachers – both in‐person and online ‐ use to maximize student performance.
Teachers use data on student performance to dynamically group students for intervention,
enrichment, project work and individual study. Students meet with their teachers
TMCF Collegiate Academy @ SUNO
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individually and in small groups multiple times per week in person or via web conference
and are supported in their drive for academic excellence by their Success Coaches.
Personalized Learning Plan: Developed collaboratively for each student by the staff with
input from parents and students, this plan guides the tailoring of both curriculum and
instruction to meet that student’s needs. Special attention will be paid to meeting the
needs of students with exceptionalities and English Language Learners, whose
Personalized Learning Plans will reflect necessary modifications and accommodations but
who are otherwise fully integrated into the daily learning routines of the school.
Flexible Use of Time: Students have full‐time access to their entire online curriculum and
teachers via their laptops to complete their work at flexible times, locations and individual
pace. The school day maximizes flexibility so that students who need more intensive
intervention and direct instruction will get it, while students who are ready to move ahead
can do so. The Academy also allows time and space for special focus activities such as elite
sports, community service, family obligations, college courses, and internships and
provides software tools to help students track their out‐of‐school activities.
Innovative Use of Space: Rather than rows of forward‐facing desks and teacher lectures,
the blended campus provides a combination of comfortable Team Zones and inspiring
subject‐specific classrooms where students and teachers meet in small groups and one‐on‐
one. The innovative campus design captures the essence of what makes this blended
learning high school unique. Combining elements of a college lounge – with comfortable
seating options, open floor plan, and multiple work surfaces – with the latest in
technology‐ enhanced classroom design, the campus invites students to move freely but
work hard. Clear sightlines and open work areas throughout the space (as opposed to
closed offices and hallways) allow staff to maintain visual contact with the students at all
times, while conference rooms with windows and blinds allow for private meetings
between staff and students as needed. An onsite fitness center staffed with a personal
trainer, plus ubiquitous access to healthy snacks, promote student wellness and focus.
Students at Nexus Academy schools have described their campuses as “peaceful and
healthy,” “just like I imagine college to be,” and “a place where I can be myself.”
A Success Coach for Every Student: In addition to highly qualified teachers in every subject,
including face‐to‐face Math and English teachers, each student will work with specially
selected and trained paraprofessionals known as Success Coaches. These Success Coaches
deepen and extend the school experience by focusing on the student’s individualized
learning needs and ensuring the right mix of motivation and accountability.
Fit Bodies, Fit Brains: The Academy also acknowledges that exercise helps ensure
academic and emotional success for students while laying the foundation for lifelong
health. The campus has an on‐site fitness center staffed by a dedicated Personal Trainer
who ensures an exercise plan for every student while bringing in a rich array of fitness
options from martial arts to spinning to yoga.
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2.a Programs
A student’s academic success will be optimized through smart use of data and technology
by expert, passionate teachers – both face-to-face and online – while his or her emotional
success is supported by specially trained coaches in an innovative team environment. Each
and every student has a Personalized Learning Plan tailored to his or her particular
learning requirements. This approach allows the Academy to be a fully inclusive school in
which students receiving special education services, English Language Learners,
accelerated learners, and those in need of academic intervention are all equal members of
the community, tackling curriculum via their laptops or tablets and interacting with their
expertly trained teachers in the same ways as mainstream students. The components of
the Education Plan align well and holistically support the school’s mission.
The Academy will contract with Connections Education and use their high-quality, proveneffective curriculum that has been fully aligned to the Common Core State Standards.
Upon request, we can provide a sample of the alignments for reading and math. This
curriculum, which is also in use at Louisiana Connections Academy, consists of hundreds
of teacher-driven but technology-delivered courses. The comprehensive program offers
multiple levels of core academic coursework – Advanced Placement, Honors, Standard,
and Foundations – plus a dozen foreign languages, technology electives, and arts courses.
For a complete description of every course and its objectives, please see
http://bit.ly/grHcRu. This curriculum supports technology as a tool for learning and
prepares students to use technology in today’s society.
Each course includes active learning elements (including online and/or offline interaction)
that address diverse learning styles and preferences, including textual, visual, auditory,
and/or hands-on. Courses include 1,800 Teachlet proprietary instructional movies and
more than 1,000 primary source and instructional videos. Integrated “i-text” electronic
textbooks are licensed from a variety of leading publishers including Prentice Hall,
McGraw Hill, Pearson, and others, while non-proprietary technology-based content is
licensed from “best of breed” providers such as BrainPop videos, Grolier Online™ multimedia encyclopedias, SkillsTutor, Compass, and United Streaming. In addition, the
instructional design includes interactive LiveLesson sessions and threaded discussions.
The Academy seeks to serve students throughout Orleans Parish whose sights are set on
college but who face a frustrating search for a quality school to help them realize their
dreams. The curriculum will ensure college and career readiness by offering courses that
fulfill all Orleans Parish and Louisiana graduation requirements, allow for dual enrollment
and early college options, and address key skills that students need for success in the 21st
century, as detailed by the Partnership for 21st Century Skills (www.21stcenturyskills.org).
These skills include critical thinking and problem solving, global awareness, self-directed
learning, collaboration skills, and technology literacy. To this end, the Teachlet tutorial
embedded in each lesson typically presents concepts in a manner that addresses both
fact/skill-level mastery and higher-order thinking, while the assessment section of each
lesson typically includes constructed critical thinking responses in addition to measures of
TMCF Collegiate Academy @ SUNO
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factual recall. Furthermore, the curriculum is engineered to allow teachers to adapt any
learning activity—by adding, skipping, or deleting, often in conjunction with a mentor—to
meet student needs, including the need to draw out complex thinking.
The Academy will also implement the Success Highways™ program by Scholar Centric
(http://scholarcentric.com/solutions.html/). The program develops the critical resiliency
skills that are scientifically linked to improved student engagement, achievement, and
graduation rates. Using early-warning assessments, educators identify which students are
at risk of academic failure and/or dropping out and why they struggle. With Success
Highways curriculum, students gain or maintain the ability to succeed in school.
The model has been developed through the integration of research and externally
validated elements. The Connections curriculum is designed according to national
standards and best practices identified over the past decade by the International
Association for K‐12 Online Learning (iNACOL) 5 and others. These standards require of
online/blended learning courses that the:
•
Curriculum fosters breadth and depth of understanding in each subject area
•
Content is aligned to Common Core State Standards
•
Curriculum is supported by quality, reputable, recently published textbooks and/or
proven instructional resources and materials
•
Content and assessments are accurate and unbiased
•
Content is current, relevant and provides real‐world applications
•
Content is appropriate for the learner (age, ability, reading level, learning style)
•
Instructional design is adaptable and flexible to meet individual needs of students
•
Instructional design provides students with opportunities to improve learning skills
•
Navigation is intuitive and age‐appropriate
•
Scope of course is appropriate with regard to amount of content, length of course and
lessons, and course requirements
•
Lesson introduction is effective and presents lesson objectives, accesses prior
knowledge, sets expectations, and motivates
•
Background information prepares students to access new content, skills and strategies
•
Curriculum develops problem‐solving and critical thinking skills
•
Curriculum includes opportunities for collaboration and independent study
•
Curriculum includes opportunities to develop oral and written communication skills.
2.b Principles
•
5
A High-Quality School Open: The Academy will be an inspiring, “neighborhood neutral”
destination school with a challenging-but-supportive program that meets learners where
they are academically. This model is proving effective in urban areas such as Cleveland,
National Standards of Quality for Online Courses, International Association for K-12Online Learning, updated 2011.
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Philadelphia, and Toledo with students similar to those throughout Orleans Parish whose
true potential requires a different kind of learning environment to shine through.
•
Expanded Learning Opportunities: Students seeking academic rigor and an engaging
curriculum that allows able students to move forward at their own pace find both at the
Academy. Students are offered an Honors option for 32 core courses, as well as a
selection of 18 Advanced Placement courses from Calculus to Psychology. In 2010-2011,
63% of students using the same curriculum at Connections Education-support schools
who took Advanced Placement exams scored 3 or higher, compared to 56% of public
school students nationally. 6 The schedule also permits students to participate in
internships, pursue their athletic or artistic passions, and take college courses.
•
College Preparation: Students will receive individualized and intensive guidance
counseling focused on their pathway to college. The Guidance Counselor’s work is
reinforced by the Success Coaches, who work closely with students to ensure that they
are considering all of their college options and properly planning the coursework and
exams they will need to complete in order to reach their goal. The curriculum offers a
wide array of AP options as well as the ability to add college courses to the schedule.
Special courses like Success Highways help students develop the critical resiliency skills
necessary for academic success. Lessons focus on goal-setting, developing academic
confidence, stress management, inter-personal skills, and motivation.
2.c Structures
The curriculum will be implemented in a blended instructional setting that is small by
design. Students will work in Team Zones, the college lounge-style seating area where
students spend a portion of their on-campus time, working in their online courses
supervised by their Success Coach. The anticipated average teacher-to-student ratio is
1:27, with a lower ratio in high stakes core subjects such as Math and English, and a higher
ratio in certain electives and physical education. While this ratio is comparable to a
traditional school setting, teachers in the blended school setting are equipped with the
technology and data to personalize instruction for each student. The level of instructional
support for each student is more accurately calculated by including the Success Coaches,
who bring the instructional-to-student staff ratio to 1:20.
Curriculum and Instructional Design
Propose a framework for instructional design that both reflects the needs of the anticipated population
and ensures all students will meet or exceed the Common Core State Standards (CCSS).
1. Describe the basic learning environment (e.g., classroom-based, independent study), including class
size and structure.
Provide an overview of the planned curriculum, addressing alignment with applicable state standards.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
6
The College Board, AP Report to the Nation, http://bit.ly/SIAEV2.
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1. Learning Environment
The campus will provide an intimate, innovative and flexible environment unlike any
traditional school and will be ideally suited for the blended learning approach (please see
Attachment 17 for design details). The open floor plan provides visibility throughout the
space for all staff to support freedom of movement by students with their laptops or
tablets through a variety of workspaces. The Central Administration Area is staffed by a
single person who can see the Entry Vestibule, Rest Rooms, Team Zones and Classrooms.
Walls between Team Zones are low, allowing a standing staff member to see across the
space. Classroom walls (above the lockers) are glass allowing visibility into the room.
Accommodations are made to help keep students focused in an environment that also
promotes visibility.
Teaching walls in educational spaces are placed to direct student attention away from
other educational areas. Lockers are placed in the rear circulation zones and are partially
screened from the Team Zones. Each student is assigned can circulate around the building
without travelling through other Team Zones. Corridors and lobbies are kept to a
minimum allowing maximum utilization of the space for educational purposes.
As stated previously, the anticipated average teacher-to-student ratio is 1:27. However,
the level of instructional support for each student is more accurately calculated by
including the Success Coaches, who bring the instructional-to-student staff ratio to 1:20.
a. If the curriculum is fully developed, summarize curricular choices, by subject, and the
rationale for each by completing the Curriculum Summary Template provided by OPSB and
providing it as Attachment 2. Describe the evidence that these curricula will be appropriate
and effective for the targeted students.
--OR-b. If the curriculum is not already developed, provide as Attachment 2 a curriculum
development plan, including identification of individuals responsible and the timeline for
development and completion.
2. Describe the primary instructional strategies that the school will expect teachers to use and why
they are well-suited for the anticipated student population. Describe the methods and systems
teachers will have for providing differentiated instruction to meet the needs of all students. Note
whether specialized PD will be required.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
2. Instructional Strategies
As described previously, the Academy will use the following instructional strategies:
•
Engaging Technology-Facilitated Curriculum
•
Blended Instructional Model
•
One-to-One Computing Resources
•
Data-Powered Instruction with Dynamic Differentiation
•
Personalized Learning Plan
•
Flexible Use of Space and Time
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•
Team Zones
•
A Success Coach for Every Student
•
Fit Bodies, Fit Brains
The Academy will provide its students with everything they need to thrive in a 21st century
blended learning environment: top-quality curriculum; specially trained, appropriately
certified Louisiana teachers; personal mobile computing tools; a powerful digital
education platform; and real connections linking school, family, and community.
The Personalized Performance Learning approach combines excellent face-to-face
teachers with the power of technology such that the whole is greater than the sum of its
parts. The school is staffed with a combination of on-site/face-to-face and online expert
teachers – but unlike a traditional classroom, the teacher does not stand in front of the
classroom delivering one-size-fits-all instructional content to a whole roomful of students
with wildly divergent learning needs. Rather, teachers provide targeted intervention,
enrichment, project work, and individualized support based on data.
Students attend two types of classes with their on-site English and Math teachers. The
frequency and types of sessions that students attend is reviewed and modified every few
weeks so that each student’s schedule is updated to reflect the appropriate level and type of
support needed at that point in time.
One type of class is dedicated to Course Support. During these sessions, teachers identify and
work with small groups of students who need help with similar skills and standards within a
particular class (e.g., English 9).
Objectives for instruction are identified based on granular data captured by Connexus as
students work through their courses each day. The Assessment Objective Performance
Report (AOPR) provides real-time student performance on each of the essential skills and
standards based upon individual assessment items. It measures the objectives students
should master by the end of that course based upon the Common Core State Standards.
Data can be sorted to identify students who have mastered or not mastered specific
objectives. The AOPR is the report that teachers most often use in identifying the skills
that need additional reinforcement during Course Support sessions.
The other type of class students attend is MAP Workshop. Students participate based on
their identified instructional needs in in each of the “goal areas” assessed on the NWEA
MAP pre-test. MAP Workshop objectives for ELA students include targeted instruction and
practice with: language (grammar, mechanics and usage), writing, vocabulary, reading
informational text, and literature. MAP Workshop objectives for mathematics include
targeted instruction and practice in Algebra, Functions, Expressions & Equations,
Geometry, Statistics, and Probability and the Real & Complex Number Systems.
MAP assessment results indicate whether each student’s goal-area score is low, lowaverage, average, high-average, or high in relation to other students in the same grade.
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These descriptors are used to create groups of students with similar skill levels within
each MAP Workshop session. In MAP workshop, the frequency of each session and
instructional strategies also directly relate to the needs of each group. Students with
lower skill levels attend MAP Workshop more frequently and in a highly supported
environment. Students with higher skill levels attend less frequently and sessions
encourage students to extend and accelerate their learning. The focus goal areas for MAP
Workshop change every four to six weeks and student groups are updated to reflect their
assessment results on the new goal area. Mid-year testing also allows for an updated
dataset during second semester.
In traditional middle and high school classes, students often experience a one-size-fits-all
educational experience. In contrast, this dynamic, data-driven scheduling process allows
struggling students to get the prescriptive instruction they need, while enabling the
students who are mastering skills and standards to accelerate. The flexible daily schedule
allows for special focus activities such as college courses, sports, internships, and work.
Specific instructional strategies by subject area include:
English & Mathematics: As students work through their individually assigned online
curriculum, their on-site, face-to-face English & Math teachers use resulting performance
data to group them for direct instruction, remediation or acceleration, practice activities,
group projects and demonstrations, and both formative and summative assessments.
Instructional strategies are tailored to needs and vary from day to day and class period to
class period.
Science: Within their specific Science disciplines, the online Science teachers guide students
through the engaging online curriculum with individual feedback, group and individual
intervention, and LiveLesson practice and demonstration sessions. In addition, the online
teachers work with Success Coaches who supervise students as they complete hands-on labs
and activities. The school will have on-site presentations and demonstrations from science
experts to reinforce science concepts and to highlight a variety of science-related careers.
Social Studies: Within their specific courses, the online Social Studies teachers will use
instructional approaches similar to the Science teachers.
Physical Education (PE)/Health: The face-to-face Personal Trainer will serve as fitness coach
to students, while ensuring their completion of physical education requirements. His/her
work will be supplemented by online PE and Health coursework provided by appropriately
certified teachers. Students will participate in initial and benchmark fitness assessments, and
develop individualized health and wellness goals with the support of the Personal Trainer.
Foreign Language: Certified teachers will work with students online using multimedia
curriculum, web conferences, and both live and recorded speech samples.
The Arts: Online performing and visual arts teachers will guide students through interactive
curriculum supplemented by face-to-face performances and activities involving working
professional artists in the community.
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Technology: Expert online teachers lead an entire spectrum of technology courses ranging
from business technology to game design, using a combination of asynchronous direct
instruction, synchronous individual and group work, and performance-based assessments.
The school further personalizes the experience by placing each student in a cohort of
students that stays together through the school day and year, supervised by a
paraprofessional Success Coach (a certified paraprofessional with special training in
performing this function). For additional support, all students have access to the online
LiveTutor service that puts expert teaching help at their fingertips when they need it.
Research Base
In 2009, the U.S. Department of Education published a meta-analysis of evidence-based
studies of K–12 and postsecondary online learning programs. The study reported that,
“Students who took all or part of their class online performed better, on average, than
those taking the same course through traditional face-to-face instruction.” 7
Research on Blended Learning: Blended learning is an emerging mode of delivery that has
received attention from the education press and the foundation world. In 2009, the U.S.
Department of Education published a meta-analysis of evidence-based studies of K–12
and postsecondary online learning programs. The study reported that, “Students who
took all or part of their class online performed better, on average, than those taking the
same course through traditional face-to-face instruction.” According to 2012 edition of
Keeping Pace with K-12 Online and Blended Learning, full-time blended schools like Nexus
Academy are the fastest-growing in the sector. 8 Organizations such as Rocketship
Education, Carpe Diem, and K12 Inc. are changing brick-and-mortar education.
An independent research organization founded by Harvard professor Clayton Christensen,
the Innosight Institute, has played a leading role in tracking, defining, and validating
blended learning. In its newest taxonomy of blended learning, Innosight distinguishes
between the Rotation Model of blended learning, in which students toggle between
purely online and purely face-to-face work based on the school’s schedule, and the more
cutting-edge Flex Model, which integrates online and in-person instruction in
combinations driven by student performance. 9 The proposed approach with its flexible
space plan, team structure, and dynamic data-powered grouping for face-to-face
instruction most closely meets the Flex Model.
Research on Small Schools: Research from 2011 from the non-profit, non-partisan MDRC
organization on small schools of a similar scale shows significant positive impact on
graduation rates when the personalization of an intimate learning environment is coupled
7
Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, and Karla Jones, “Evaluation of Evidence-Based Practice in
Online Learning: A Meta-Analysis and Review of Online Learning Studies,” U.S. Department of Education, May 2009, at
http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf (November 16, 2009).
8
Keeping Pace with K-12 Online & Blended Learning, October 2012, http://kpk12.com.
9
Innosight Institute, “Classifying K-12 Blended Learning,” http://www.innosightinstitute.org/mediaroom/publications/education-publications/classifying-k-12-blended-learning/, May 2012.
TMCF Collegiate Academy @ SUNO
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with a strong mission focus and careful attention to continuous program improvement
based on student performance data. 10 The Academy embraces the small-school, datadriven approach with a unified theme of personalized learning and accountability.
Research on Individualized instruction: Students benefit from instruction that is
individualized in terms of pace, content, sequence, and style. According to Michael Abell’s
article Individualizing Learning Using Intelligent Technology and Universally Designed
Curriculum ( Journal of Technology, Learning, and Assessment), “A learning environment
such as this should emulate the unique learning style of the individual student.” 11
In their 2010 article, Learning Styles in the Age of Differentiated Instruction, authors
Timothy Landrum and Kimbery McDuffie note, “Matching the skills and strengths children
bring to bear with their life, vocational, and independent living goals provides a
framework for planning an instructional program… To summarize, instruction is
individualized when (a) it is planned in a way that builds on what individual students
currently know and can do and targets meaningful goals regarding what they need to
learn next; and (b) accommodations and modifications to teaching and testing routines
are made in order to provide students with full and meaningful access to the content they
need to learn.” 12
Dorraine Fenner, Sueha Kayyal Mansour, and Natalie Sydor noted in their 2010 Action
Research Project submitted to the Graduate Faculty of the School of Education at Saint
Xavier University in Chicago that, “Applying differentiation to leveled learners allowed
students to grow academically… Using modified activities according to their own learning
style allowed students to progress. Differentiation provided students with different
options, which allowed students to improve. Students enjoyed the amount of control they
were given pertaining to the assignment… Differentiated assignments allowed students
to grow academically according to their ability level.” 13
Research on Facilities: The facility design and furnishings are also research-based,
designed to give students options and accommodate a variety of teaching arrangements.
The classroom furniture is mobile so that students can easily form collaborative groups or
work solo, as needed; ergonomic couches, stability-ball chairs, and stationary bikes with
laptop trays are integrated into the Team Zones. The Academy features Node mobile
chairs from Steelcase Education Solutions (SES) (http://360.steelcase.com/), which are
designed to support an active learning environment. As a part of its commitment to
human-centered design, SES works directly with educational professionals, conducting
10
Transforming the High School Experience, MRDC Research, http://www.mdrc.org/publications/614/overview.html, January
2012.
11
Abell, M. (2006). Individualizing learning using intelligent technology and universally designed curriculum. Journal of
Technology, Learning, and Assessment, 5(3). Retrieved [date] from http://www.jtla.org
12
Timothy J. Landrum & Kimberly A. McDuffie (2010): Learning Styles in the Age of Differentiated Instruction, Exceptionality: A
Special Education Journal, 18:1, 6-17 http://dx.doi.org/10.1080/09362830903462441
13
Fenner, D., Mansour, S., and Sydor, N. (2010). The Effects of Differentiation and Motivation on Students Performance. School
of Education at Saint Xavier University, Chicago IL
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extensive discussions and research to obtain insights from the front lines about what’s
needed and what actually works in day-to-day classroom use. 14
Research on Exercise: Studies on the impact of fitness activity on learning conclude that
“Exercise boosts brain power…Exercise acts directly on the molecular machinery of the
brain itself. It increases neurons’ creation, survival, and resistance to damage and
stress.” 15 The Academy is uniquely committed to fitness as an integrated part of each
school day, with an onsite fitness center, a personal wellness plan for every student, and a
dedicated Personal Trainer to help oversee its implementation.
Accreditation: The approval of the underlying Connections curriculum program provides
further evidence of effectiveness. This program is accredited by AdvancED (successor to
Commission on International and Trans-regional Accreditation) and by the Middle States
Association for Accreditation as well as the other regional accrediting organizations
around the nation (Southern Association for Schools and Colleges; Northwest
Accreditation Association; North Central Association; Western Association of Schools and
Colleges). The AP courses are recognized by the College Board, and the majority of the
curriculum has also been approved by the National Collegiate Athletic Association for use
by young athletes aiming for college sports.
The Academy has specifically selected an academic program that has been independently
accredited by the Southern Association of Colleges and Schools (SACS) and AdvancED. The
school-specific accreditation process for the Academy itself will begin in Year 1 with
application to AdvancED/SACS in May 2015, followed by self-assessment and an
accreditation visit and follow-up during the 2015-2016 school year with accreditation
granted by spring of 2016. Based on the experience of other Connections Educationsupported schools around the nation, several of which are SACS-accredited and all of
which are also accredited by AdvancED, accreditation will be earned.
Pupil Performance Standards
Responses to the following items must be consistent with the CCSS.
1. Describe the pupil performance standards for the school as a whole.
2. Provide, in Attachment 3, a summary of the school’s proposed learning standards for one grade in
each division (elementary, middle, high school) the school will serve at capacity. Address the skills
and knowledge each student will be expected to attain by the end of that grade. If the school will
serve only one division, the exit standards provided in response to question 5 of this section will
suffice.
3. If you plan to adopt or develop additional academic standards beyond state and district
requirements, explain these standards (content areas, grade levels). Describe the adoption or
development process that has taken place or will take place. Select one grade level and subject area
as an example, and explain how these additional standards exceed requirements.
4. Explain the policies and standards for promoting students from one grade to the next. How and
when will promotion and graduation criteria be communicated to parents and students?
14
15
North View High School Case Study, http://360.steelcase.com/case-studies/northview-high-school/
Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School by John Medina, Pear Press, 2008.
TMCF Collegiate Academy @ SUNO
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5. Provide, also in Attachment 3, the school’s exit standards for graduating students. These should
clearly set forth what students in the last grade served will know and be able to do.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Pupil Performance Standard
The Academy will implement a curriculum aligned with and supporting the Common Core
State Standards and will meet all Louisiana and Orleans Parish requirements.
2. Attachment 3 – Academy’s Learning Standards
A summary of the schools’ proposed learning standards is provided in Attachment 3.
3. Additional Academic Standards
We do not intend to adopt or develop additional standards.
4. Promoting Students
To be promoted to the next grade, students must demonstrate adequate progress in their
overall course of study and proficiency on their state tests. Students need to successfully
complete their Language Arts and Mathematics courses. (Certain students with IEPs may
be excluded from this requirement.) A final decision to retain a student due to
inadequate progress or lack of proficiency will be made on a case-by-case basis by the
Principal, parent, and teacher in accordance with Louisiana’s promotion regulation.
Students are required to attend school regularly and must attend at least 167 days to earn
credit and be eligible for promotion to the next grade.
5. Graduating Students
To graduate and receive a diploma, a student must be enrolled during the semester
immediately prior to graduation and earn a minimum of five of the credits (or 10 courses)
required for graduation, with at least 1.5 of these credits (or three courses) earned at the
Academy in the semester immediately prior to graduation. Students must successfully
complete a minimum of 24 credits (Carnegie units -24 semester hours) to graduate.
High School Graduation Requirements
High schools will be expected to meet or exceed state and district graduation standards.
1. Describe how the school will meet these requirements. Explain how students will earn credit hours,
how grade-point averages will be calculated, what information will be on transcripts, and what
elective courses will be offered. If graduation requirements will exceed state and district standards,
explain the additional requirements.
2. Explain how the graduation requirements will ensure student readiness for college or other
postsecondary opportunities (trade school, military service, or entering the workforce).
3. Discuss the systems and structures the school will implement for students at risk of dropping out or
not meeting the proposed graduation requirements.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
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1. Graduation Standards
Students will fulfill all of Orleans Parish and Louisiana state graduation requirements by
following a robust course of study. Students are able to earn a high school diploma from
the Academy. By offering of AP® courses and access to college dual enrollment courses,
students may also graduate with significant college credits. Students must earn a C- or
better in a course in order for it to count toward the subject-area and total credits needed
for graduation. Students will earn at least 24 total credits, including the subject-area
credits required by Orleans Parish and Louisiana. Students must be in attendance at least
167 days in order to pass the course or grade and earn credit. The curriculum uses a
standard whereby one credit equals approximately 160 hours of instruction. In order to
graduate, each student must successfully complete a minimum of 24 credits/Carnegie
units (24 semester hours) in the subjects and subject areas. Units completed must meet or
exceed the graduation requirements which will be set by the Board through policy and will
support Louisiana requirements.
2. Readiness for College or Other Postsecondary Opportunities
Through a comprehensive guidance counseling program focused on college and career
readiness, students are provided career and work force resources, course options, and
work study internship opportunities. The Academy will address credits, transcripts, and
counseling. Teachers and counselors in use four-year academic, progression plans for
students to ensure they are on target for graduation and for meeting their college and
career goals. The Academy’s relationship with SUNO will also reinforce college readiness
through both dual enrollment and shared campus activities.
A Progression Plan, automated in Connexus, defines and tracks requirements which must
be accomplished to meet a goal. The most common use currently is to track students in
meeting their graduation requirements. In the future it will be used to track speech
therapy goals or completion of courses in middle school. Students also have the option to
take Career Technical Education (CTE) courses such as:
•
Business: Introduction to Business
• Anatomy & Physiology and Human Diseases
•
Business Information Systems
• Introduction to Medical Assisting
•
Business Law
• Clinical Medical Assisting Duties
•
Business Communication
• Introduction to Law
•
Health, Safety & Nutrition
• Criminal Investigation
•
Introduction to Sociology
• Intro to Criminal Justice
•
Intro to Early Childhood Education
• Principles of Marketing
•
Medical Terminology
• Intro to Astronomy
•
Research Methods
• Electronics: Electronic Devices
•
Professional Career Development
• Accounting 1
•
Introduction to Psychology
• Introduction to Finance
With 18 Advanced Placement courses at their fingertips, students will be prepared for
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college. Graduates of Connections-supported schools have been accepted at universities
such as Dillard University, Loyola University New Orleans, Southeastern Louisiana
University, the University of New Orleans, and Xavier University of Louisiana. In addition,
students have been accepted at prestigious universities throughout the nation including
the United States Air Force Academy, Harvard, Stanford, Rice, and others. The Counselor
will work with post-secondary institutions to arrange college explorations for students.
3. At Risk Students
The Academy will implement the SSTAIR method, PACE program, and a three-tiered
intervention program for students at risk of dropping out or not meeting the proposed
graduation requirements. Within Connexus, counselors and teachers track data and
monitor the students’ progression plans. If students are behind in credits (or off-cohort
for graduation) the team works creates course schedules to get them back on track.
Counselors and teachers use reports within Connexus to create pivot tables showing a
student’s total number of earned credits and identified grade level and then comparing
that information with the student’s cohort year. If there is a discrepancy, the team devises
a plan to get the student back on track for an on-time graduation. This plan may include
summer school for original credit courses and credit recovery if necessary. Students will
have the option to participate in summer school through International Connections
Academy. Summer school delivers a full semester’s worth of instruction over an intensive
four-week session so students can get the credits they need to catch up or get ahead.
School Structure: Calendar and Schedule
1. Discuss the annual academic calendar for the school. Explain how it reflects the needs of the
educational program, including total number of days/hours of instruction. In Attachment 4, provide
the school’s proposed calendar for the first year of operation.
2. Describe the structure of the school day and week. Include the number of instructional hours/
minutes in a day for core subjects such as language arts, mathematics, science, and social studies.
Note the length of the school day, including start and dismissal times. Explain why the school’s daily
and weekly schedule will be optimal for student learning. Discuss the minimum number of
hours/minutes per day and week that the school will devote to academic instruction in each grade.
Provide, also in Attachment 4, a sample daily and weekly schedule for each division of the school.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Annual Calendar
The Academy’s annual calendar mirrors that of other OPSB schools. Students must be in
attendance at least 167 of the 177-day calendar in order to pass the course or grade and
earn credit.
2. Structure of School Day and Week
The school offers a non-traditional schedule that optimizes both the face-to-face and
online instructional power of its program while fulfilling the required hours of schooldirected programming.
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Connexus tracks both attendance and time-on-task, allowing for effective accounting for
all instructional time whether on-campus or off-campus.
While on campus, students work for part of the time in their Team Zones on online
coursework with their licensed online teachers and their face-to-face Success Coaches.
Based on their mastery of the curriculum, they also meet in small groups with their on-site
English and Math teachers in specially designed classrooms.
Middle school students attend school on campus for a full six-hour day, five days per
week. These students divide their time between intensive work with their Math and
English teachers, and time in their Team Zones completing online coursework and
participating in LiveLesson sessions under the supervision of their Success Coaches.
High school students report to the Academy campus four days per week for four hours per
day (8:00 AM - 12:00 PM Tuesday through Friday, or 12:30 - 4:30 PM Monday through
Thursday), a total of 16 hours per week. During their time off campus, high school
students spend a minimum of 14 hours working in their online curriculum, with their
logged time verified by their teachers and Success Coaches based on work completed.
Students who are falling behind on lesson completion or otherwise struggling will be
required to spend additional time on campus. Students complete the remainder of their
instructional hours at flexible times, locations and individual pace.
Data is gleaned from students work in the online curriculum via Connexus.
The frequency and types of sessions that students attend is reviewed and modified every
few weeks so that each student’s schedule is updated to reflect the appropriate level and
type of support needed at that point in time.
The dynamic, data-driven scheduling process allows struggling students to get the
prescriptive instruction they need, while enabling the students who are mastering skills
and standards to accelerate. The flexible daily schedule allows time and space for special
focus activities such as college courses, sports, internships, and work. In Attachment 4, we
provide a calendar for 177 days of instruction in the 2014-2015 school year. The calendar
supports the program and addresses the needs of all students.
School Structure: Supplemental Programming
1. Describe the student-focused activities and programs that are integral to the educational plan.
If summer school will be offered, describe the program(s). Explain the schedule and length of the
program including the number of hours and weeks. Discuss the anticipated participants including
number of students and the methods used to identify them. What are the anticipated resource and
staffing needs for these programs?
2. Describe any extra- or co-curricular activities or programming the school will offer, how often they
will occur, and how they will be funded.
3. Describe any programs or strategies to address student mental, emotional, and social development
and health.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
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1. Student-Focused Activities
•
TMCF Leadership Series: TMCF specializes in encouraging and developing youth by
connecting students with successful HBCU alumni who share their personal experiences.
This leadership series will be delivered both in person and via LiveLesson.
•
Success Highways: As noted, the Academy will implement the Success Highways™
program by Scholar Centric (http://scholarcentric.com/solutions.html/). The program
develops the critical resiliency skills that are scientifically linked to improved student
engagement, achievement, and graduation rates. Using Success Highways early-warning
assessments, educators identify which students are at risk of academic failure and/or
dropping out and why they struggle.
•
Personalized Fitness Training: The Academy’s on-site fitness center and Personal Trainer
together ensure an individualized fitness plan for every student while bringing in a rich
array of fitness options from martial arts to spinning to yoga. Provided equipment may
include medicine balls, exercise bikes, resistance bands, exercise balls, steps, jump ropes,
agility ladders, mats, and or body bars. Students can participate in a running club and are
assessed four times per year for strength, flexibility, cardio, and height/weight.
2. Extra- or Co-Curricular Activities
The Academy focuses on fitness for all while facilitating sports for the passionate. The
school’s onsite fitness center is directed by the Personal Trainer, who helps each student
develop a personal fitness plan implemented through training equipment such as
stationary bikes and resistance bands as well as classes from martial arts to Zumba
arranged by the Personal Trainer. In addition, students who are involved in community or
elite sports activities such soccer or gymnastics can gain PE credit through the school. The
school will work with community partners to ensure that each student has multiple
extracurricular and enrichment opportunities on campus, off campus, and online. The
school also has the capacity to provide dozens of technology-facilitated clubs and
activities via the Connections network, including:
•
Art Club: The Art Club sparks students’ creativity by exploring art, photography, and
graphic design. Students will learn the nuances of each medium and have the opportunity
to create and share their own creative designs. Optional LiveLesson sessions let students
interact with art experts.
•
Broadcast Club: Students learn about the history and new trends of broadcast media and
have an opportunity to share their work with peers. Throughout the year, students
explore the growth of print (from newspapers to blogs), audio (from radio shows to
podcasts), and video (from television to Internet videos).
•
Chess Club: Club members learn, socialize, and play in an atmosphere of friendly
competition. After completing an online tutorial for either beginner or advanced players,
students are matched with competitors of the same skill level, and the games begin.
Students even play in a national tournament on an exclusive Connections site.
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•
Debate Club: Students learn the art of debate and critical thinking. While discussing and
debating current events, students develop valuable skills in brainstorming, topic research,
presentation strategies, verbal and nonverbal cues, and role-playing. Students develop
position statements, supporting arguments, and analytical thinking.
•
Environmental Club: Students work together to learn about and discuss environmental
issues at the local, national, and global level. Each week features a project students can
work on at home to help the environment. Special guest speakers participate in the club
as well, adding breadth to the club.
•
Innovators Club: Students explore the world of invention and the entrepreneurial
process, including idea generation, business plans, patents and more. Students will share
their innovative ideas with peers and experts, and will learn about other successful young
entrepreneurs.
•
National History Day Club: National History Day guides students through the process of
creating, editing, and submitting unique projects to the National History Day competition.
Working with a theme announced by the organization, students choose from several
different types of projects and learn research and writing skills as they work.
•
Poetry Corner: Connections’ own Poetry Lady directs this group. Young writers explore
the language of poetry and hold weekly online forums to share and critique their work.
•
Poetic Forms and Language II: Students learn the art of writing poetry. Poetic Forms and
Language II continues to challenge students with various advanced poetic forms.
Students learn how to convey ideas, situations, and feelings in inventive and original
ways. The club teaches students how to communicate ideas using metaphor, simile, and
imagery. Students are encouraged to share their poetry and short stories once a week on
the Poetry Corner message boards.
•
Quiz Bowl: Students test their knowledge of fun facts in this weekly academic
competition, with winners named in each state at the end of the year.
•
Robotics Club: The Robotics Club will guide students through the exciting world of robots.
Students will define what a robot is (and what it isn't), study the myths that surround
robots, examine how robots are used in movies and stories, and consider how robots
assist humans. Experts in the field of robotics will help students learn more about artificial
intelligence and what the future holds for humans and machines.
•
Student Leadership and Service Club: Students will take on roles in both leadership and
service. The group will meet twice a month to discuss service projects and hear from
guest speakers who are active in different aspects of professional leading.
•
Student Literary Magazine: The monthly Pens and Lens magazine recognizes and
publishes original student works. Students are encouraged to inspire one another in both
writing and photography.
•
Student Newspaper: The Monitor is the student-managed, student-staffed monthly
newspaper. As they work together, students learn about group dynamics, organization
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strategies, and teambuilding exercises while researching and writing stories on current
events, sports, entertainment, and fashion.
Additional clubs and activities will be developed such as Future Business Leaders for
American and Family, Career & Community Leaders of America.
3. Mental, Emotional and Social Development and Health
The licensed school Guidance Counselor is a key member of the on-site staff. The
Guidance Counselor, supplemented by Success Coaches, will work face-to-face with
students on college, career, and life issues in accordance with state guidelines.
The Academy will also have contracted School Nurse to meet students’ acute health
needs. The Nurse will work with the Guidance Counselor to facilitate additional healthrelated services – including contracted school psychology and school social worker
services by appropriately licensed professionals as needed - sharing such services with
other local charter schools wherever possible.
All staff will be trained to report all allegations of child abuse and/or neglect to the
persons required to receive reports pursuant to state law. Student health records will be
managed electronically through Connexus for both secure storage and useful access.
The Academy will comply fully with the requirements of the Family Educational Rights and
Privacy Act (FERPA), a federal law that gives parents/legal guardians and students certain
rights regarding the student’s education records. Included is the right to the protection of
a student’s education records and “personally identifiable information” from
unauthorized disclosure. The school will also comply with the Protection of Pupil Rights
Amendment and the Children's Online Privacy Protection Act of 1998 (“COPPA”).
School Structure: Culture
1. Describe the culture or ethos of the proposed school. Explain how it will promote a positive
academic environment and reinforce student intellectual and social development.
2. Explain the plan to create and implement this culture for students, teachers, administrators, and
parents starting from the first day of school. Describe the plan for enculturating students who enter
the school mid-year.
3. Explain how the school culture will take account of and serve students with exceptionalities,
including students receiving special education services, English Language Learners, and any students
at risk of academic failure.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. School Culture or Ethos
The Academy’s core values include the following:
•
Every student deserves and is capable of both academic and emotional success.
•
Students perform best when they have some control over the time, place, path and/or
pace of their learning.
•
Technology is a tool for personalized learning and constructive engagement with others.
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The school culture embodies those values by providing students with everything they need to
thrive: top-quality curriculum; specially trained, highly qualified teachers; personal mobile
computing tools for every student; a supportive team led by a caring Success Coach; a
powerful digital education platform; and real connections linking school, family, and
community. The school has high expectations for students and staff. The Academy’s first
students will further define the school culture as a school-wide project-based learning activity.
The school respects and will reflect a diverse student body and staff.
2. Creating and Implementing Culture
The school will implement the following methods to promote a positive culture:
•
Start with a Different Kind of Learning Space: Students are stepping far away from the
traditional "rows, rote, bells, and hall passes". Within the blended centers, the modern
lounge‐like furniture, the open space, the visibility of each stakeholder to all others, and
the 360‐degree integration of technology are all intended to embody the cultural
fundamentals such as flexibility, accountability and future‐orientation.
•
Add a Team Connection: Each student is assigned to a team that will serve as a
combination of homeroom and home base throughout his or her career. Each team has
its own lounge-like space within the campus and is guided by a Success Coach who leads
the team in morning/afternoon meetings, conducts advisory activities, and ensures that
students are following their plans for success in school and beyond.
•
Create Touchstones Students Can “Own”: In the first few weeks of the school year, the
Principal guides his or her staff and students through a process of defining site‐specific
cultural details. For example, in a similar Connections-supported school, Nexus Academy
of Lansing, the Principal and team defined "Honesty, Integrity, Respect, Responsibility" as
the touchstones for their local school culture. In addition to hanging banners throughout
the school building promoting these touchstones, the staff makes these "part of almost
every conversation we have with students." In another example, at the Nexus Academy of
Cleveland, the school team has refined the basic dress code detailed in the School
Handbook to require a "business casual" look ‐ collared shirts, black pants or skirts, and
black shoes ‐ to reinforce students' perception of Nexus Academy as more like a
workplace than a traditional school. At Nexus Academy of Toledo, staff met with students
to explore student expectations of the school experience, and enthusiastically embraced
students' vision of a school with a mature, college‐like atmosphere where adults listened
to students with respect. Other schools are both experimenting with soothing, quiet
music ‐ chosen with student input ‐ to create a serene atmosphere.
•
Recognize Positive Teamwork: The Principal often creates a weekly communication
highlighting the mission of the school, current enrollment, progress towards reaching the
school’s goals and recognition of staff. In a Connections-supported full time statewide
virtual school, Oregon Connection Academy, they pass the “Synergy Award” from staff to
staff with the philosophy that teamwork will produce an overall better result than if each
person were working toward the same goal individually. When one team member
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recognizes another, it opens communication and collaboration, thereby improving the
Synergy in the online work environment. Each week, two staff members are selected for
the award by the previous week’s award winners based upon collaborative and supportive
efforts, exemplifying the culture of a Professional Learning Community.
3. Students with Exceptionalities
With a digital curriculum, students are able to work significantly below grade level without
fear of ostracism or other negative social repercussions that students sometimes face in a
more traditional school setting. At the Academy, each and every student has a
Personalized Learning Plan tailored to his or her particular learning requirements. This
approach allows the Academy to be a fully inclusive school in which students receiving
special education services, English Language Learners, accelerated learners, and those in
need of academic intervention are all equal members of the community, tackling
curriculum via their school‐provided computers and interacting with their expertly trained
teachers in the same ways as mainstream students.
School Structure: Discipline
1. Describe the school’s approach to student discipline.
2. Describe the practices the school will use to promote good discipline, including both penalties for
infractions and/or incentives for positive behavior.
3. Provide a list (including definitions) of the offenses for which students in the school must (where
non-discretionary) and may (where discretionary) be suspended or expelled, respectively.
4. Explain how the school will take into account the rights of students with exceptionalities in
disciplinary actions and proceedings.
5. Describe the procedures for due process when a student is suspended, including a description of the
appeal process that the school will employ and a plan for providing services to students who are out
of school for more than 10 days.
6. Explain how the school will allocate adequate and appropriate resources to effectively implement
this discipline approach.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Approach to Student Discipline
As a personalized, high expectation small school, the Academy anticipates being able to
effectively manage student discipline issues. The TMCF Collegiate Academy @ SUNO plans
on following the Orleans Parish Uniform Code of Conduct and supports the following
purposes of the Student Code of Conduct:
•
Create a consistent set of expectations for student behavior
•
Reinforce positive behavior and provide students with opportunities to develop
appropriate social skills
•
Outline the interventions and consequences for students who engage in inappropriate
behavior
•
Explain the rights and responsibilities of all members of the school community
•
Engage students in a safe, positive, and supportive learning environment
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The Academy will also participate in the city-wide common expulsion process.
In addition, the online curriculum will allow the school to minimize academic interruptions
caused by suspensions and expulsions; students will be expected to work regardless of
their disciplinary status. The School Handbook will include a clear and fair code of conduct
that complies with the students’ due process rights and aligns with our school’s mission.
The Academy intends to participate in the district-wide common expulsion system.
The Academy encourages the promotion of positive interpersonal relations between
members of the school community, and defines harassment, intimidation, bullying, cyberbullying, or hazing toward a student, whether by other students, staff, or third parties, as
“prohibited behaviors” that will not be tolerated. The School Handbook explains that this
prohibition includes aggressive behavior, physical, verbal, and psychological abuse,
violence within a dating relationship. These types of behavior are forms of intimidation
and harassment and are strictly prohibited, regardless of whether or not the target of the
prohibited behavior are members of a legally protected groups, such as sex, sexual
orientation, race, color, national origin, marital status, age, or disability. The school and
Governing Board will not tolerate any gestures, comments, threats, or actions which cause
or threaten to cause bodily harm or personal degradation.
This policy applies to all school -related activities, including but not limited to online
school-related activities such as LiveLesson sessions; participation in clubs, activities,
WebMail messages, discussions, and Message Boards; and in-person activities such as
state testing, field trips, open houses, and any other in-person school-related activities on
or off school property. The School Handbook makes it clear that every student is
encouraged, and every staff member is required, to report any situation believed to be
prohibited behavior directed toward a student. All reports will be investigated with
appropriate disciplinary consequences as laid out in the School Handbook.
2. Promoting Good Discipline
The Academy is committed to providing a safe, positive, productive, and nurturing
educational environment for all of its students, and conveys this commitment through its
written policies – in the form of the School Handbook, which all students must review as
part of the enrollment process – and its collaboratively developed school culture.
Students are expected to conduct themselves in accordance with the rules for the school.
Successes Coaches and school staff help students to maintain good discipline and positive
conduct. Student codes of conduct are set forth in a handbook. School students are also
guaranteed due process of law as required by the 14th Amendment to the Constitution.
3. List of Offenses
Behaviors that are prohibited and which may lead to suspension and/or expulsion include,
but are not limited to, the following breaches of conduct. The following definitions are
intended to provide guidance in assessing whether a particular behavior is a prohibited
behavior. They are not exhaustive in their scope.
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Cheating on tests or daily work - A student who knowingly participates in copying, using
another’s work, and representing it as his or her own (for example, students transmitting
their work electronically for another student’s use), or who provides other students with
test answers, answer keys, or otherwise uses unauthorized materials.
Plagiarism - A student’s use of another person’s words, products, or ideas without proper
acknowledgement of the original work with the intention of passing it off as his or her
own. Plagiarism may occur deliberately (with the intention to deceive) or accidentally (due
to poor referencing). It includes copying material from a book, copying-and-pasting
information from the Internet, and getting unauthorized help from family or friends.
Unexcused absence - An unexcused absence is the absence of a student due to truancy,
illegal employment or parental neglect.
Illegal absence - Illegal absences are unexcused absences by a student who is absent from
school due to avoidable absences, parental neglect, illegal employment, unapproved
family vacations, and truancy.
Abusive conduct - A student who uses abusive language or engages in abusive conduct in
the presence of others either in person or electronically/virtually.
Bullying - A student who repeatedly engages in negative actions (physical, verbal, or
written) against another student in an attempt to exercise control over him or her. A
course of abusive treatment (whether written, verbal, graphic, or physical) that typically
involves the use of force or coercion to affect others, particularly when habitual and
involving an imbalance of power. It may involve verbal, written or cyber harassment,
physical assault or coercion and may be directed persistently towards particular victims
Cyber-bullying – the use of information and communication technologies, such as cell
phone, email, instant messaging, social media websites to support deliberate and hostile
behavior by an individual or group, that is intended to harm others or that an objectively
reasonable person would expect to cause harm to others. It includes the posting or other
transmission of text, video, or images that are embarrassing, demeaning, or threatening in
nature, regardless of whether the subject of such text, video, or images directed,
consented to or otherwise acquiesced in the at issue posting or other transmission.
Intimidation: A student who engages in behavior intentionally meant to cause another
person to fear harm or injury, be frightened into submission or compliance, or to feel a
sense of inferiority.
Harassment - A student who demonstrates verbal, written, graphic, or physical conduct
relating to an individual’s sex, race, color, national origin, age, religious beliefs, ethnic
background, or disability that is sufficiently severe, pervasive, or persistent so as to
interfere with or limit the ability of an individual to participate in or benefit from the
school’s programs that: 1) has the purpose or effect of creating an intimidating or hostile
environment, 2) unreasonably interferes with an individual’s educational performance, or
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3) otherwise adversely affects an individual’s educational opportunities.
Vandalism - A student who intentionally damages or destroys school property or records
(physical or electronic). In these instances the school reserves the right to contact the
proper law enforcement agency(ies).
Theft and robbery - A student who takes money or other property (physical or electronic)
with the intent to deprive another person or the school of that property. The threat or
the use of force or violence is considered a serious breach of conduct. In these instances
the school reserves the right to contact the proper law enforcement agency.
Sexual harassment - A student who subjects another to any unwelcome sexual advances
including verbal harassment, unwelcome or inappropriate touching, or suggestions,
requests, or demands for sexual favors.
Violence within a dating relationship - A student who attempts to maintain power and/or
control over a dating partner through violence, threats of violence, and/or physical,
emotional, and/or mental abuse.
Sexting - knowingly using a computer, or any other device capable of electronic data
transmission or distribution, to transmit or distribute to another minor any photograph or
video which depicts nudity and is harmful to minors. Knowingly possessing a photograph
or video that was transmitted or distributed by another minor.
Hazing – the use of ritual and other activities involving harassment, bullying, cyberbullying, intimidation, abuse or humiliation for the purpose of initiating a person or
persons into a group, regardless of whether such person(s) consented to or otherwise
acquiesced in the at issue behavior(s) and action(s).
Violation of acceptable use policy - Students who violate the acceptable use policy in one
form or another are open to disciplinary action including suspension.
Substance abuse – the use of any illegal substance or misuse of any legal substance such
as prescription drugs or alcohol.
4. Rights of Students with Exceptionalities
The Academy will handle any discipline issues regarding special education students,
including those on 504 Plans in accordance with federal guidelines and state rules.
Reflected in the school handbook is careful protection of the rights of disabled students
through the fair application of due process. School staff may order the removal of a
student from school for disciplinary reasons to the extent the removal is applied to nondisabled students, as long as the removals do not constitute a change of placement. A
change in placement occurs if the student is removed from school for disciplinary reasons
for more than 10 consecutive school days or if the student is subjected to a series of
removals that constitute a pattern of removal.
If a student has been removed from their current placement for more than 10 days during
a school year, the school will provide services to the student to the extent necessary for
the student to appropriately progress in the general curriculum and appropriately
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advance toward achieving the goals in their IEP. Staff may order a change of placement to
an appropriate alternative setting for no more than 45 days to the extent removal for
disciplinary reasons is applied to non-disabled students if a student carries a weapon to
school or to a school function or knowingly possesses or uses illegal drugs or sells or
solicits the sale of a controlled substance or causes serious bodily injury to another person
while at school or a school function. The interim alternative setting must enable the
student to continue to progress in the general curriculum and to receive those services
and modifications to enable the student to progress on the goals set out in their IEP.
If the school staff is considering a disciplinary action that involves changing a student’s
placement, the parent will be notified of that decision and a review will be conducted to
determine the relationship between the student’s disability and the behavior subject to
the disciplinary action. If the result of this review is that the behavior was not a
manifestation of the student’s disability, the relevant disciplinary procedures applicable to
students without disabilities may be applied to the student in the same manner in which
they would be applied to students without disabilities. The Academy must provide
services to the extent necessary to enable the student to appropriately progress in the
general curriculum and advance toward achieving the goals set out in their IEP.
After changing a student’s placement for disciplinary reasons, staff will conduct a
functional behavioral assessment and convene the IEP team to develop a behavioral
intervention plan; or if a behavior plan was in place, review and modify it as necessary.
5. Due Process
The school takes its responsibilities for the provision of educational services to the student
very seriously. These school responsibilities are set out in the School Handbook and
include such things as: contacting the family regularly, delivering educational materials
and equipment, and providing accessible support.
The school will also ensure the family and student adhere to their responsibilities stated in
the School Handbook, and when necessary, will discipline, disenroll a student, refer to
collections, or take legal action against the family for a breach of the agreement or a
school policy. Reasons for such disciplinary actions include, but are not limited to, failure
to attend mandatory state testing, failure to return materials, or disputing the materials
and equipment policy such as invoices for computer damage.
The Principal may suspend a student from school for not more than 10 school days. If at
the time a suspension is imposed there are fewer than 10 school days remaining in the
school year in which the incident that gives rise to the suspension takes place, the
Principal may apply any remaining part or all of the period of the suspension to the
following school year. No student shall be suspended unless prior to the suspension the
Principal does both of the following:
•
The Principal shall give the student written notice of the intention to suspend the
student and the reasons for the intended suspension notice of the student’s right to
appear at an informal hearing before the Principal to challenge the reason for the
TMCF Collegiate Academy @ SUNO
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intended suspension or otherwise to explain the student’s actions.
•
Provide the student an opportunity to appear at an informal hearing before the
Principal and challenge the reason for the intended suspension or otherwise to explain
the student’s actions.
6. Resources for Implementing Student Discipline
Although the Principal will be the lead resource for implementing student discipline
procedures, the Principal’s effectiveness in this regard will be extended by all adults in the
building – from Administrative Assistant to Success Coaches – who will ensure that all
students are aware of their visibility. In addition, the desirability of the Academy’s digital
curriculum, technology tools, and flexible scheduling make the potential loss of these as a
consequence for violation of school rules a powerful deterrent to misbehavior.
7. Provide, as Attachment 5 the school’s proposed discipline policy, if the school does not plan to use
the Orleans Parish Uniform Code of Conduct, found here: http://gww.gwwork.com/~opsbwp/wpcontent/uploads/2012/10/Click-Here-to-view-Document-.pdf. Please note that the school’s
proposed discipline policy must conform to the standards of the Code of Conduct, as well as
participation in the city-wide common expulsion process.
Special Populations and At-Risk Students
NOTE: Schools are responsible for hiring licensed and endorsed special educators pursuant to law. School
personnel shall participate in developing Individualized Education Programs (IEPs), identify and refer
students for assessment of special education needs, maintain records, and cooperate in the delivery of
special education instruction and services, as appropriate.
1. Describe the overall plan to serve students with exceptionalities, including but not limited to
students with Individualized Education Programs or Section 504 plans, English Language Learners,
students identified as intellectually gifted, and students at risk of academic failure or dropping out.
Identify the special populations and at-risk groups that the school expects to serve and the basis for
those assumptions. Discuss how the course scope and sequence, daily schedule, staffing plans, and
support strategies/resources will meet or be adjusted for the diverse needs of students.
2. Explain how you will recruit and meet the learning needs of students with mild, moderate, and
severe disabilities in the least restrictive environment possible. Specify the programs, strategies, and
supports you will provide, including the following:
a. Methods for identifying students with exceptionalities (and avoiding misidentification),
b. Specific instructional programs, practices, and strategies the school will employ to provide a
continuum of services; ensure students’ access to the general education curriculum; and
ensure academic success for students with exceptionalities,
c. Plans for monitoring and evaluating the progress and success of students with
exceptionalities (including involvement of their families)s to ensure the attainment of each
student’s goals as set forth in the Individualized Education Program (IEP),
d. Plans for promoting graduation for students with exceptionalities, and
e. Plans to have qualified staffing adequate for the anticipated exceptionalities.
3. Explain how the school will recruit and meet the needs of English Language Learner (ELL) students,
including the following:
a. Methods for identifying ELL students (and avoiding misidentification),
b. Specific instructional programs, practices, and strategies the school will employ to ensure
academic success and equitable access to the core academic program for these students,
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c. Plans for monitoring and evaluating the progress and success of ELL students (including
involvement of their families), as well as plans for exiting students from ELL services, and
d. Means for providing qualified staffing for ELL students.
4. Explain how the school will identify and meet the learning needs of students who are performing
below grade level and monitor their progress. Specify the programs, strategies, and supports you
will provide for these students.
5. Explain how the school will identify and meet the needs of intellectually gifted students, including
the following:
a. Specific research-based instructional programs, practices, strategies, and opportunities the
school will employ or provide to enhance their abilities,
b. Plans for monitoring and evaluating the progress and success of intellectually gifted students,
and
c. Means for providing qualified staffing for intellectually gifted students.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Serving Students with Exceptionalities
The Academy is committed to serving students with special needs whether such students
are currently or newly identified as such. In serving students with special needs, the
Academy will comply with all special education laws and regulations, including Section 504
of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act, and the
Individuals with Disabilities in Education Act (IDEA).
The Academy will reach out to advocacy networks representing families of students with
special needs to ensure awareness of the school and its unique personalized college prep
program. The Academy designs and adapts its innovative curriculum to meet the needs of
all students including those with disabilities.
The Academy will be assigned a Special Education Director on Connections’ Student
Services Team and will have on site a full-time Special Education Coordinator to meet the
needs of students in special education who have an Individualized Education Plan (IEP)
and those qualifying for Section 504 plans. The Academy will tap into the resources of
OPSB for speech language therapy, occupational therapy, physical therapy and all other
related/supportive services as required by an IEP or by Section 504. The school anticipates
that 12% of the student population will have an IEP or 504 Plan.
2. Students with Mild, Moderate, and Severe Disabilities
2.a Identifying Students with Exceptionalities
To ensure service for students entering without prior diagnosis for special education, the
Principal, the Connections’ Special Education Director, and the on-site Special Education
Coordinator, along with other Academy staff as appropriate, will establish a Student
Support Team (SST). The SST will regularly review teacher observations, assessment
results and other data to identify any possible special education needs among students.
The Special Education Coordinator will work with OPSB to conduct Child Find activities.
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2.b Instructional Programs
Although the Academy intends to be a high-performing school, we recognize that some of
our students may indeed require additional assistance to achieve proficiency. For students
who are struggling, the Academy will use the Connections’ SSTAIR approach to ensuring
mastery of core learning objectives. SSTAIR targets essential Skills/Standards by
subject/grade level, uses specified Assessments within the curriculum to measure student
mastery of these skills and standards, provides tiered Interventions (including access to
supplementary curriculum supports such as SkillsTutor) for non-mastered skills and
standards, and then tracks students’ Response to the implemented interventions by
skill/standard. The SSTAIR initiative aims to more deeply link curriculum, standards and
assessments for interventions that have a direct impact on student mastery of anchor
objectives and resulting standardized test performance.
2.c Monitoring and Evaluating Progress and Success
Pre-referral/Referral/Evaluation: The SST will coordinate all pre-referrals with OPSB,
which may be made by teachers, parents, or others. The Academy will use a multi-tiered
Response to Intervention (RTI) model to bring as many struggling students as possible to
proficiency before referring them into special education. The SST working with OPSB will
determined if the student’s needs can be met through RTI with curriculum modifications
(more detailed on RTI is provided in the next section), or if a formal referral for special
education evaluation is warranted. If the former, the teacher then implements and
documents suggested modifications, lesson adaptations, and alternative instructional
strategies, as well as the student’s level of success with each. If the SST suspects that a
student requires special educational services, the following procedures are implemented:
•
The teacher consults with the Principal and Connections’ Special Education Director to
complete an official special education referral. The parent is notified of this referral.
•
Parental consent for the student evaluation is obtained and the appropriate evaluations
are arranged. Parents are sent a copy of Procedural Safeguards.
•
Parents are invited to the interdisciplinary IEP meeting to review the assessment results.
•
If as a result of evaluation, the IEP team determines that the student has a disability, an
IEP meeting is scheduled – at the school, at another mutually agreeable site, or by
telephone – and the parents are invited to attend. IEP goals are formulated with parental
consent, and the IEP is implemented.
For students enrolling in the charter school who already have an IEP, the Academy will
follow this process.
IEP Review: All families who enroll will be asked to disclose if their child has an IEP in
place. During the enrollment process the Academy will review the existing IEP and take
one of these actions. If the IEP already reflects a blended learning environment, the
student continues through the enrollment process with the existing, compliant IEP. If
special education staff feels the student’s needs can be appropriately met in the least
restrictive environment in a blended learning setting, but the IEP does not reflect such a
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placement, the student continues with the enrollment process, and within the first 10
days of school an IEP conference is held to revise the IEP and document the student’s
official change of placement. During the interim the Academy in coordinator with OPSB
implements the student’s IEP to the extent possible. The school ensures the participation
of students with all disability types in the program.
IEP Development and Implementation: The Special Education Coordinator will work with
the Principal and OPSB to ensure that the requirements of students’ IEPs are met. This will
include arranging for appropriate interventions and needs assessments, providing
consultative support to the general education teachers as well as modification and
accommodation to the general education curriculum, conducting direct instruction where
necessary, and coordinating related services. In ensuring high-quality services to its
students with special needs, the Academy will draw upon OPSB’s services as well as
Connections’ expertise developed over a decade of successfully serving thousands of
similar students across the nation. All special education will comply with federal law and
Louisiana standards.
Annual Reviews: The Special Education Coordinator assigned to the Academy will
facilitate Annual Reviews of the IEP including reviewing student progress within the
existing IEP, creating new IEP goals, obtaining parent consent for and approval of a new
IEP, and providing a qualified administrator to oversee IEP meetings. In order to make
efficient use of staff resources, IEP meetings may be held at the school, at another
mutually agreeable site, or by telephone. Specific arrangements will be made on a caseby-case basis and will be in accordance with all applicable law.
Adaptive Technologies: To ensure effective inclusion of students with disabilities in a
blended environment, the Academy will work with OPSB to ensure that students who
need them have access to adaptive technologies such as:
•
Word prediction or dictation software, such as Word Q® and Speak Q®
•
Text readers, such as Natural Reader, Snap and Read, or Read Please
•
Screen readers, such as Jaws or ZoomText for student with vision impairments
•
Touch screens or adapted keyboards, such as Intellikeys
•
Screen magnifiers for students with low vision
2.d Graduating Students with Exceptionalities
The school plans to have students with special needs graduate in accordance with the
terms of their IEPs. In coordination with OPSB, the Academy will provide a free
appropriate public education to all students with special needs. As with all students, the
goal is for students with IEPs to graduate with a standard diploma. Teachers will make
accommodations for students based on documented need and the IEP Team
recommendations so students with IEPs can access the curriculum and achieve graduation
requirements based on state standards.
Students with exceptionalities can also earn a Certificate of Achievement. When a student
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with an IEP qualifies to take an alternative state assessment, and thus to receive a
Certificate of Achievement in lieu of a diploma, curriculum modifications will be made to
provide that student with a free and public education. The school will also develop
transition plans for students with IEPs that meet the requirements of state and federal
law. Transition plans will focus on student post-high school goals as well as the student’s
present levels of functioning.
2.e Qualified Staffing for Students with Exceptionalities
The Principal and the Special Education Coordinator will work with OPSB to ensure that
students with special needs receive the instructional and curricular services required by
their IEP and 504 Plans.
In addition, the Academy will place a premium on hiring general education teachers that
have dual endorsements in a subject area and in special education, such that the school
can efficiently meet a wider range of both academic and special education needs. If the
school’s special education students in any given year require more dedicated teaching
resources, the Academy will reallocate funds to hire additional dedicated special
education teaching staff. The SST and Special Education Coordinator will provide the
following services:
•
Supporting the general education teachers through consulting to provide modification
and accommodation to the general education curriculum
•
Requesting district-provided direct related services (for example, speech-language,
occupational, or physical therapy, psychological counseling, among others) on campus or
in district sites, as well as other related services such as parent training, autism support,
parent groups, student support groups, and itinerant hearing or vision support consistent
with the student’s IEP
•
Ongoing progress monitoring for every student, including frequent and thorough review
of student performance, attendance, and participation data as reported to the student,
parent and teacher through their respective home pages
•
Carefully logging in every conversation into Connexus (by phone, WebMail, LiveLesson
session or other means) and consulting with the student and/or parent
All professional development activities will include and support both general and special
education teachers. Teachers will collect data through progress frequent and regular
progress monitoring to determine if interventions are successful. This data will be used to
inform any special education evaluations and eligibility. How these teachers can work
together to best support students will be a frequent professional development topic. In
addition, all teachers will have access to the entire arsenal of intervention materials in the
Connections curriculum, including those for Tiers 2 and 3.
3. English Language Learners
The Academy will employ a part-time ELL Coordinator who will draw upon the expertise of
the national Connections ELL support staff as well as OPSB to ensure that English
Language Learners are placed appropriately and provided the necessary language
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acquisition support based on their language acquisition level. Like all students with special
needs, ELL students will be fully integrated into the life of the school while also receiving
the assistive services unique to them.
3.a Identifying English Language Learners
The school will utilize best practice criteria and procedures to identify ELL students. All
incoming students will be required to fill out a Home Language Survey. Based on the
information in this form, students may be referred for ELL screening to identify their
specific level of English proficiency. The Academy will conduct assessment and placement
using the WIDA ACCESS Language Test administered by trained test administrators to
determine proficiency levels in listening, reading, writing, and speaking English.
3.b Instructional Programs
In a blended school, ELL students enjoy individualized instruction without being isolated
from the mainstream curriculum or their peers. The Connections curriculum provides
quality instruction, based on scientific research for English acquisition, in addition to
quality academic instruction in reading and math. Students who are becoming fluent in
English are also learning academic content in all subject areas, so that they are not left
behind. Students receive a planned program of English as a Second Language instruction
(ESL) to facilitate the acquisition of English language skills and provide an instructional
program appropriate to the student’s developmental and instructional level.
3.c Monitoring and Evaluating Progress and Success
All students identified as limited English proficient will be annually assessed to determine
progress and level of English language proficiency. All mandated state tests for ELL
students will be administered as required by law. In order to determine when students no
longer need assistance, the Academy will determine the content knowledge and language
skills necessary for successful functioning in the general education classroom. Then,
multiple instruments as well as teacher judgment will be used to evaluate listening and
speaking skills, literacy skills, and content area knowledge.
3.d Qualified Staffing for English Language Learners
The Academy’s ELL Coordinator will also determine with the Principal, OPSB and the
Connections central ELL staff if additional school-based staff members are needed. The
program has been designed to address the language acquisition needs of ELL students in a
blended learning environment through the integration of technology and the support of
Success Coaches and certified teachers. To meet the needs of ELL students with less
English-speaking proficiency, the Academy will deploy a comprehensive ESL instructional
approach, including adapted materials for students and special training for teachers
certified to teach ESL. LiveLesson sessions will be used in this effort as well. Services that
promote language acquisition include instructional support to help ELL students attain
proficiency in listening, speaking, reading, and writing. ELL services will be provided
through the use of language software, teacher consultation with Success Coaches to guide
instructional practice, teacher modification of content lessons and/or assessments, and
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direct instruction via LiveLesson sessions. This hybrid model of ELL support ensures that
the individual needs are met. The Academy also anticipates that a portion of its ELL
students can be very effectively served by the general education program. The
individualized pace of the program allows students to move more quickly through subjects
where language is not a factor and spend more time on reading and writing activities.
4. Students Performing Below Grade Level
The school will use a multi-tiered intervention model to meet the needs of students who
are significantly behind academically – with the goal of bringing them up to speed on a
path toward college, whenever possible, without formal referral to special education.
Students who may not be successful in the standard program, Tier 1, will receive
additional support via the supplemental and alternative programs in Tier 2 and Tier 3. The
school will arrange for appropriate interventions and needs assessments, providing
consultative support to the general education teachers as well as modification and
accommodation to the general education curriculum, conducting direct instruction where
necessary, and coordinating related services.
5. Gifted Students
There is evidence that gifted and talented students, particularly those for lower-income
families, pose a dropout risk due to boredom and alienation from the traditional high
school setting. 16 The school will identify gifted and talented students through review of
incoming school records and transcripts, personal interviews and teacher observations.
The middle school Gifted and Talented program provides students the opportunities and
challenges they need to succeed while learning at their own pace. During the enrollment
and placement process, students may be placed in different curriculum levels for different
subjects. For example, a sixth grader with a high aptitude in math could be placed in an
eighth-grade math course, while continuing to take sixth-grade-level courses in other
subjects. The program covers the same educational standards as the standard offering,
but with more challenging assignments covered at an accelerated pace along with
additional required activities that extend the lesson topic and promote higher-level
thinking and understanding. High school students may choose from dozens of Honors
courses and 18 Advanced Placement courses in addition to an Independent Study course
that allows students with special interests to craft their own focused course of study. The
Honors services will align with Louisiana state and Orleans Parish standards. Through a
robust offering of Advanced Placement courses and access to college dual enrollment
courses, students may also graduate with significant college credits.
The Academy will monitor the success of intellectually gifted students by reviewing and
assessing performance on state assessments, MAP assessments, AP exams, the ACT and
SAT, and by tracking College Acceptances of high school seniors. Since the curriculum
allows students to participate in Gifted and Talented, Honors and AP courses without
16
Renzulli, Joseph, “Gifted Dropouts: The Who and the Why,” Gifted Child Quarterly, Volume 4, Number 44,
http://bit.ly/XpsBQa
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having to implement “pullout” programming, the qualified staffing for gifted students will
be the core staffing of the school itself, both face-to-face and online.
School Leadership
1. Describe the key tenets of the leadership philosophy that your leadership team will employ to drive
success in the school.
2. If the principal/head of school candidate has been identified, explain why this individual is wellqualified to lead the proposed school in achieving its mission.
a. If the proposed leader has never run a school, describe any leadership training programs
that (s)he has completed or is currently participating in.
b. Provide specific evidence that demonstrates capacity to design, launch, and manage a highperforming charter school. Discuss the evidence of the leader’s ability to effectively serve
the anticipated population.
c. Describe significant achievements of the proposed school leaders in organizations or schools
that they have led.
d. Provide, in Attachment 6, the qualifications, resume, and professional biography for this
individual. Include school-level performance data for all schools the individual has led, as
well as classroom level data from his or her teaching career.
3. If no candidate has been identified to lead the school, discuss the timeline, criteria, and recruiting
and selection process for hiring the school leader. Provide, as Attachment 7 the job description and
qualifications/selection criteria for the position.
4. Describe any leadership training and development that will be provided to the school leader prior to
the school opening. Describe the skills that school leader will gain from these experiences.
5. Describe the responsibilities and qualifications of the school’s leadership/management team beyond
the principal/head of school. If known, identify the individuals who will fill these positions and
provide, as Attachment 8, the qualifications, resumes, and professional biographies for these
individuals. If these positions are not yet filled, explain the timeline, criteria, and process for
recruitment and hiring, and provide job descriptions in Attachment 9.
6. Explain how the school leader will be supported, developed, and evaluated annually. Provide, in
Attachment 10, any leadership evaluation tool(s) that you have developed for use along with or
instead of Louisiana’s COMPASS evaluation tools. NOTE: Do not attach a copy of COMPASS.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Key Tenets of Leadership
Student success is non-negotiable.
Everyone is accountable for student success, but leadership has the ultimate accountability.
Smart use of data can drive our outcomes from good to great.
2. Principal Qualifications
Although the Academy has not yet hired a Principal, the qualifications it seeks are clear.
The Principal will ideally possess an administrative credential, a minimum of five years
teaching experience and some administrative or management experience. The school
aims to hire a Principal with an advanced degree; excellent communication skills, both
oral and written; a customer focused approach; and the following attributes:
•
Commitment to the highest ethical conduct and professional integrity
•
Entrepreneurial spirit and enthusiasm for technology
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•
Desire to build and sustain a school in a high need environment
•
Urgently and relentlessly pursues high academic student achievement
•
Ability to align faculty, staff, parents, students and the community around the
achievement of school mission, vision and goals
•
Reflective, self-aware and adaptable to communication and work styles of others
•
Critical thinker and problem solver who takes initiative to address challenges
•
Facility with technology, data analysis and data-driven planning, decision-making
•
Extreme flexibility to accommodate multiple priorities and a strong work ethic to
accommodate a high level of responsibility
3. Timeline and Criteria for Hiring a Principal
Upon charter approval, the Board will immediately begin a search. Ideally, the Principal
will be hired and in place by early calendar year 2014 for a launch date in the fall of 2014.
4. Principal Training
The Principal will be provided complete pre-service training beginning immediately upon
hiring. In addition to hands-on training in the school’s curriculum and systems provided by
Connections, the Principal will benefit from specialized orientation and training from
TMCF and SUNO focusing on their unique contributions to the school. In addition, the
Principal will be assigned a mentor from among other blended school leaders in the
Connections network, who will provide both pre-service and ongoing support.
5. Other School Leaders
The Principal will lead the school. He/she will be assisted by a Guidance Counselor, Special
Education Teacher, and an Administrative Assistant.
6. Supporting, Developing, and Evaluating the Principal
The combination of a small on-site staff, online curriculum/platform, and pervasive use of
data will allow the Academy to hire for quality, support through ongoing professional
development, and apply true performance-based management for all staff. All employees
will have specific, measurable goals relating to student performance and instructional
practice. The Board will evaluate the Principal, while the Principal will evaluate the
teachers. Evaluations typically will occur twice during the academic year and will involve
extensive use of student performance data captured by Connexus as well as face-to-face
observation of educator practice. All staff members are trained on the policies and
procedures in the employee handbook including those for resolving conflicts and
addressing workplace issues. Each staff member is evaluated based on a list of
competencies for the position. Academy staff may be eligible for an annual bonus
incentive, dependent on position. All bonus incentives are subject to Board approval and
dependent on the financial condition of the school.
WHEN YOU HAVE COMPLETED YOUR ANSWER, LEAVE THE REMAINDER OF THIS PAGE BLANK.
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Organizational Plan
Organizational Charts
Submit, as Attachment 11, organization charts that show the school governance, management, and
staffing structure in: a) year one, and b) at capacity.
The organization charts should clearly delineate the roles and responsibilities of – and lines of authority
and reporting among – the governing board, staff, any related bodies (such as advisory bodies or
parent/teacher councils), and any external organizations (such as ESPs) that will play a role in managing
the school. The organization charts should also document clear lines of authority and reporting within
the school.
Governing Board
1. Explain the governance philosophy that will guide the board, including the nature and extent of
involvement by key stakeholder groups.
2. Describe the governance structure of the proposed school, including the primary roles of the
governing board and how it will interact with the principal/head of school, ESP (if applicable) and
any advisory bodies. How often will the board meet? Discuss the plans for any committee structure.
Describe the size, current and desired composition, powers, and duties of the governing board.
Identify key skills, areas of expertise, and constituencies that will be represented on the governing
board. Explain the procedure by which board members have been and will be selected.
3. Explain how this governance structure and composition will help ensure that
a. The school will be an educational and operational success,
b. The board will evaluate the success of the school and school leader, and
c. There will be active and effective representation of key stakeholders, including parents.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Governance Philosophy
The Board is composed of educators, business and community leaders, and Louisiana
residents – including parents - who want to bring a high-quality, highly accountable
blended early college charter school to Orleans Parish. Each member brings unique skills
and expertise to support the school and make decisions regarding operations of the
school, including budgeting and curriculum. Members have community ties across the
Parish. There is a wide range of expertise on the Board demonstrating the capacity for
initial start-up operations and the successful launch of the school for fall 2014.
The Board will adopt all policies as required for the charter school program and make
these policies available for review and inspection by stakeholders. The Board will meet
monthly in open, public session to fulfill its duties, and may from time to time create
subcommittees or task forces to carry out special tasks. The Board intends to delegate
day-to-day operations to the Principal and Connections, who will implement Board policy
and be accountable according to a set of objective measures and goals. The Board will
prepare an Annual Report of Academic Progress for distribution each year to all
stakeholders (including parents, students and staff) as well as for submission to OPSB. This
annual report will be one factor used in documenting whether or not annual stated goals
and objectives have been met for continuation of the charter.
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The Board will comply with Louisiana Open and Public Meetings Law by ensuring that all
meeting days and times are appropriately posted at the school site and published for
public information. Parents and the public will be welcome to attend and may address the
Board during the public comment period. The Board will meet monthly at least 10 times
per year. Parents will be notified through postings at the school site and online.
Through its thorough training regarding best practices governance, and the support of its
contracted legal and financial professionals, the Board will ensure that it is effective in
planning for its organizational future and providing for financial stability. For example,
each January the Board will begin the planning process for the next year’s budget and will
work closely with school leadership and its management partner in developing this
iterative document. Once the budget is adopted in late spring for the following school
year, the Board Treasurer and the Financial Manager update and reforecast it monthly for
Board review and approval, ensuring both clarity and foresight in financial operations.
Similar processes are in place for all other aspects of planning and implementation.
2. Governance Composition
The current core Board members, together with the new members who will join them in
the coming weeks, are confident of their ability to fulfill all responsibilities and are
dedicated to continually building their capacity to take on new challenges. All Board
members will take part in the extensive “Board Academy” training program developed by
the Greater Capacity Inc. (www.greatercapacity.org), which the core Board members have
already begun as of the fall of 2013. This program includes the Effective Board Governance
of Public Charter Schools online training module series as well as state‐specific training
provided both face‐to‐face and in print. Training topics include charter school basics, non‐
profit management, budgeting and finance, conflict of interest, effective meetings, policy
development and human resources oversight. Subsequently the Board will take advantage
of the Governance Training program provided BESE, the National Alliance for Public
Charter Schools, and the Louisiana Charter Schools Association, which includes additional
focus on Louisiana law and regulations. The Board will also arrange specific training for
new members and for officers (President, Vice President, Secretary, and Treasurer).
4. Complete the following table to list all proposed Board members (minimum of 5) for the school. Add
rows as needed.
Name
Hattie M. Broussard
Jane M. Tiller, PhD
Langston J. Terrel
Beverly P. Barquet
Current Employer, Job Title
Attorney, owner of
mediation practice
Strayer University, Adjunct
Instructor
Lake Forest Charter School,
Substitute Teacher
Alternative Education
Teacher, Plaquemines Parish
TMCF Collegiate Academy @ SUNO
Board Position, Area of Expertise
Board President
Legal, non-profit
Board Secretary
Higher education, K-12
Board Treasurer
Business, SUNO Student Experience
Board Member
Alternative Education, STEM
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Name
Andrea Williams
Rep. Wesley Bishop
Current Employer, Job Title
Certified Teacher in
Louisiana and Texas with a
Master’s Degree in Guidance
Counseling
State Legislator, SUNO
Administrator
Board Position, Area of Expertise
Board Member
Counseling, Ed Tech
Prospective Board Member
Public Policy, Higher Education
5. Summarize the above listed members’ interests in and qualifications for serving on the school’s
board. Provide, in Attachment 12, a background check, a resume and a completed and signed Board
Member Information Sheet for each proposed Board member. If a board member’s resume is attached
elsewhere in this application, state so on the Information Sheet.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
5. Interest in and Qualifications for Serving on the Board
We provide resumes, Board Member Information sheets, and statements of interest in
Attachment 12.
Hattie M. Broussard, Board President – Ms. Broussard wishes to serve on the Board
because she understands the importance of education for the youth of New Orleans.
Participating on the Board is an excellent opportunity for her to bring her leadership skills
to an innovative educational concept. Ms. Broussard is an accomplished attorney
experienced in federal law, employment law and interagency and community relations.
She has extensive management and supervisory experience which will prove useful in this
governance role. Ms. Broussard earned her J.D. from Tulane University School of Law and
her Bachelor’s Degree in Government from Louisiana State University.
Jane M. Tiller, PhD – Board Secretary – As a native New Orleanian, who attended New
Orleans Public Schools from Kindergarten through 12th grade, Dr. Tiller wants to give back
to a city and a system that helped her. She wants to work with other dedicated
individuals to improve education for New Orleans’ children. She wants to change the
current educational model with innovation and use of new technologies. Dr. Tiller, who
currently teaches at the college level, has earned a Doctorate of Philosophy from the
University of New Orleans, a Master’s of Arts in English and American Literature from
Mississippi State University, and a Bachelor’s of English from the University of New
Orleans.
Langston J. Terrel – Board Treasurer – Mr. Terrel wishes to serve on the Board to lead the
next generation of thinkers and stress the importance of education to our youth. Mr.
Terrel has earned a Bachelor’s of Science in Business Entrepreneurship from the Southern
University of New Orleans and has been a substitute teacher for Lake Forest Charter
School.
Beverly P. Barquet – Board Member – Ms. Barquet endorses the school’s mission and
vision and wants to contribute her support and skills to make the school a success. Ms.
Barquet is a teaching professional with more than 20 years of instructional expertise. She
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has a Louisiana Type A teaching certificate.
Andrea Williams – Board Member – Ms. Williams has over 13 years of experience as an
educator and wants to bring that experience to this unique school. She wants to ensure
the children of New Orleans receive a quality education and that the school focuses on
the whole child. Ms. Williams earned a Master’s Degree in Counseling and a Bachelor’s
Degree in Elementary Education from the Southern University of New Orleans.
6. If the current applicant team does not include the initial governing board, explain how and when the
transition to the formal governing board will take place.
7. If this application is being submitted by an existing nonprofit organization, respond to the following:
a. Will the existing nonprofit board govern the new school, or will the school be governed by a
new nonprofit corporation with a separate board?
b. If the nonprofit’s current board will govern the charter school, what steps have been taken
to transform its board membership, mission, and bylaws to assume its new duties? Describe
the plan and timeline for completing the transition and orienting the board to its new
duties.
c. If a new board has been formed, describe what its ongoing relationship to the existing
nonprofit’s board will be.
8. Describe the board’s ethical standards and procedures for identifying and addressing conflicts of
interest. Provide, as Attachment 13, the board’s proposed bylaws, code of ethics, and conflict of
interest policy.
9. Identify any existing relationships that could pose actual or perceived conflicts of interest if the
application is approved; discuss specific steps that the board will take to avoid any actual conflicts
and to mitigate perceived conflicts.
10. Describe plans for increasing the capacity of the governing board.
a. How will the board expand and develop over time? Is the board, as currently composed, in
compliance with the requirement that 60 percent of its members reside in the community,
defined as Orleans Parish and/or immediately adjacent parishes? How and on what timeline
will new members be recruited and added, and how will vacancies be filled? What are the
priorities for recruitment of additional board members?
b. What kinds of orientation or training will new board members receive, and what kinds of
ongoing development will existing board members receive? The plan for training and
development should include a timetable, specific topics to be addressed, and requirements
for participation.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Formal Governing Board
The Governing Board of TMCF Collegiate Academy, Inc. – a Louisiana non-profit formed
specifically to govern this charter – was formally seated in June 2013. The Board approved
a set of organizational resolutions, elected officers, and gave the Board chair permission
to submit the charter application.
2. Existing Non-profit Organization
TMCF Collegiate Academy, Inc. is a Louisiana non-profit established especially to govern
this charter application.
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3. Ethical Standards
Board members will maintain high standards of personal, professional, and business
conduct and behavior and realize that they have a moral responsibility to act in a
professional manner not only to professional associates, but also to students and parents.
They will display the highest integrity and the best judgment and ethics, and use their
professional skills to the best interests of all. They will aid in the professional development
of those who enter the educational services profession by assisting them to understand
the functions, duties, and responsibilities of the profession; and, endeavor at all times to
improve the Academy. Please see Attachment 13 for Code of Ethics details.
4. Conflicts of Interest
The Board is reviewing and will soon approve a Conflict of Interest policy which requires
disclosure of conflict, recusal from related action, and relinquishment of Board service in
the case of irreconcilable conflict. To the best of our knowledge, there are no conflicts of
interest with any of the Board Members. Because the Board is cognizant of a potential
conflict on the part of SUNO-related members should SUNO ultimately serve as the
Academy’s landlord, the Board is working with SUNO to establish a separate SUNO
Advisory Council that will help guide the school without assuming fiduciary responsibility.
5. Increasing Capacity of Governing Board
As previously stated, all Board members will take part in the extensive “Board Academy”
training program developed by the Greater Capacity Inc. specifically for the Board. This
program includes the Effective Board Governance of Public Charter Schools online training
module series as well as state-specific training provided both face-to-face and in print.
Training topics include charter school basics, non-profit management, budgeting and
finance, conflict of interest, effective meetings, policy development and human resources
oversight.
Advisory Bodies
Describe any advisory bodies or councils to be formed, including the roles and duties of each body.
Describe the planned composition, the strategy for achieving that composition; the role of parents,
students, and teachers (if applicable); and the reporting structure as it relates to the school’s governing
body and leadership.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
The Board intends to have a complete SUNO Advisory Board to guide the school’s
progress while avoiding a conflict of interest should the Academy be located, as hoped, on
the SUNO campus on a lease/rent basis. In addition, the Board may create ad hoc advisory
bodies to provide guidance on particular subjects such as community partnerships and
neighborhood outreach; priority will be given to parent and community participation in
these advisory bodies.
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Grievance Process
Explain the process that the school will follow should a parent or student have an objection to a
governing board policy or decision, administrative procedure, or practice at the school.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
The Academy will have clear procedures for resolving grievances, described in the School
Handbook for parents and students and the Employee Handbook for staff.
•
A student, parent, or staff member with a grievance or complaint must, in writing, report
the dissatisfaction, and submit it to the student’s teacher (or other appropriate staff
member, as necessary). All parties involved must be appropriately defined, and the
problem must be clearly outlined.
•
The recipient of the grievance must review the issue with his or her supervisor and
respond within three school days.
•
If the original recipient did not resolve the grievance, the student, parent, or staff
member should request a meeting with the recipient’s supervisor. The supervisor should
investigate the matter, and schedule a meeting with the parent, the student, if necessary,
and any other staff member (if necessary), within five school days.
•
If either party doesn’t resolve this grievance, the person filing the complaint should
request a meeting with the Executive Director of School Programs. The Executive Director
will investigate the matter and schedule a meeting within five school days.
•
If a resolution was not reached at the previous three meetings, the person filing the
complaint may request a meeting with the Connections Chief Education Officer, who will
investigate the matter, and arrange a meeting within five school days.
•
If the school has not been able to address the concern through the process set out, or if
there has not been a prompt and equitable resolution of a complaint prohibited by Title IX
and Section 504, the aggrieved party may contact the school’s Governing Board. The
parent can also resort to contacting OPSB as the school’s charter authorizer.
The Board will hear grievances or complaints if the school has not been able to address
the concern through the process described in the School and/or Employee Handbook, or if
there has not been a prompt and equitable resolution of a complaint prohibited by Title IX
and Section 504.
Staff: Structure
1. Provide, as Attachment 14, a completed staffing chart for the school (prepared using the template
provided by OPSB).
2. Describe the staffing structure of the school. Note the teacher-student ratio, as well as the ratio of
total adults to students for the school.
3. Explain how the relationship between the school’s leadership team and the rest of the staff will be
managed.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
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1. Staffing Chart
A staffing chart is provided as Attachment 14.
2. Staffing Structure
The operating structure will be similar to a traditional educational environment, with
Principal and other administrators implementing the policies and procedures of the
Governing Board while supervising the teaching staff. The anticipated average teacher-tostudent ratio is 1:27, with a lower ratio in high stakes core subjects such as Math and
English, and a higher ratio in certain electives and physical education. While this ratio is
comparable to a traditional school setting, teachers in the blended school setting are
equipped with the technology and data to personalize instruction for each student. The
level of instructional support for each student is more accurately calculated by including
the Success Coaches, who bring the instructional-to-student staff ratio to 1:20.
3. Relationship of Leadership Team to Staff
Connections will employ the Principal; however, selection will be approved by the Board.
The Board will employ all other staff including on-site teachers.
Staff: Hiring, Management, and Evaluation
1. Explain the relationship that will exist between the proposed charter school and its employees,
including whether the employees will be at-will and whether the school will use employment
contracts. If the school will use contracts, explain the nature and purpose of the contracts. Provide,
as Attachment 15, any personnel policies or an employee manual, if developed.
2. Outline the proposed school’s salary ranges and employment benefits for all employees, as well as
any incentives or reward structures that may be part of the compensation system. Explain the
school’s strategy for retaining high-performing teachers. Explain the school’s plan for ensuring all
compensation and evaluation policies will be compliant with Act 1 of the 2012 Regular Session.
Additional information regarding Act 1 requirements for educator compensation can be found in the
“Compensation” section of the Louisiana Department of Education’s website here:
http://www.louisianabelieves.com/resources/library/teaching
3. Describe your strategy, plans, and timeline for recruiting and hiring the teaching staff, including the
school’s plan for ensuring all instructional staff have attained the required educational credentials
under state law (LA R.S. 17:3983). In addition, to the extent the school anticipates receiving Title I
funding, describe the school’s strategy for hiring “Highly Qualified” staff in accordance with the
Elementary and Secondary Education Act (ESEA). Explain other key selection criteria and any special
considerations relevant to the school design.
4. Outline the school’s procedures for hiring and dismissing school personnel, including conducting
criminal background checks.
5. Explain how teachers will be supported, developed, and evaluated each school year. Please note if
the school intends to seek a waiver from the state observation rubrics under COMPASS. Provide, as
Attachment 16, any teacher evaluation tool(s) for use with or instead of Louisiana’s COMPASS
evaluation tools. Information regarding COMPASS can be found on the Louisiana Department of
Education’s website here: http://www.louisianabelieves.com/resources/library/teaching NOTE: Do
not attach a copy of COMPASS.
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6. Explain how the school will handle unsatisfactory leadership or teacher performance, as well as
leadership/teacher changes and turnover.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Relationship between Academy and Employees
All Academy on-site staff, with the exception of the Principal, will be employed directly by
the Board. Academy personnel will include both on-site and online staff.
•
Principal
• Personal Trainers
•
Administrative Assistant
• Highly trained Success Coaches
•
Guidance Counselors
• Special Education and ELL Coordinators
• On-site, full-time, Louisiana-licensed subject-expert teachers in Math and English
Online staff will include certified teachers for all courses other than Math and English –
including hundreds of electives. These staff members are all shared with other
Connections-supported-schools and are provided through our contract with Connections.
Connections will provide payroll and Human Resources support through the ESP contract.
2. Salary Ranges
Given the unique program and the small size of the school, compensation for school
employees is based not on the state salary schedule but instead custom-developed for the
Academy based on job responsibility and local market realities. Each employee’s
compensation will also include salary plus health and retirement benefits packages that
are very competitive with local norms for administrators, teachers, and support staff (see
Attachment 20 for details).
Figure3. Staff Salary Information
Position
Principal
Executive Administrative Assistant
Guidance Counselor
Special Education/ELL Coordinator
Teachers
Personal Trainers
Success Coaches
Average Annual Salary
$80,000*
$30,000*
$55,000*
$60,000*
$45,000*
$45,000
$30,000*
3. Recruiting and Hiring Teaching Staff
A focus on individualizing education for students and a high level of comfort with
technology will be included in screening candidates for positions. In partnering with
Connections, high quality teachers knowledgeable in their content areas will be attracted
to join the team. Teachers with solid content knowledge and passion for individualizing
instruction will be hired. Professional development will provide them with the necessary
skills and pedagogy to teach in a blended environment and maximize their skill set.
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All human resource policies will be detailed in an Employee Handbook that will be
reviewed and approved by the Governing Board and provided to each employee.
The principles of equal employment opportunity are a vital element in the school’s
success. These principles extend to all aspects of employment including recruitment,
hiring, assignment, training, compensation, benefits, terminations, educational assistance,
social and recreational programs, promotions, and transfers. The school is committed to
creating and fostering a work environment free from unlawful discrimination and
harassment and one in which decisions and terms of employment are not based in any
way on race, creed, color, religion or religious affiliation, national origin, citizenship, age,
sex, sexual orientation, gender identity and/or expression, marital status, disability,
genetic information, or veteran status, or other category protected by law. The school is
committed to providing an accessible work place for all employees.
To recruit and select our staff, the Academy will draw upon the extensive expertise of
Connections, which has helped charter schools like ours in more than 24 states – including
Louisiana Connections Academy - build their staffs through technology-facilitated
postings, face-to-face job fairs, and referrals, all in strict compliance with equal
opportunity policies and law. The Principal will be selected jointly by Connections and the
Governing Board. The Principal will then make all other face-to-face staff hiring decisions,
with ratification by the Governing Board. Recruitment strategies will include:
•
Conducting online outreach via the website, Career Builder, and local employment hubs
•
Conducting face-to-face outreach via career fairs and networking events in OPSB
•
Taking advantage of the Connections Principal Academy, an internal talent development
program which has produced a “bench” of potential school leaders
•
Tapping into Connections’ ready pool of prospective teachers, including teachers in critical
shortage areas such as advanced math and science, who have contacted us regarding
future opportunities. Teachers in these subjects and other critical areas are drawn to the
flexibility and personalization provided by the online/blended setting; teacher turnover at
Connections Education-supported schools is typically under 12%.
Background Checks
The charter school, with support of the Connections Human Resources, will ensure that all
staff members are fingerprinted and undergo criminal record and background checks. All
personnel will be in compliance with the Drug Free Public Work Force Act of 1990.
Offers of employment are contingent upon satisfactory reference and background checks
as well as receipt of valid certification documents and fingerprint clearances as required
or any other approvals as listed in the offer letter. The school reserves the right to
conduct additional background checks periodically during employment. Employment may
be denied or terminated if the result of any of the background checks performed would
affect an individual’s ability to do his or her job and/or the safety of the school.
Background checks and other clearances or verifications as required by state law are
conducted at the time of hire and every two years thereafter. The following standard
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checks are conducted for all employees:
•
County and/or statewide criminal checks for addresses in the previous 7 years
•
Social security number verification
•
Sex offender check or U.S. criminal indicator search
Additionally, we will perform a verification of educational credentials and a credit check
for individuals assuming a significant degree of financial responsibility.
If it is found after employment begins that any information provided on the application
was false or misleading, or that information that could be detrimental to the school was
withheld during the interview and/or hiring process, employment may be terminated.
4. Hiring and Dismissing Staff
The Academy will develop personnel policies regarding the hiring and termination of
employees as well as the use of criminal background checks for applicants and employees.
5. Supporting, Developing, and Evaluating Teachers
Evaluations typically will occur twice during the academic year and will involve extensive
use of student performance data captured by Connexus as well as face-to-face
observation of educator practice. All staff members are trained on the policies and
procedures in the employee handbook including those for resolving conflicts and
addressing workplace issues, with the Connections Human Resources staff providing
support and guidance to the school. Each staff member is evaluated based on a list of
competencies for the position. Staff may be eligible for an annual bonus incentive,
dependent on position. All bonus incentives are subject to Governing Board approval and
dependent on the financial condition of the school.
6. Handling Unsatisfactory Leadership or Teacher Performance
Teachers and other school staff, including school leaders, who are evaluated as
unsatisfactory will be placed on an improvement plan with very specific metrics and a
schedule for addressing areas of weakness. Staff members who fail to show required
improvement will be terminated.
Staff: Professional Development
Describe the school’s professional development expectations and opportunities, including the following:
1. Identify the person or position responsible for professional development.
2. Discuss the core components of professional development and how they will support effective
implementation of the educational program. Discuss the extent to which professional development
will be conducted internally or externally and will be individualized or uniform.
3. Provide a schedule for and explanation of professional development that will take place prior to
school opening. Explain what will be covered during this induction period and how teachers will be
prepared to deliver any unique or particularly challenging aspects of the curriculum or instructional
methods.
4. Describe the expected number of days/hours for professional development throughout the school
year, and explain how the school’s calendar, daily schedule, and staffing structure accommodate
TMCF Collegiate Academy @ SUNO
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this plan. Include time scheduled for common planning or collaboration and describe how such time
will typically be used.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Position Responsible for Professional Development
The Principal is responsible for ensuring appropriate and effective professional
development is provided and available for all staff members. Substantive professional
development is provided by Connections with support from SUNO.
2. Components of Professional Development
Teachers guide students to mastery through focused, data-driven instructional coaching
using the school’s top-quality online curriculum and supplementary learning tools. Core
subject teachers will be highly qualified and certified in Louisiana and have strong
technology and communication skills, a high degree of flexibility and a demonstrated
ability to work well as part of a team in fast-paced environment. Ability to teach students
with disabilities or English Language Learners is beneficial. Teachers must be passionate
about their subjects and equally passionate about preparing teenagers for their bright
futures in college and beyond. The school will employ on-site teachers who will work faceto-face with students at the school.
Connections will employ Virtual Teachers who will be responsible for providing on-line
instruction in connection with elective courses and extracurricular programs. Success
Coaches will meet all applicable state and federal guidelines. For an innovative school like
the Academy, professional development that focuses on fulfilling the school’s curriculum
and instructional goals is mission critical. It is vitally important to students’ academic
performance that the staff be optimally effective in teaching in a blended environment
and addressing the Common Core State Standards in their daily instructional practice.
Essential Skills and Knowledge: The Academy’s comprehensive teacher training and
professional development program will address the following as a baseline:
•
Implementing pedagogy, strategies, and best practices in a blended learning environment
•
Developing a working knowledge of the curriculum and enhancements as well as state
and district graduation requirements
•
Utilizing and navigating the tools of Connexus
•
Developing Personalized Learning Plans
•
Understanding forms of assessment and utilizing results to guide instruction
•
Gaining knowledge of school processes and policies
•
Collaborating on continuous improvement of curriculum
•
Using project-based technology tools in the classroom
•
Fostering a blended school community
Professional Development Activities: Before school begins and throughout the year,
teachers will participate in the following professional development activities designed to
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hone their understanding of the curriculum and accountability measures:
•
Initial Teacher Orientation Course: All teachers will complete a self-guided teachertraining course developed specifically for the Academy by Connections. This course is
delivered through Connexus, and contains actual lessons, assessments, and links to online
tutorials. The focus of this course is to prepare teachers for the first few weeks of school,
and it covers “the basics” including curriculum, assessment, personalizing instruction,
school year events, grading and report cards, communication, and essential Connexus
tools. Upon successful completion of this course and assessments, teachers are ready to
begin instruction. Teachers are expected to earn a grade of 90% or better.
•
Pre-Service Face-to-Face Training: Before school begins each year, staff will engage in up
to two weeks of face-to-face training and orientation. Programming will be provided by
Connections as well as local resources wherever possible.
•
Supplemental Teacher Training Course Segments: Once the school is up and running, the
Connections Professional Development team will work with the Academy to present more
segments of the training course to teachers on an ongoing basis. These segments contain
information about more complex features and functions of Connexus, instructional
strategies, new assessments and curriculum elements, and processes that teachers need
to implement once the school is successfully operating. There will also be a differentiated
course designed specifically for returning staff members that targets new concepts,
advanced applications, and serves as a refresher on basic skills.
•
Interactive Program Manual: With the school staff, Connections will develop a Program
Manual as a resource for teachers and school-based personnel to use all year. It will
contain policies, procedures and “how to” components that aid the teachers on a day-today basis. These “how to” components also have accompanying online tutorial segments
that visually demonstrate each process.
•
Professional Development Sessions: With support from Connections, the Academy will
provide teachers with ongoing professional development activities throughout the year.
Presenters with various backgrounds and areas of content expertise conduct live tutorial
sessions on a rotating basis throughout the school year. Teachers are required to virtually
attend monthly sessions throughout the year including such topics as: implementing
specific instructional strategies, current curriculum-specific topics and trends, effective
teaching strategies and communication skills for a virtual environment, utilizing the state
standards to guide instruction, educational technology, using data to guide instruction,
educational trends, and so on. These sessions will result in professional development
certificates needed for maintaining certification.
•
Graduate Level Courses: Teachers will be encouraged to pursue professional development
opportunities, including those offered via Boise State University (already developed in
partnership with Connections) and other higher education institutions.
•
Professional Learning Community: Each teacher will have access to a robust online
Professional Learning Community portal in Connexus, which lists multiple professional
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development opportunities from Connections and elsewhere as well as message boards,
recorded LiveLesson sessions, shared resources, and more. Teachers describe this area as
“a community created and dedicated to shared values and vision, working and learning
collaboratively, shared decision making, collective creativity, and supportive and shared
leadership. As a collegial group, we are united in our commitment to student learning
through collaboration in our community.”
•
Weekly Teacher Updates: The staff compiles and sends out to all teachers in all partner
schools a weekly electronic newsletter that highlights improvements to the curriculum
and Connexus, new procedures, shared tips, and community-building activities.
3. Schedule of Professional Development
•
One month before school begins: Online Orientation Course
•
Two weeks before school begins: On-site, focused training in blended learning
protocols, curriculum, and platform
•
Weekly throughout school year: Ongoing professional development sessions delivered
in person or online
•
Continuous: Professional Learning Community access 24/7/365
4. Professional Development Throughout the School Year
Please see Weekly Professional Development and Professional Learning Community.
Performance Management
NOTE: OPSB will evaluate the performance of every charter school annually and for renewal purposes
according to a set of academic, financial, and organizational performance standards that will be
incorporated into the charter agreement. Applicants may propose to supplement these performance
standards with school-specific academic or organizational goals.
Describe the performance goals that you will achieve to put students on the path towards achieving
your vision. Include the goals the school will reach both in year one and in year five, at the end of your
first charter contract.
1. Describe any mission-specific educational goals and targets that the school will have. State goals
clearly in terms of the measures or assessments you plan to use.
2. Describe any mission-specific organizational goals and targets that the school will have. State goals
clearly in terms of the measures or assessments you plan to use.
3. Describe the metrics that you will use to measure progress towards your goals, including the
mechanisms by which you will collect data to measure your progress.
a. Explain how the school will measure and evaluate academic progress – of individual students,
student cohorts, and the school as a whole – throughout the school year, at the end of each
academic year, and for the term of the charter contract.
b. In addition to mandated assessments, identify the primary interim assessments the school will
use to assess student learning needs and progress throughout the year. Explain how these
interim assessments align with the school’s curriculum, performance goals, and state
standards.
c. Explain how the school will collect and analyze student academic achievement data, use the
data to refine and improve instruction, and report the data to the school community.
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d. Identify the person(s), position(s), and/or entities that will be responsible for and involved in
the collection and analysis of assessment data.
4. Who will be responsible for managing performance data, interpreting it for classroom teachers, and
leading or coordinating professional development to improve student achievement?
5. Explain the training and support that school leadership and teachers will receive in analyzing and
interpreting performance data and using the findings to improve student learning.
6. Identify the greatest obstacles to achievement of these performance targets. Discuss the plan to
overcome those obstacles. Describe the corrective actions the school will take if it falls short of
student academic achievement expectations or goals at the school-wide, classroom, or individual
student level. Explain what would trigger such corrective actions and who would be responsible for
implementing them.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Educational Goals and Targets
Each goal reflects specific measures of student progress over time, absolute student
achievement, compliance with Louisiana and federal accountability systems, and postsecondary readiness, as well as a pertinent school-defined goal. The Academy proposes
these goals with the understanding that they will ultimately be incorporated into its
charter contract upon approval. The realistic, but challenging, goals align with the school’s
mission and vision. These goals are also SMART (specific, measurable, attainable, realistic,
and timely) and address key subgroups.
Figure 4. Academic Performance Goal 1
Academic Performance Goal 1: Student Progress over Time
Students will demonstrate sufficient academic growth each year.
Measurement Tool/Data Source: NWEA MAP pre- and post-test
• Objective 1.a: Each year, students will demonstrate average or above-average SGPs
compared with students in district schools.
• Objective 1.b: Each year, students with exceptionalities will demonstrate average or
above-average SGPs compared with the same subgroup in district schools.
• Objective 1.c: Each year, students qualifying for Free or Reduced Lunch (FRL) will
demonstrate average or above-average SGPs compared with the FRL subgroup in district
schools.
• Objective 1.d: Based on the NWEA MAP pre- and post-test, at least 80% of students will
achieve a year of academic growth for each full year in the school.
Figure 5. Academic Performance Goal 2: Student Achievement
Academic Performance Goal 2: Student Achievement
Students will demonstrate proficiency each year on state examinations in Reading, Math,
ELA, Science and Social Studies.
Measurement Tool/Data Source: LEAP and End of Course Tests (EOCT) assessments (or
successor assessments deployed in the future to measure proficiency)
• Objective 2.a: Each year, the Academy’s average proficiency rate on the LEAP and EOCTs
will exceed the statewide average student performance of students in the same grades.
• Objective 2.b: Each year, the Academy’s average proficiency rate on the LEAP and EOCTs
will exceed that of students in similar district schools by up to 10 percentage points, or will
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be 90% or greater.
• Objective 2.c: Each year, the average proficiency rate on the LEAP and EOCTs for students
with exceptionalities will exceed the statewide average of students in the same grades in
the subgroup statewide.
• Objective 2.d: Each year, the average proficiency rate on the LEAP and EOCTs for students
qualifying for Free or Reduced Lunch (FRL) will exceed the statewide average of students
in the same grades in the FRL subgroup statewide.
Figure 6. Academic Performance Goal 3: Performance on State Accountability Systems
Academic Performance Goal 3: Performance on State Accountability Systems
Each year, the Academy will meet performance standards set forth by the Louisiana
Department of Education (LDOE).
Measurement Tool/Data Source: State test scores and growth as measured by the School
Performance Score/Letter Grade framework (or any replacement system that the state may
adopt).
• Objective 3.a: By Year 2, the Academy will score a C or higher
• Objective 3.b: By Year 5, the Academy will achieve a school letter grade of A.
Figure 7. Academic Performance Goal 4: Post-Secondary Readiness
Academic Performance Goal 4: Post-Secondary Readiness
Students will be ready for success in post-secondary education.
Measurement Tool/Data Source: PSAT, SAT, and ACT tests and graduation rates
• Objective 4.a.1: Each year, 35% or more of students taking the ACT or SAT will achieve an
ACT composite score of at least 21 or an SAT combined score of at least 1550, while 25%
or more of students taking the PSAT as sophomores will achieve a PSAT composite score of
at least 145.
• Objective 4.a.2: Each year, at least 50% of students will participate in the ACT or SAT.
• Objective 4.b.1: Each year, at least 80.8% of students in the 4-year cohort will graduate
from high school.
• Objective 4.b.2: Each year, at least 80.8% of students with exceptionalities and students
qualifying for Free or Reduced Lunch (FRL) in the 4-year cohort will graduate from high
school.
Figure 8. Academic Performance Goal 5: College Enrollment
Academic Performance Goal 5 (School-Defined): College Enrollment
Graduates will enroll in post-secondary education institutions following graduation.
Measurement Tool/Data Source: School and/or state tracking of post-secondary
enrollments
• Objective 5.a: At least 70% of graduates will be enrolled at post-secondary institutions in
the fall following graduation.
The assessment program measures student progress and improvement on a daily, weekly,
monthly and annual basis. The ongoing performance assessment built into the program
provides a constant stream of student data that the school and its teachers will use to
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dynamically differentiate instruction. Performance data drives intervention, remediation,
acceleration and enrichment for each student on an individual and group basis. The
school will use assessments and standardized tests to measure pupil progress:
•
Baseline achievement data: To the extent that state standardized test results are
available for an incoming student, these results are integrated into that student’s basic
information in Connexus; likewise, results for state standardized tests that students take
while enrolled are also included in Connexus. This data will be used to track student
progress from year to year and also within the year.
•
Placement process: As part of the application process, the Academy works with incoming
students to determine their appropriate course placements. The placement team and the
licensed Guidance Counselor review students’ previously completed coursework, test
scores, and other data to determine which courses they should take.
•
Pre- and post-testing: The Academy will use a commercially available assessment – the
NWEA MAP test – to gauge students’ annual growth and help drive progress toward
college and career readiness. MAP results are analyzed and used by English and Math
teachers to plan targeted lessons based on identified skill weaknesses. In the value-added
model of academic growth upon which the Academy is based, each student will
demonstrate at least a year of academic growth for a year in school. Students will
participate in pre-testing in late September and post-testing each May.
•
Ongoing formative assessments: During each phase of their curriculum mastery, students
engage in assessments that tap into all levels of student thinking. Such activities include:
scored daily assignments, daily “checks for understanding” requiring students to apply
and integrate new skills in a thoughtful manner, and regular online quizzes to measure
understanding of newly presented material. Other more subjective assessment activities
include written journal responses and group discussions. Informal assessments include
the variety of methods teachers use to gather ongoing feedback about student progress,
such as WebMail, LiveLesson sessions, and review of work samples.
•
Curriculum-Based Assessments: Teachers use curriculum-based assessments (CBAs) as a
quick and effective way to gather, through personal conversation, additional information
on students’ understanding of concepts. Teachers conduct two types of CBAs: 1)
diagnostic curriculum-based assessment (DCBA) to pinpoint strengths and weaknesses in
student mastery of concepts, and 2) verification curriculum based Assessment (VCBA) to
gauge authentic student learning of concepts previously graded as successfully completed
with scores of B or higher.
•
Summative assessments: For each course, summative assessments include quizzes, unit
tests, and midpoint and final exams. While the quizzes are brief and frequent (occurring
after every third or fourth lesson), tests and exams are more comprehensive.
•
Portfolios and performance assessments: Portfolio and performance assessments are
embedded into every course. These assessments include written compositions, science
lab reports, short answers and essays, book responses, and a variety of work samples,
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which will make up a student’s portfolio. These assessments require direct teacher
evaluation, rather than being machine-graded.
•
Standardized testing: In addition to the ongoing assessments embedded in the
curriculum, the Academy will administer all State assessments (and PARCC) in accordance
with the state testing calendar. The Academy is dedicated to meeting and exceeding all of
Louisiana’s standardized testing and grade level requirements, including End of Course
Tests and SAT/ACT testing.
During each phase of the curriculum mastery, students will engage in many different types
of evaluations, both formal and informal. Formal assessments include quizzes, unit tests,
skills checks, portfolio items and graded discussions. Informal assessments include the
variety of methods teachers use to gather ongoing feedback about student progress, such
as WebMail, LiveLesson sessions, and review of student work samples.
Ensuring Academic Integrity and Authenticity of Student Work
Since data flowing from the assessments is so critical to the effective operation of the
blended learning model, the Academy takes the following measures to ensure that
students are doing their own work and completing their own assessments.
•
Honor code: As part of the enrollment process, students are required to review and sign
an Honor Code pledging to uphold academic integrity.
•
Diversity of assessments: The curriculum includes a variety of assessments to ensure that
student mastery is gauged in multiple ways, making it difficult for students to guess or
cheat their way through courses.
•
In-person assessments: In the blended model, many assessments will be completed onsite at the school under the supervision of the Success Coaches and face-to-face teachers.
•
Curriculum-based assessments: Through direct conversations with students, teachers
conduct verification curriculum-based assessments to gauge authentic student learning of
concepts previously graded as successfully completed with scores of B or higher.
•
Technology tools: The Academy will use plagiarism-prevention tools like Check My Work
to help teachers and students identify and correct inappropriate re-use of content.
Students are required to run their essays and other authentic assessment documents
through Check My Work before submitting these assignments to the teacher, and
attaching the Check My Work report to their submissions. This gives students the
opportunity to correct any unintentional plagiarism and allows teachers to see at a glance
where academic integrity issues may exist.
2. Organizational Goals and Targets
Figure 9 Goal 1: Near-Term Indicators of Financial Performance
Financial Goal 1: Near-Term Indicators of Financial Performance
The Academy will demonstrate solid financial performance in the near term.
Measurement Tool/Data Source: Budget as set annually by the Governing Board and
audited annually by an independent auditor
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• Objective 1.a: The Academy will maintain a Current Ratio (current assets divided by
current liabilities) of at least 1.1 in Years 1 and 2, and between 1.0 and 1.1 with a positive
one-year trend by Year 3.
• Objective 1.b: The Academy will have a minimum of 30 Days Cash (unrestricted cash
divided by (total expenses/365) in Years 1 and 2, and 60 days cash or between 30-60 days
cash with a positive one-year trend by Year 3.
• Objective 1.c: The Academy will achieve an Enrollment Variance (Actual Enrollment
divided by Enrollment Project in Board-Approved Budget) equaling or exceeding 95% in
Years 1 and 2, and equaling or exceeding 95% in the most recent year and equaling or
exceeding 95% over each of the last three years in Years 3 or later.
• Objective 1.d. The Academy will not be in default of loan covenants and is not delinquent
with any debt service payments.
Figure 30. Financial Goal 2: Financial Stability
Financial Goal 2: Financial Sustainability
The Academy will demonstrate financial sustainability.
Measurement Tool/Data Source: Budget as set annually by the Board and audited annually
by an independent auditor.
• Objective 2.a: The Academy will maintain positive Total Margin (Net Income divided by
Total Revenue) in Years 1 and 2; beginning in Year 3, the school will have a positive
Aggregated Three-Year Total Margin (Total 3 Year Net Income divided by Total 3 Year
Revenues) and the most recent year Total Margin is positive, OR Aggregated Three-Year
Total Margin is greater than 11.5%, the trend is positive for the past two years, and the
most recent year Total Margin is positive.
• Objective 2.b: The Academy will have a Debt to Asset Ratio (Total Liabilities divided by
Total Assets) is less than 0.90).
• Objective 2.c: The Academy will achieve a positive Cash Flow in Years 1 and 2; by Year 3,
the school will have a positive Three-Year Cumulative Cash Flow and a positive Cash Flow
each year, OR a positive Three-Year Cumulative Cash Flow, a positive Cash Flow in two of
three years, and positive Cash Flow in the most recent year.
• Objective 2.d. The Academy will have a Debt Service Coverage Ratio ((Net Income +
Depreciation +Interest Expense)/(Principal and Interest Payments)) equal to or exceeding
1.10.
The Academy has established the following unique school goal (Figure 11).
Figure 11.Unique School Goal: Student and Family Satisfaction
Unique School Goal: Student and Family Satisfaction
Students and their families will rate their school highly and be satisfied with the school experience.
Measurement Tool/Data Source: Annual Satisfaction survey conducted by an independent market
research firm with results reported to Governing Board and all stakeholders annually.
• Objective 1.a: Each year, the Academy will achieve a rating of least 3.0 in overall program
satisfaction on a 4.0 point scale.
3. Metrics Used to Measure Progress Towards Goals
As stated previously, the Academy’s assessment program measures student progress and
improvement on a daily, weekly, monthly, and annual basis. Student performance tracking
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is an essential function of the school. The ongoing performance assessment built into the
program provides a constant stream of student data that the school and its teachers will
use to dynamically differentiate instruction on a daily basis. Performance data drives
intervention, remediation, acceleration and enrichment for each student on an individual
and group basis. In addition, the NWEA MAP test is administered as a mid-year
benchmark assessment. Analyzing mid-year performance assists teachers in planning and
modifying instruction to reinforce specific skills and standards.
4. Managing Performance Data
Assessment personalizes a path to success for every student, and ensure that the path
stays true. Data from the entire array of assessments will be used by staff to continually
adjust curriculum and instruction for each student. The assessment approach allows
teachers to easily assign supplementary or enrichment assignments, change pacing or
sequencing of lessons, conduct LiveLesson sessions or otherwise personalize the program.
5. Training and Support for School Leadership and Teachers
The Academy staff will receive complete training in how to use Connexus and its powerful
data gathering and analysis tools to track the school’s progress toward its goals – and to
report on this progress to all stakeholders. Connections will provide ongoing data analysis
and intervention services should the school appear in danger of falling short of its goals.
6. Greatest Obstacles to Achievement
The greatest obstacle to the Academy’s achievement of its academic goals may be gaps in
its incoming students’ preparation to do college preparatory work. Should such gaps
prove pervasive, the Academy will adjust its curricular and instructional mix to provide
“accelerated remediation” to get students on track.
A secondary obstacle to achievement might be incomplete or ineffective staff preparation
in analysis and use of data. The Academy and its partners will address this through
additional, improved professional development.
Recruitment/Enrollment
NOTE: Beginning with the 2013-14 school year, OPSB-authorized charter schools are required to
participate in the city-wide common enrollment (OneApp) process. Schools may establish mission-specific
admissions criteria, in accordance with state law and district policy.
1. Discuss the approach to recruitment that ensures that your school will enroll a diverse group of
students, including students with special needs, English Language Learners, and a level of at-risk
students in compliance with state law. If applicable, provide this specific information as well:
a. Geographic boundaries within which applicants will be given preference
b. Admissions requirements consistent with your charter school’s mission
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
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1. Recruiting and Enrolling Students
The Academy will be open to any high school-eligible student who resides within the city
limits of Orleans Parish (with the exception of the children of teachers, staff, and
Governing Board members, who may reside outside city limits). The Academy intends to
locate in an office building on or near the SUNO campus.
The Academy will target its outreach efforts to reach the broadest cross-section of
Orleans Parish families, including collaboration with community-based organizations
serving youth city-wide. The Academy intends to participate in the OneApp process to
ensure equitable access for students from every part of the Parish.
The Academy will use high-tech outreach strategies to recruit and retain students, with
the goal of serving a total of 225 students in grades 6-8 beginning in Year 1 from
throughout the Parish. The team and its partner will use strategies that have proven
successful in urban centers similar to Orleans Parish such as Cleveland, Columbus, Toledo,
Grand Rapids, Lansing, Detroit and Philadelphia.
The plan for student recruitment will fulfill three goals: assembling a student body that
reflects the diversity of Orleans Parish, ensuring that families have the facts they need to
make informed choices, and providing equal access to any family interested in the school.
The Academy will use an appropriate mix of the following marketing processes, all driving
families toward a selection of the Academy through OneApp:
•
School Website: More than simply a description of the school, the website will serve as an
active recruitment tool, with rich media, interactive elements, and the ability to register
•
Online and Social Media Marketing – search engine marketing (paid search “pay-per-click”
advertising, online display advertising, and search engine optimization); permission-based
e-mail marketing; website development and maintenance; blogging; and social networks
•
Direct Marketing – conduct e-mail and mail campaigns, sending program promotional
materials to students and families (includes cost-effective direct mailings to leads
generated by events, online marketing, and mailing lists)
•
Traditional Advertising – Including newspapers, billboards, local radio and local TV.
•
Information Sessions – The Academy will host parent and student information sessions
online and in person in which parents and families can talk with a specialist face-to-face
and ask questions, see first-hand how the program works, and view videos, textbooks,
and other promotional materials
•
Grassroots Outreach – includes face-to-face information sessions using on-site experts;
parent-to-parent meetings; word-of-mouth at community happenings such as music,
drama, and dance events
•
Public Relations – press releases designed to raise awareness of the program through
media coverage (radio, online, and print news)
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•
Promotional Give-away Items (e.g., water bottles, T-shirts, student planners, etc.)
•
Research and Analysis –financial analysis of marketing activities, customer relationship
management, and quantitative/qualitative market research (e.g., satisfaction surveys,
focus groups, and awareness studies) to help ensure outreach efforts are effective.
Once a student is enrolled, the focus will shift to ensuring his or her successful completion
of the program, with appropriate ongoing guidance, consultation, tutorial and wraparound services. The policies and procedures for admission, enrollment and withdrawal of
students will fulfill three goals:
•
Assembling a student body of city residents that reflects the full diversity of Orleans Parish
•
Ensuring that families have the facts they need to make informed choices
•
Fulfilling the school’s obligation to provide complete, accurate, and compliant data about
enrolling students for each upcoming school year.
To meet the first two goals, the Academy will begin outreach and information sessions for
each school year in the previous fall, casting a wide net across Orleans Parish to ensure
that students from every community are informed about the school. To meet the third
goal, the school will ensure that all enrollment forms and processes will align with those
of the OPSB for purposes of consistency of data gathering and policy.
Admission Procedures: The Academy intends to participate in the OneApp process, with
follow-up support from the Connections online enrollment system and process.
Lottery: In conjunction with OneApp, the Board will set an enrollment deadline and
lottery process and will communicate this to students and parents, along with the limit on
the number of students the school can accommodate.
The Academy will use Connexus to capture, store, and analyze all relevant student,
teacher, and family in accordance with applicable federal and state laws, regulations, rules
and policies. Connexus performs a myriad of critical data functions for innovative public
schools while minimizing staff data entry time and maximizing utility of the stored data.
School staff members enter and verify initial student data during the enrollment process.
Attendance is recorded through a combination of student key card access to the facility,
student time on task in the electronic curriculum, and staff verification throughout the
day. Connexus includes a powerful built-in Grade Book that is updated in real time as
students work through the curriculum, with teacher input on key assignments. Scheduling
and planning functions help students and teachers make the most of every school day.
Facility
NOTE: Type 1 charter schools are required to secure a suitable school facility prior to opening; OPSB is
unable to guarantee the availability of a district building. Type 3 charter schools are permitted to retain
the existing school facility upon conversion.
1. Discuss the school’s facility needs based on the educational program and anticipated enrollment.
2. If a facility has been identified:
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a. Provide the location. Describe the facility including, at a minimum, the number and size of the
classrooms, common areas, administrative areas, recreational space, any community facilities,
and any residential facilities. Explain how the facility will meet the needs of students and
provide an assurance that it will be accessible to students with physical disabilities. You may
provide up to 10 pages of supporting documentation about the facility, such as floor plans and
photographs, in Attachment 17.
b. To the extent that the school has discussed or established specific lease or purchase terms,
include discussion of the proposed terms and provide, also in Attachment 17, the draft
agreement or other proof of commitment.
c. To the extent that the facility will require renovation or ‘build out,’ describe those plans
including anticipated timing and cost.
3. If a facility has not been selected, specify potential locations that are under consideration and
discuss the process and time line for selecting, acquiring, renovating (if appropriate), and taking
occupancy of a suitable facility.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Facility Needs
The Academy intends to locate in an office building on or near SUNO’s campus. The
campus will provide an intimate, innovative and flexible environment unlike any
traditional high school and ideally suited for the blended learning approach. Please see
Attachment 17 for details.
The open floor plan provides visibility throughout the space for all staff to support
freedom of movement by students with their laptops or tablets through a variety of
workspaces.
Visibility and Control: The Central Administration Area is staffed by a single person who
can see the Entry Vestibule, Rest Rooms, Team Zones and Classrooms. Walls between
Team Areas are low, allowing a standing staff member to see across the space. Classroom
walls (above the lockers) are glass allowing visibility into the room.
Limit Distractions to Students: Accommodations are made to keep students focused in an
environment that also promotes visibility. Teaching walls in educational spaces are placed
to direct student attention away from other educational areas. Lockers are placed in the
rear circulation zones and are screened from the Team Zones. Students can circulate
around the building without travelling through other Team Zones.
Efficiency: Corridors and lobbies are kept to a minimum allowing maximum utilization of
the space for educational purposes.
The Academy requires just 18,000-20,000 square feet of open space in a commercial
office or retail location. Unlike a traditional school, the Academy space can be completed
for student use in 60-90 days.
In leasing space within an existing building, the Academy will also utilize the day-to-day
custodial service provided by the building for all tenants as part of the rent. The landlord
will also be responsible for extended facility maintenance, which Connections will ensure
for the school as part of the lease. The Academy will maintain compliance with all annual
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health and safety inspections via direct coordination with the regulating authorities. Any
items pertaining to the facility but outside of actual Academy space will be coordinated
with the landlord and building management to ensure compliance.
The Academy facility will be a leased space, with Connections as the lessee and the school
as a sub-lessee. The landlord will renovate and build out following the architect’s plans,
with the cost amortized over the life of the lease as part of the monthly rent. All plans and
specifications for construction will be developed with an architectural design firm to
ensure compliance with all applicable zoning and building codes. The selected site will
accommodate the Academy throughout the initial charter term.
The Academy and its landlord will obtain clearance as needed from the Zoning Review
Board and the Board of Zoning Adjustment as needed for the facility.
3. Potential Locations
The Academy intends to locate in an office building or other non-traditional location on or
near SUNO’s campus.
Startup Plan
1. Provide, as Attachment 18, a detailed start-up plan for the school, specifying tasks, timelines, and
responsible individuals.
2. If the school will provide transportation, describe the transportation arrangements for prospective
students. In addition to daily transportation needs, describe how the school plans to meet
transportation needs for field trips and athletic events.
3. Outline the school’s plan for safety and security for students, the facility, and property; for example,
describe the types of security personnel, technology, equipment, and policies that the school will
employ.
4. List of the types of insurance coverage the school will secure, including a description of the levels of
coverage. Types of insurance should include workers’ compensation, liability, property, indemnity,
directors and officers, automobile, and other.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Startup plan
The Start-Up Plan in Attachment 18 covers the following urgent launch areas: Staffing,
Facility, and Student Enrollment. The entire start-up process is supported by the
Connections launch team, which will meet weekly beginning in September 2013 to plan
and track start-up tasks.
2. Transportation
The Academy will not generally provide direct student transportation but may help
subsidize mass transit passes for students in need. The school will be located near public
transportation options. As a charter high school, the Academy can reasonably expect its
students to transport themselves to school via public transportation, family
transportation, or personal vehicle.
We do not anticipate transportation to be a barrier to participation. The Academy in
coordination with OPSB will provide transportation for any student whose IEP specifies
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that transportation must be provided, and will do so through an appropriately licensed
and bonded provider.
3. Safety and Security
The Academy will comply with all local and state policies relating to health and safety. Our
facility will be subject to relevant health and safety inspections and will be designed and
maintained to pass these inspections through services provided either by the landlord or
by Connections. For example, facility security will be ensured through a keyless entry
system (which will also be used to verify attendance) plus possible provision of a security
guard by the building in which our facility is located.
The Academy will comply with the Uniform Building Code Inspection and the Standard
Building Code, Standard Plumbing Code, Standard Mechanical Gas Code, federal
Americans with Disabilities (ADA) access requirements and other applicable fire, health
and structural safety requirements, local state, and federal laws.
The Academy will meet all applicable codes for sanitation, fire, construction, stability,
temperature, ventilation, and suitability of physical space. We will grant access to local
health and fire department officials for inspection of the premises or operations of the
school for purposes of ensuring the health, safety, and welfare of students and employees
pursuant to Louisiana Statutes and National Fire Protection Association Life Safety Code,
N.F.P.A. 101.
The school and its facility are subject to all federal, state, and local rules, regulations,
court orders, and statutes relating to civil rights; insurance; the protection of physical
health and safety of school students, employees and visitors; conflicting interest
transactions; and the prevention of unlawful conduct. The Academy will develop and
submit a school safety plan, or approval.
4. Insurance
The school has arranged for the required insurance coverage:
•
Workers compensation in compliance with state law.
•
Employers liability insurance to cover bodily injury by accident in the amount of
$1,000,000 for each accident, bodily injury by disease in the amount of $1,000,000 for
each employee.
•
Commercial general liability insurance in the following forms: (1) contractual liability; (2)
personal injury; (3) broad form property damage; (4) premise – operations; and (5)
completed operations; (6) Sexual misconduct. Coverage is for more than $1,000,000 per
occurrence limit.
•
Automobile liability insurance in the following amounts: (1) comprehensive insurance of
$1,000,000 for bodily injury and property damage combined single limit; and (2) specific
extensions of comprehensive form coverage and coverage for all owned, hired, leased
and non-owned vehicles used in the operation of the school.
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•
School and Educators Legal Liability in the amount of $1,000,000 each claim.
The OPSB will be included as the additional insured on the general liability and automobile
liability policies. In addition to insurance, the Governing Board will secure its own
Directors and Officers insurance as shown in the Budget.
The insurance and bonding described in this petition will remain in effect throughout the
term of the charter and that evidence of coverage will be submitted before August 1 of
each year.
WHEN YOU HAVE COMPLETED YOUR ANSWER, LEAVE THE REMAINDER OF THIS PAGE BLANK.
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Financial Plan
1. Describe the systems, policies, and processes the school will use for financial planning, accounting,
purchasing, and payroll, including a description of how it will establish and maintain strong internal
controls and ensure compliance with all financial reporting requirements.
Do you plan to use a financial manager or a back-office service provider? If a vendor has been
selected, identify and briefly describe the rationale for selection. What are the anticipated costs
for services? If that entity is an individual financial manager, also provide a resume as
Attachment 19.
b. To whom will your financial manager or back-office service provider report: the school leader or
the board?
c. Describe the accounting and control systems you will install, including essential checks and balances.
Indicate how proper financial controls and reporting will become an essential component of your
organizational culture.
a.
2. Describe the roles and responsibilities of the school’s administration and governing board for school
finances and distinguish between them.
3. Describe the school’s plans and procedures for conducting an annual audit of the financial and
administrative operations of the school.
4. Describe how the school will ensure financial transparency to OPSB and the public, including its
plans for public adoption of its budget and public dissemination of its annual audit and an annual
financial report.
5. Describe your approach to budgeting, including an explanation of your approach to cutting costs if faced
with a budget shortfall.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Systems, Policies, and Processes for Financial Planning
The Academy anticipates contracting a Financial Manager through Connections’ Charter
School Finance Office. Fulfilling this role will be Shawn Soltz, CPA, Senior Manager. Mr.
Soltz’ team at Connections currently performs this Financial Manager function for 24
other charter schools in other states and has an exemplary audit record. To ensure fiscal
responsibility, the Board will regularly review the operations and financial performance of
the school. The Board will designate one of its members to serve as the Treasurer. This
individual will have a financial background (in both education and experience) to enable
him/her to perform this function. The Financial Manager will be required to provide
supporting documentation for all expenditures the Treasurer and the Board as a whole.
The Academy will follow a financial and accounting plan that is compliant with generally
accepted accounting principles (GAAP) and will provide an accurate accounting of all of its
finances, ensure sufficient information for audit purposes, and provide data in the format
needed for accurate and timely annual financial reports. The Academy will also comply
with Federal monitoring requirements for any Federal funds it receives.
Internal Financial Controls: The Academy will institute rigorous internal financial controls.
•
Segregation of Duties: The Academy will develop and maintain check request and
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purchase order forms to document the authorization of non-payroll expenditures. All
proposed expenditures must be approved by the Principal, who will review the proposed
expenditure to determine whether it is consistent with the Board-adopted budget and
sign the check request form. All check requests and purchase orders over $1,000 must be
co-signed by the Principal and a Board member who has been approved as a signatory on
the school’s checking account. Payments for invoices for operational services contracted
by the school do not need to be countersigned. All transactions will be posted on an
electronic general ledger. The transactions will be posted on the ledger by school staff or
a contracted bookkeeper. To ensure segregation of recording and authorization, the
bookkeeper may not co-sign check requests or purchase orders.
•
Authorization and Processing of Disbursements: To ensure fiscal responsibility and
compliance, the Board will meet regularly to review the operations and financial
performance of the school. The Financial Manager will be required to provide supporting
documentation for all expenditures. The school will not authorize any payment until it has
reviewed such support. The Board will establish fiscal policies covering school
expenditures. It will also designate specific check signing authority. It is anticipated that all
checks over $1,000 will require two authorized signatures.
•
Banking Arrangements/Reconciliation: The Academy will maintain its accounts at a
federally insured commercial bank or credit union. Funds will be deposited in nonspeculative accounts including federally-insured savings or checking accounts or invested
in non-speculative federally-backed instruments. For all funds, the Board must appoint
and approve all individuals authorized to sign checks in accordance with these policies.
Bank statements from private banking institutions will be sent directly to the school’s
bookkeeper for reconciliation. A written report of results of the reconciliation will be
provided to the Board Treasurer. A reconciliation of the school’s savings and checking
account, showing all transactions, will be provided to the Board at every meeting.
Financial Reporting - Internal: Each month, the contracted Financial Manager will
prepare for the Board a set of detailed financial statements that will include a revenue
and expense statement, a balance sheet, invoice detail (vendor, amount, date, purpose),
any grant fund expenditures, cash receipts from all sources, and a transaction listing of all
activity in the school’s bank account. The Board Treasurer will receive supporting
documentation for all invoices. In addition to showing the actual monthly and year-todate results for the school, the Financial Manager will prepare a monthly projection for
the balance of the school year in order to provide the Board with visibility to the projected
financial position of the school at the end of the fiscal year. This report will be reviewed at
each Board meeting to ensure that the school has sufficient funds to meet all of its
obligations and to stay on a sound financial footing. Any problems will be identified with
sufficient time to make adjustments in the school’s operations to ensure that a sufficient
fund balance is always available at the end of each school year.
The Board will use its sound budgeting and forecasting policy and procedures to monitor
revenue and authorize expenditures according to any restrictions placed on such revenue.
A detailed revenue and expense statement will be reviewed at each meeting of the Board
TMCF Collegiate Academy @ SUNO
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and will serve as the vehicle to authorize future expenditures, along with the adopted
budget and other board policies.
This monthly reporting approach had two advantages:
•
Limits on appropriations: By implementing the rigorous monthly reforecasting process,
the Board will be in a position to review and investigate projected expenditures against
budgeted expenditures and make necessary adjustments. These adjustments may be an
authorization to increase allowed spending, to reallocate funds from one account to
another, or to direct the school to implement steps to reduce future spending.
•
Appropriations in excess of estimated revenue: As a result of the monthly reforecast
activity, it is anticipated that any spending in excess of estimated revenue will be
identified early and addressed in the normal course of operations (reducing planned
future spending, pursuing new sources of revenue). The school will also strive to maintain
a contingency fund at a level that will permit it to absorb modest operating loss in a
specific year. The school will implement a policy of carefully hiring staff only as
enrollment, and its corresponding revenue, permit, thus minimizing the possibility of this
situation from occurring. In the unlikely event that the school is faced with making
necessary expenditures in excess of estimated revenues and all other avenues to avoid
this situation have been exhausted, then it will arrange for short-term funds or a loan to
be made available for this purpose. All appropriate parties, including the authorizer,
would be informed. Given the procedures, this situation is not expected to occur.
Financial Reporting - External: The Academy will conform to all OPSB and Louisiana
Department of Education reporting requirements for its charter. In addition, the school
will arrange for an annual independent audit of its finances by a Louisiana licensed
auditor. Within 48 hours of a request from DOE personnel, the Academy will make its
financial records available for auditing purposes. The Academy will also maintain its
financial records in accordance for a period not less than five years.
Protection from Deficits: Through its proposed management contract, Connections agrees
to protect the school from deficits by providing service credits – a form of as-needed inkind contribution – on the educational products and services it provides. Connections will
provide discounts on both its curriculum and Connexus and on its management services in
order to ensure that the school ends each year in the black.
Reversion of Assets: In the event that the Academy is not renewed or is terminated, any
balance of public funds or assets purchased with public funds will revert back to OPSB. To
inventory all assets, we will submit a financial audit for the final year of operation,
prepared by an independent Louisiana-licensed certified public accountant. The school
will create a timeline for closure working with the Board.
2. Roles and Responsibilities of Administration and Board for Finances
Most start up charter schools fail, not due to the instructional components of the school,
but because of inadequate financing. The Board Treasurer’s extensive background in
TMCF Collegiate Academy @ SUNO
Page 73
school finance and knowledge of charter school funding will ensure that our school not
only thrives academically, but financially. The Academy anticipates contracting back-office
financial accounting services through Connections, answerable to the Board as part of the
overall Connections management contract. As mentioned previously, overseeing the dayto-day provision of these services will be Mr. Shawn Soltz.
3. Plans and Procedures for Conducting an Annual Audit
The Academy will be audited annually by a Louisiana-licensed, independent certified
public accounting firm according to the same guidelines applicable to public schools in
Louisiana. The audit will include a complete asset inventory. The Board will solicit
proposals from several firms before selecting one to perform audit functions.
4. Ensure Financial Transparency
Accounting System: The Academy will use an industry-standard accounting software
program to ensure proper bookkeeping is maintained and that reports will be provided in
the format required. If the Board moves forward with contracting with Connections to
serve as its fiscal agent, the school will benefit from its robust accounting system.
5. Approach to Budgeting
Budgeting Process: The development of the annual budget will be an iterative process
that will incorporate input from key stakeholders every step of the way. A preliminary
budget based on initial assumptions will be approved by the Board before the start of the
school year. Once the beginning enrollment and updated per pupil funding figures are
known, a revised budget is prepared for the Board’s consideration. This budget will then
be compared to actual and forecasted results on a monthly basis as described in Financial
Reporting/Internal.
6. Submit the completed Financial Plan Workbook as Attachment 20, (prepare your submission using the
template provided by OPSB and be sure to complete all sheets in the Workbook). In developing your budget,
please use the following per-pupil MFP revenue projection: $9,040. NOTE: Applicants for multiple
schools should complete all sheets in the workbook for all schools opening in year one.
7. Budget Narrative: As Attachment 21, present a detailed description of assumptions and revenue
estimates, including but not limited to the basis for revenue projections, staffing levels, and costs.
The narrative should specifically address the degree to which the school budget will rely on variable
income (e.g., grants, donations, fundraising).
a. Anticipated Funding Sources. Indicate the amount and sources of funds, property or other
resources expected to be available through banks, lending institutions, corporations,
foundations, grants, etc. Note which are secured and which are anticipated, and include
evidence of commitment for any funds on which the school’s core operation depends.
b. Discuss the school’s contingency plan to meet financial needs if anticipated revenues are not
received or are lower than estimated.
c. Year one cash flow contingency plan, in the event that revenue projections are not met.
LEAVE THE REMAINDER OF THIS PAGE BLANK.
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Summary Reflection
The Summary Reflection should demonstrate your understanding of the challenges of starting a new
school and provide evidence of your capacity to address these challenges.
1. Identify the greatest threats to the success of the school.
2. Discuss your team’s capacity and plan to address these issues. Describe the countermeasures
you will take to minimize the possibility that these threats will prevent the school from achieving
targeted outcomes.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Greatest Threats
The Academy team has identified these threats to school success in the early
implementation period:
•
Delay in securing on-the-ground leadership. Without a strong Principal in place, startup energies can be scattered, and local partnership opportunities may be missed.
•
Unpredictable enrollment demand. For an altogether new model, even with august
partners, enrollment demand can be uneven or slow.
•
Students under-prepared for rigorous early college work: The Academy has set
ambitious goals for giving students a head-start on college, but their elementary
school careers may not have readied them for the challenge.
2. Capacity and Plan to Address Issues
The combined capabilities of SUNO, TMCF, Connections and the dynamic local Board,
working closely with OPSB, will ensure an effective counter to these threats. Together, the
partners are committed to the following risk-mitigation strategies.
•
It’s never too early to hire a Principal: Though economics, the local labor pool and the
authorizing calendar sometimes make it difficult to hire a new school’s leader well
before the school year begins, having this individual in place early pays dividends for
student recruitment, authorizer relationships, and smooth implementation.
Connections will subsidize hiring a Principal at least nine months before the launch.
•
Nimble marketing – including ongoing testing and revision – is critical: Marketing tactics
that have worked well elsewhere may fall flat, while quirky local efforts pay off. The
Marketing team must be flexible, have access to local knowledge, and have time to
change course repeatedly as needed in order to reach optimum enrollment.
•
Using data to tailor a college-focused pathway for every learner: The Academy is in the
unique position of having both a flexible, personalizable digital curriculum and a faceto-face student support structure, as well as the deep experience of TMCF and SUNO in
providing college opportunities to students who might not have otherwise had access
to college. The entire Academy team and all of its partners will be focused from day
one on ensuring academic success and a bright future for each student – whatever it
takes.
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TMCF Collegiate Academy @ SUNO
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Addenda
The following addenda should be completed as applicable by each applicant. Indicate below which of
these apply to your proposal. Delete the instructions and questions for any Addenda which do not
apply to your proposal.
√
For experienced operators
For applicants applying with a corporate partner
For applicants proposing to open a virtual charter school
LEAVE THE REMAINDER OF THIS PAGE BLANK IF YOU ARE COMPLETEING ONE OR MORE OF
THE ADDENDA.
IF NONE OF THE ADDENDA APPLY TO YOUR PROPOSAL, DELETE THIS PAGE AND ALL PAGES
FOLLOWING.
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Experienced Operator Addendum
Overview
Organization Mission and Vision
Provide the mission of the school network, charter management organization (CMO), or education
service provider (ESP), and explain how creation of the proposed school(s) fits within this mission.
Organization Strategic Vision and Growth Plans
Summarize the organization’s strategic vision including outcomes to be achieved, five-year growth plan,
key components of the scale plan, and rationale for expansion. Briefly describe the communities where
the organization is seeking approval to expand and explain how each proposed school would meet
identified needs in its respective community.
Anticipated Population and Educational Need
Compare the anticipated students populations and needs for each proposed school to the student
populations and educational needs served by any existing schools operated by the applicant or
proposed ESP.
Educational Plan and School Design
Provide an overview of the education program proposed for replication, including key non-negotiables
of the education model. Briefly explain how and why the program was selected for replication, and the
evidence that demonstrates the school model will be successful in improving academic achievement for
the targeted student population.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
Organization Mission and Vision
As an experienced operator of both virtual and blended charter schools across the nation, the
mission of Connections Education is to develop and provide proven educational products and
services that create academic and emotional success for students in non-traditional settings.
Now a part of the Pearson worldwide family, Connections’ strategic vision is to leverage its
unique assets – including curriculum, education management system platform, and deep
expertise in all aspects of school operations – to support education progress with an expanding
array of partners and in ever-evolving formats to reach every student who might benefit.
Supporting the TMCF Collegiate Academy @ SUNO directly aligns with Connection’s mission as
the school will incorporate proven educational products (Connexus and Connections
curriculum) in a non-traditional blended learning setting. The school also aims to provide
students in grades 6‐12 with world‐class academics to give students a head start in college.
Organization Strategic Vision and Growth Plans
As Connections refines its virtual and blended offerings, it is specifically turning its attention to
urban communities and others previously underserved by high-quality secondary school
options. The Academy model, with its combination of data-driven, personalized blended
learning with built-in higher education partnerships, fits perfectly into this next phase.
TMCF Collegiate Academy @ SUNO
Page EO-1
Together, TMCF and Connections anticipate launching up to five additional TMCF Collegiate
Academies throughout the nation in the next five years, joining a growing network of blended
and virtual Connections Education-supported schools. Connections has a 12-plus year history of
successfully supporting high-quality charter schools, including a statewide Louisiana virtual
charter serving more than 1,500 students. As of the 2013-2014 school year, 26 Connections
Academy virtual public schools and 7 Nexus Academy blended public schools will be operating
in 23 states including Louisiana and are expected to serve more than 50,000 students.
Anticipated Population and Educational Need
TMCF Collegiate Academy @ SUNO expects to serve a diverse array of students:
•
70% African American
•
11% Latino
•
14% Caucasian
•
1% Asian
•
3% Multi-Racial and other races
The school anticipates serving a student population similar to the currently operating Nexus
Academy of Cleveland. In Cleveland, low-income students make up 70% of the student body
and students with special needs make up 12%, English Language Learners 5%, and
gifted/accelerated learners 8%. The Academy will be located on or near SUNO’s campus in the
Gentilly neighborhood of New Orleans, and will address pressing educational needs across the
city as a whole and within the immediate community. Enrollees may include:
•
Ambitious students who are not challenged in their current school coursework
•
Students of promise who need a personal learning environment in order to meet potential
•
Those who may feel alienated, pressured, or bullied in a typical school setting
•
Young people who are working or pursuing a personal passion, such as music or elite
athletics, and need a more flexible schedule
•
Students who opted out of public education because schools did not fit their unique need
Educational Plan and School Design
The Academy leverages educational technology and school design to provide each student with
a personalized, flexible, data-driven path to academic success, with several key non-negotiable
elements. Working in a unique college lounge-like environment, students engage with a
technology-facilitated curriculum that adapts to their needs and focuses their teachers’
attention where it matters most. Small by design, the school provides each student with a
flexible learning space, a mobile computer, a comprehensive curriculum and a combination of
the best face‐to‐face and online teachers. Each student has full-time access to his or her entire
curriculum and online teachers via his or her laptop or tablet to complete work at flexible
times, locations, and at an individual pace.
The blended model on which the Academy is based proved its power in 2012-2013, the first
year of Connections’ blended school operations: 92% of blended school seniors graduated
(particularly remarkable given that they enrolled in Fall 2012 as seniors) and 95% of these
graduates were accepted into college. Furthermore, students in the blended schools in
Michigan, where the ACT is a required test, scored an average of 21 points on the test in 20122013, outscoring the state average of 19.6.
WHEN YOU HAVE COMPLETED YOUR ANSWER, LEAVE THE REMAINDER OF THIS PAGE BLANK.
TMCF Collegiate Academy @ SUNO
Page EO-2
Curriculum and Instructional Design Supplement
1. Describe the curriculum and basic learning environment (e.g., classroom-based, independent study),
including class size and structure for all divisions to be served, and specifically, explain any
differences among the schools being proposed.
2. Explain the organization’s approach to replicating and implementing the school model, including
curriculum and instructional design, among multiple schools.
3. Describe any key educational features that will differ from the operator’s or management provider’s
existing schools or schools proposed for replication, if not already discussed above. Explain the
rationale for the variation in approach and any new resources the variation would require.
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1. Curriculum and Learning Environment
The Academy will provide a blended learning program combining the best of face-to-face and
online professional instruction with a steady stream of real-time academic performance data
that tracks students' individual progress to optimize learning. Students will work on-site at their
specially designed campus for a designated period of time based on grade level and they also
have full-time access to their entire world class, comprehensive online curriculum and online
teachers via their school-provided laptops to complete their work at flexible times, locations
and individual pace. Parents will have 24/7 access to student performance data, thereby
stimulating essential family involvement. The guiding philosophy for school culture at the
Academy is flexibility and individualization in exchange for personal accountability in a highexpectations environment. A recent Innovation column in Education Week online spotlighted
Connections’ Nexus Academy schools as incorporating a cutting-edge blended model. 1
The proposed school model has already proven effective in improving academic performance
for the Academy’s targeted student population. That is because the school model is based on
national standards and best practices identified over the past decade by the International
Association for K-12 Online Learning (iNACOL) 2 and others, as well as research on blended
learning by the Innosight/Clayton Christensen Institute.
2. Replicating and Implementing the Model
Connections supports schools with its expertise, personnel, curriculum, technology, back office
support, and processes. During their 12+ years of experience, the organization has developed
research-based best practices to support a variety of virtual and blended learning
environments. The organization will draw upon these best practices and lessons learned from
other schools to create a strong foundation for the new school’s model. The organization then
supports the local Governing Board and authorizer to tweak the model to fit local requirements
and to develop a specific school culture for that location.
1
2
“What’s Next? A Flex Plus School Model by Connections Education, Education Week, November 4, 2012, http://bit.ly/SkU5Qi. .
National Standards of Quality for Online Courses, International Association for K-12 Online Learning, updated 2011.
TMCF Collegiate Academy @ SUNO
Page EO-3
To build its comprehensive curriculum, Connections utilizes ADDIE, a research-based
instructional design model consisting of Analysis, Design, Development, Implementation, and
Evaluation. A continuous improvement process ensures updating of all course materials once
they have been in use for three years, and complete overhaul of a course at the six-year mark.
Informing all improvements are student performance metrics and data from the StarTrack fivestar rating system that allows all users to rate every lesson – resulting in more than one million
ratings delivered to the curriculum team to date.
3. Different Key Educational Features
The current blended model schools operated by the Connections, Nexus Academy schools,
enroll students in grades 9-12. The proposed Academy plans to enroll students in grades 6-8 for
the first year and eventually expanding to grades 6-12 in future years. The Academy’s starting
grade range is very intentional. Educators have long pinpointed the middle school years as a
time when many students begin disengaging from school, creating a need for a future-focused,
college prep middle school. At the same time, the ability to accumulate significant college credit
depends in large part on a way to accelerate through high school credits; beginning the process
with some high school courses in middle school makes the early college scenario more doable
for a larger number of students. The Academy’s enrollment growth plan establishes school
culture in the earliest grades and then builds through high school graduation.
Network Vision, Growth Plan, & Scale Strategy
1. Describe the organization or network strategic vision, desired impact, and five-year growth plan for
developing new schools in Orleans Parish, Louisiana, and/or other states as applicable. Include the
following information, regardless of school location: number and types of schools (divisions, grade
levels served), proposed years of opening, demographic characteristics of the students to be served
by each school, and projected enrollments. Discuss all currently targeted markets/communities and
criteria for selection.
2. If the existing portfolio or growth plan includes schools in other states, explain specifically how
growth in Orleans Parish fits into the overall growth plan. Describe the vision for your organization
after the five year growth plan has been implemented.
3. Provide evidence of organizational capacity to open and operate high-quality schools in Orleans
Parish and elsewhere as described here. Outline specific timelines for building or deploying
organizational capacity to support the proposed schools.
4. Discuss the results of past replication efforts and lessons learned – including particular challenges or
troubles encountered, how you addressed each, and the plan to avoid or minimize such challenges
for the schools proposed in this application. Organizations that operate only one school should
address challenges encountered while growing their initial school.
5. List all schools that were previously approved by this or another authorizer but which failed to open
or did not open on time, and explain the reasons for failure or delay.
6. Similar to the previous discussion about school-level risks in the Summary Reflection above, discuss
the greatest anticipated risks and challenges to achieving the overall organization’s desired
outcomes in Orleans Parish over the next five years and how the organization will meet these
challenges and mitigate risks.
TMCF Collegiate Academy @ SUNO
Page EO-4
7. Provide, as Attachment EO-1, the organization’s annual reports for the last two years and any
current business plan for the organization or network.
8. Describe the steps that you will take to scale your model to new sites, including the people involved
and the resources contributed both by the parent organization and the new schools.
a. If your organization operates schools in other states, compare your efforts to scale
operations to Louisiana to past scale efforts in other states.
b. Describe your plan for embedding the fundamental features of each model that you
described in your theory of change into the schools that you plan to open.
9. Describe any changes to the leadership personnel or leadership structure of your organization over
the last two years.
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1. Strategic Vision, Desired Impact, and 5-Year Growth Plan
The following five-year overview builds on a baseline of nearly 50,000 full-time students in
virtual schools and several hundred in blended programs (not including multiple thousands of
students taking individual Connections courses through their traditional school districts). The
growth of the overall Connections network has averaged 25% annually through addition of new
charters and enrollment growth within the network’s virtual charters. To keep pace with such
growth, Connections staff has expanded to more than 2,000 employees in departments
including Curriculum, Technology Development, Charter School Business Services, Marketing,
Human Resources, State Relations, and more, while each school adds teaching and leadership
staff concurrent with student enrollment. Connections has also added a new Nexus Academy
division including dedicated curricular, instructional, outreach, facilities, and leadership
development/support. As Connections refines its virtual and blended offerings and builds out
its Nexus Academy network, it is specifically turning its attention to communities like Orleans
Parish. The organization aims to spread the power of data-driven, personalized online
instruction to strategic locations throughout the nation.
•
Connections anticipates supporting 15-20 new virtual schools and up to 15 new blended
schools in the next five years. Although grade levels served depends on a combination of
factors, including allowances based on regulations and authorizer direction, the virtual
schools typically serve students in grades K-12 and the blended schools typically service
students in grades 6-12.
•
Figure 1 illustrates the potential new school locations organized by proposed year of
opening and includes their anticipated initial enrollment.
•
The students’ demographic characteristics in the new blended learning schools will be
similar to the demographics described previously in the Overview section.
Figure 1. Potential New School Locations
Year
20132014
New Virtual K-12
(with projected initial enrollment; annual
enrollment growth expected)
New Mexico Connections Academy-500
Great Lakes Cyber School-200
TMCF Collegiate Academy @ SUNO
New Blended Secondary Schools
(with projected total enrollment per campus)
Nexus Academy of Indianapolis – 300
Nexus Academy of Royal Oak - 300
Page EO-5
Year
20142015
20152016
20162017
2017201
New Virtual K-12
(with projected initial enrollment; annual
enrollment growth expected)
Maine Connections Academy -350
Massachusetts Connections Academy-500
Virginia Connections Academy-1,000
Illinois Connections Academy – 1,000
California Connections Academy @ San Luis
Obisbo-200
North Carolina Connections Academy -500
Kentucky Connections Academy -500
Tennessee Connections Academy -1,000
Hawaii Connections Academy -500
Washington Connections Academy – 500
New Jersey Connections Academy – 1,000
New Blended Secondary Schools
(with projected total enrollment per campus)
Nexus Academy of Baton Rouge – 300
Nexus Academy of Ann Arbor – 300
TMCF Collegiate Academy @SUNO – 625
Nexus Academy of DC – 300
Nexus Academy of Jefferson Parish – 300
TMCF Collegiate Academy @Jackson State -625
Nexus Academy of Philadelphia– 300
Nexus Academy of Shreveport– 300
TMCF Collegiate Academy @Bowie State -625
Nexus Academy of Las Vegas– 300
Nexus Academy of Denver– 300
TMCF Collegiate Academy @Medgar Evers -625
2. Growth in Orleans Parish
This application defines the “network” as TMCF-affiliated schools – of which four are currently
planned including TMCF Collegiate Academy @ SUNO – and related blended charters in the
Nexus Academy line. Although the Academy is anticipated to be the only school in Orleans
Parish, Connections anticipates supporting three new Nexus Academy schools elsewhere in
Louisiana (Baton Rouge, Jefferson Parish, and Shreveport) over the next five years.
3. Organizational Capacity to Open and Operate High-Quality Schools in Orleans Parish
Connections is fully capable of providing all proposed educational and school business services
necessary to make the Academy a success. Connections will dedicate the resources, facilities,
and personnel necessary to ensure the academic achievement of students attending the
Academy and help the school become a standout among New Orleans charters and blended
schools across the nation.
Connections has earned a solid national reputation working with charter schools, school
districts, and state departments of education across the country, being fiscally responsible and
developing sustainable best practices. Charter schools who have partnered with Connections
have been re-authorized for renewal in all schools where the renewal has been due and partner
districts have continued to extend their contracts. Virtually every contract has been renewed,
including schools which began dating back to 2002. This demonstrates that Connections has
earned a strong reputation for long term partnerships and maintains high standards of quality.
4. Results of Past Replication Efforts and Lessons Learned
Connections has successfully replicated both its virtual and blended schools over the past 12
years through a pattern of rapid innovation and continuous improvement. The organization has
opened two to four new schools most years. With the exception of two schools consolidated
with others covering the same geographic areas, all of these Connections-affiliated schools
have remained open, grown and thrived. Lessons learned along the way have resulted in added
capacity to support the schools through regionalization of leadership and logistics;
development of a pipeline of administrative talent; deepened support of Governing Board
TMCF Collegiate Academy @ SUNO
Page EO-6
capacity; and an ever-sharpening focus on use of data to improve student performance.
5. Schools that Failed to Open
Connections has not had a school fail to open or fail to open on time. Connections-supported
programs and charter schools have been reauthorized by the charter authorizers in the
respective states and the local boards have renewed contracts with our schools. Both the
authorizers and the local boards recognize the dedication and service that Connections
provides to ensure academic success and quality services. It is evident through the successful
charter and contract renewals.
6. Greatest Anticipated Risks and Challenges
Scale efforts for Connections-support schools have identified the following risks and challenges
to school success in the early implementation period:
•
Delay in securing on-the-ground leadership. Without a strong Principal in place, start-up
energies can be scattered, and local partnership opportunities may be missed.
•
Unpredictable enrollment demand. For an altogether new model, even with august
partners, enrollment demand can be uneven or slow.
•
Slower-than-optimal start-up work. With so many interlocking critical path items to
attend to, a delay can throw off the entire process.
The combined capabilities of SUNO, TMCF, Connections and the dynamic local Governing
Board, working closely with OPSB, will ensure an effective counter to the challenges outlined
above. Together, the partners are committed to the following risk-mitigation strategies.
•
It’s never too early to hire a Principal: Though economics, the local labor pool and the
authorizing calendar sometimes make it difficult to hire a new school’s leader well
before the school year begins, having this individual in place early pays dividends in
terms of student recruitment, authorizer relationships, and smooth implementation.
Connections now regularly subsidizes hiring of a Principal at least nine months before
the launch of school.
•
Nimble marketing – including ongoing testing and revision – is critical: Especially with a
new school model, marketing tactics that have worked well elsewhere may fall flat, while
quirky local efforts pay off. The marketing team must be flexible, have access to local
knowledge, and have time to change course repeatedly as needed in order to reach
optimum enrollment.
•
Getting going is more valuable than getting it perfect: Despite these lessons learned,
which argue for long lead times before launching a new school, there is tremendous
value in opening a new school even if time to launch is short. This is particularly true if
the management partner will protect the school and the Board from the financial and
other risks associated with very quick start‐up. The first five Nexus Academy schools
were all launched within 90 days of approval. All stakeholders were committed to
proving out the model in real time. Connections has borne the costs of these startups.
TMCF Collegiate Academy @ SUNO
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7. Attachment EO-1 – Annual Reports
Connections’ annual reports for the last two years are provided in EO-1.
8. Scaling Model to New Sites
Connections anticipates scaling the four proposed TMCF Collegiate Academy schools over five
years similarly to the way it has scaled its Nexus Academy schools. The organization first
focused on supporting the opening of one school including building out and equipping the
facility, developing strong community partnerships and relationships, enrolling students, and
hiring and training staff. Then the organization built off the first school’s success, using best
practices and lessons learned for the local market in the areas of real estate, employment, and
enrollment to quickly ramp up new schools.
As stated previously in this application, the Academy’s theory of change is that students’
academic success can be optimized through smart use of data and technology by expert,
passionate teachers – both face‐to‐face and online – while their emotional success is supported
by specially trained coaches in an innovative team environment. The theory of change
incorporates small and efficient school design, highly effective use of personnel, and
comprehensive, data-rich curriculum.
•
Small, Efficient School Design- TMCF Collegiate Academy @ SUNO will enroll only 225
students in grades 6-8 for the first year (and only expanding to 625 for grades 6-12 in five
years) following the research based on the success of small schools.
•
Highly Effective use of Personnel – The Academy will staff efficiently by enhancing the onsite staff with the virtual teaching staff and remote Connections employees supporting the
functions of the school. Incorporating technology allows the Academy to increase the
efficiency of on-site personnel.
•
Comprehensive, Data-Rich Curriculum - The high‐quality Connections curriculum produces
strong academic results for learners. As students work through their engaging curriculum,
they generate rich streams of performance data. The school’s professional, certified
Louisiana teachers – both in‐person and online ‐ use the data to maximize student
performance. Teachers use data on student performance to dynamically group students for
intervention, enrichment, project work and individual study.
9. Changes to Leadership
Connections Education (formerly known as Connections Academy) is an independent company
formed in October 2001 and has had the same essential leadership team for the past 12 years.
The company operated in a fiscally-sound manner throughout its history and was able to selffund its investments in its curriculum, technology, and operations after receiving its initial
funding from its founders. In November 2011, the company was acquired by Pearson
Education, Inc., a subsidiary of the public company Pearson PLC. Being a part of Pearson not
only brings Connections an incredible source of curriculum and instruction products and
services, but it also provides it with the financial resources to support its growth and the
schools and students the company serves. All of Connections founders have remained with the
organization through the Pearson transaction, with two co-founders – Mickey Revenaugh and
TMCF Collegiate Academy @ SUNO
Page EO-8
Dr. Steven Guttentag – specifically focusing their efforts of development and support of the
blended school network.
Network Management
1. Identify the organization’s leadership team and their specific roles and responsibilities.
2. Explain any shared or centralized support services the network or organization will provide to
schools in Orleans Parish. Describe the structure, specific services to be provided, the cost of those
services, how costs will be allocated among schools, and specific service goals. How will the
organization measure successful delivery of these services? (In the case of a governing board
proposing to contract with a management organization, service goals should be outlined in the term
sheet and draft contract provided below in Attachment EO-3.)
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Leadership Team
Providing direct staff support and technical assistance to the Academy’s Governing Board is the
Nexus Academy implementation team, spearheaded by:
•
Chief Education Officer Dr. Steven Guttentag, A co-founder of Connections, Dr. Guttentag
has provided high-level leadership to develop the organization’s business plan and
educational model.
•
Director of Blended Schools Christine Hayes, who oversees the day-to-day operations of
the Nexus Academy schools, including supervising the principals and ensuring that the
schools reach their academic and enrollment targets. Ms. Hayes will serve as acting
principal of TMCF Collegiate Academy @ SUNO until the principal is hired.
•
Executive Vice President Mickey Revenaugh, who has provided technical assistance and
staff support to develop the blended charter vision and this charter application, bringing
technology expertise from history as a founder of the E-rate program and online/blended
learning expertise as current Vice Chair of the Board of Directors of the International
Association for K-12 Online Learning.
Providing critical overall support will be the following Connections Education leaders:
•
Chief Academic Officer Dr. Patricia Hoge, who is the architect of the overall Connections
curriculum as well as the specific elements that will serve Nexus Academy.
•
Chief Financial Officer/Chief Operating Officer Ted Ochs, whose team has overseen
development of both the national network financial plan and the financial model.
Upon granting of the charter, the following additional Connections team members will be
directly involved in the rapid start-up of the Academy:
•
Director of Blended School Facilities Dr. Charles Roberts and his team
•
New School Start-Up Project Managers Claudia Burns and Carrie Wells
•
Board Relations Manager Heather Woodward and her team
•
Charter School Business Services Director Josh Solomon and his team
2. Centralized Support Services
TMCF Collegiate Academy @ SUNO
Page EO-9
The Academy will use Connexus as the technology foundation for the school. Connexus
combines a learning management system, student information system, and communication
tool to enhance all aspects from enrollment, curriculum, human resources, teaching/learning,
and evaluation. The comprehensive, reliable, and user-friendly system is designed to guide
students through a rigorous curriculum in a way that also meets their individual learning needs.
Connections will provide human resources services integral to delivery of the education
program, including:
•
Recruiting, training, monitoring, and supporting staff, as well as supporting the performance
evaluation process for all staff
•
Payroll and benefits support services, documenting background checks as specified by law,
and assisting in the development of an employee handbook and school handbook
•
Education program technologies, methodologies, and processes to collaborate with the
Principal
The Governing Board proposes to contract with Connections as a management organization,
and therefore provides the service goals outlined in the term sheet and draft contract provided
in Attachment EO-3.
3. Complete the table below, summarizing school- and organization-level decision-making
responsibilities.
Network/Management Organization
Function
Decision-Making
School Decision-Making
Performance Goals
Director of Blended Schools
Governing Board & Principal
Curriculum
Chief Academic Officer & Senior
Governing Board & Principal
Director of Instructional Development
Professional
Chief Academic Officer & Director of
Principal & Guidance Counselor
Development
Blended Schools
Data Management and Chief Academic Officer & Senior
Principal, Guidance Counselor,
Interim Assessments
Director of Instructional Development
Teachers & Administrative Assistant
Promotion Criteria
Chief Academic Officer & Senior
Governing Board, Principal & Guidance
Director of Instructional Development
Counselor
Culture
Director of Blended Schools
Entire on-site team
Budgeting, Finance,
and Accounting
Student Recruitment
School Staff
Recruitment and Hiring
H/R Services (payroll,
benefits, etc.)
Development/
Fundraising
Community Relations
Chief Financial Officer & Charter School
Business Services Director
Director of Blended Schools & New
School Start-Up Project Managers
Director of Blended Schools & New
School Start-Up Project Managers
Charter School Business Services
Director
Board Relations Manager & Charter
School Business Services Director
Director of Blended Schools & New
TMCF Collegiate Academy @ SUNO
Governing Board & Principal
Entire on-site team
Principal
Principal & Administrative Assistant
Principal
Entire on-site team
Page EO-10
Function
Network/Management Organization
Decision-Making
School Start-Up Project Managers
School Decision-Making
I/T
Director of Facilities
Administrative Assistant
Facilities Management
Vendor Management /
Procurement
Other operational
services, if applicable
Director of Facilities
Director of Blended Schools
Principal & Administrative Assistant
Governing Board, Principal &
Administrative Assistant
Principal & Administrative Assistant
Director of Blended Schools
4. Provide, with Attachment 11 above, the following additional organization charts:
a. Year one network as a whole (including both network management and schools within the
network)
b. Year three network as a whole
c. Year five network as a whole
These organization charts should clearly delineate the roles and responsibilities of and lines of authority
and reporting among the governing board, staff, any related bodies (such as advisory bodies or
parent/teacher councils), and any external organizations that will play a role in managing the schools. If
the board intends to contract with a CMO or ESP, clearly show the provider's role in the organizational
structure of the school. Explain how the relationship between the governing board and school
administration will be managed.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
We include in Attachment 11 organization charts that show the school governance,
management, and staffing structure in: a) year one, and b) at capacity. The organization
charts document clear lines of authority and reporting within the school.
We provide information delineating the roles and responsibilities of – and lines of authority
and reporting among – the governing board, staff, and the ESP. We also include the following
additional organization charts as instructed in the Experienced Operator Addendum:
a. Year one network as a whole (including both network management and schools within
the network)
b. Year three network as a whole
c. Year five network as a whole
These organization charts clearly delineate the roles and lines of authority and reporting
among the governing board, staff, related bodies, and external organizations that will play a
role in managing the school.
Lines of Authority and Reporting
The operating structure will be similar to a traditional educational environment. The Principal
held accountable by the Governing Board and implement the policies and procedures of the
Governing Board while supervising the on-site staff. All on-site staff will report directly to the
Principal.
TMCF Collegiate Academy @ SUNO
Page EO-11
Roles and Responsibilities
The Governing Board intends to delegate day-to-day operation of the Academy to the
Principal and Connections, who will implement Governing Board policy and be accountable
according to a set of objective measures and goals.
Governing Board
The Governing Board will adopt all policies as required for the charter school program and
make these policies available for review and inspection by stakeholders. The Governing Board
will meet monthly in open, public session to fulfill its duties, and may from time to time create
subcommittees or task forces to carry out special tasks.
The Governing Board will prepare an Annual Report of Academic Progress for distribution by
October 1 of each year to all stakeholders (including parents, students and staff) as well as for
submission to OPSB. This annual report will be one factor used in documenting whether or
not annual stated goals and objectives have been met as required for continuation of the
charter.
The Governing Board will comply with Louisiana Open and Public Meetings Law by ensuring
that all meeting days and times are appropriately posted at the school site and published for
public information. Parents and the public will be welcome to attend and may address the
Governing Board during the public comment period.
The Governing Board will meet monthly at least 10 times per year. Parents will be notified
through postings at the school site and online, and will be encouraged to attend.
Through its thorough training and preparation regarding best practices governance, and the
support of its contracted legal and financial professionals, the Governing Board will ensure
that it is effective in planning for its organizational future and providing for financial stability.
For example, each January the Board will begin the planning process for the next year’s
budget and will work closely with school leadership and its management partner in
developing this iterative document. Once the budget is adopted in late spring for the
following school year, the Board treasurer and the business manager update and reforecast it
monthly for Board review and approval, ensuring both clarity and foresight in financial
operations. Similar processes are in place for all other aspects of planning and
implementation.
Connections
As part of its service agreement, Connections will provide the following:
•
Educational Resource Center
•
Connexus® Annual License (EMS)
•
Direct Course Instruction Support
•
Blended Curriculum Products and Instructional Services
TMCF Collegiate Academy @ SUNO
Page EO-12
•
Student Technology
•
Enrollment and Records Management
•
Human Resources Support
•
School Curriculum Supplies
•
Accounting and Regulatory Reporting
•
Academic Scheduling Services
•
School Facilities Technology
•
Technical Support and Repairs
•
Facility Support Services
•
Treasury Services
•
Marketing Services
•
School Administration
•
Employee Benefits
•
Employee Taxes
•
Community Outreach
•
Capital Assets Depreciation Recovery
Network Governance and Legal Status
1. Explain what entity will hold the charter for each of the proposed schools.
2. Describe the governance structure at both the network and individual school levels and the plan for
satisfying all applicable statutory and authorizer requirements for composition of charter school
governing boards. Explain whether each school/campus will have an independent governing board,
there will be a single network-level board governing multiple schools, or both a network-level board
and boards at individual schools. If there will be both a network-level board and boards at each
school, describe the organizational relationship between the boards, the legal status of each board,
and the scope of authority of each. If each school will have an independent governing board but
there will be no network-level board, explain how the network will be governed and how decisions
that affect the network as a whole will be made.
3. If an existing board will govern the proposed school(s), discuss the plan to transform that board’s
membership, mission and bylaws to support the charter school expansion/replication plan. Describe
the plan and timeline for completing the transition and orienting the board to its new duties. If a
new board will be formed, describe how and when the new board will be created and what, if
anything, its ongoing relationship to the existing nonprofit’s board will be.
4. Describe plans for increasing the capacity of the governing board. How will the board expand and
develop over time? How and on what timeline will new members be recruited and added, and how
will vacancies be filled? What are the priorities for recruitment of additional board members? What
kinds of orientation or training will new board members receive, and what kinds of ongoing
development will existing board members receive? The plan for training and development should
include a timetable, specific topics to be addressed, and requirements for participation. If there will
be a network-level board, identify any board development requirements relative to the
organization’s proposed growth and governance needs.
TMCF Collegiate Academy @ SUNO
Page EO-13
5. Explain how the interests of individual schools will be balanced with network interests and how key
stakeholders will be represented.
6. Explain how this governance structure and composition will help ensure that a) the school will be an
educational and operational success, and that b) the board will evaluate the success of the school(s)
and school leader(s).
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Entity Holding the Charter
The non-profit Governing Board of TMCF Collegiate Academy schools will hold the charter for
each proposed school.
2. Governance Structure
Each school in the network of schools is governed by its own local Governing Board. Each Board
will be its own non-profit legal entity.
3. Existing Board Governing School
A new Governing Board was created for TMCF Collegiate Academy @ SUNO.
4. Increasing Capacity of Board
All Board Members will participate in a complete orientation to the blended learning model as
well as their uniquely important role in overseeing and providing policy direction for this
innovative charter school. In order to ensure that its members are both active and effective in
fulfilling their duties, the Board will participate in multiple training opportunities, including a
localized version of the intensive “Board Academy” training program developed by the Greater
Capacity Consortium (www.greatercapacity.org).
Board Members were initially selected by the Founding Group members, who reviewed the
resumes, conducted interviews with those who were most promising, and discussed remaining
needs for specific skill sets. The Board was formally appointed for an initial term of
approximately one year, through the Annual Meeting in June of the first school year, at which
point directors will be appointed for staggered terms of one to three years. It is selfperpetuating, with new members vetted and approved by a majority of existing. The by-laws
describe the process for appointing new members and removing members if needed. New
members can be added upon expiration of a Board Member’s term, upon resignation or
removal of a Board Member, or upon expansion of the Board.
5. Structure Ensuring Success
The network and individual schools ensure success through governance best practices. For
example, the Governing Board oversees the operation of the charter school and is legally
accountable for its operations. As noted in the Proposal Narrative, the Governing Board sets
policy and hires contractors, including those providing the school’s management, curriculum,
technology, and instructional services. Additionally, the Governing Board is responsible for
ensuring that all aspects of the financial and programmatic accountability systems fulfill the
Academy’s obligations to OPSB, the Louisiana Department of Education, and the school’s
stakeholders. The Governing Board intends to delegate day-to-day operation to the Principal
and to Connections, who will implement Governing Board policy and be accountable according
TMCF Collegiate Academy @ SUNO
Page EO-14
to a set of objective measures and goals. The Governing Board will prepare an Annual Report of
Academic Progress for distribution each year to all stakeholders (including parents, students
and staff) as well as for submission to the OPSB. The Governing Board will meet monthly at
least 10 times per year, and will comply with Open and Public Meetings Law by ensuring that all
meeting days and times are appropriately posted at the school site and published for public
information. Parents and the public will be welcome to attend and may address the Governing
Board during the public comment period.
Network Leadership Pipeline
Describe the current or planned process for sourcing and training potential school leaders for schools
opening in subsequent years. Explain how you have developed or plan to establish a pipeline of
potential leaders for the network as a whole. If known, identify candidates already in the pipeline for
future positions.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
To recruit and select the new school leader, the Academy will draw upon the extensive
expertise of Connections, which has helped charter schools in nearly 25 states – including
Louisiana Connections Academy - build their staffs through technology-facilitated postings,
face-to-face job fairs, and referrals, all in strict compliance with equal opportunity policies and
law. The Principal will be selected jointly by the Governing Board and Connections. The
Principal will then make all other face-to-face staff hiring decisions, with ratification by the
Governing Board.
Recruitment strategies will include:
• Leveraging our parent organization, Thurgood Marshall College Fund, to reach
graduates and alumni of affiliated Historically Black Colleges and Universities
•
Taking advantage of the Connections Principal Academy, an internal talent development
program which has produced a “bench” of potential school leaders
•
Conducting online outreach via the Connections Careers website, Career Builder, and
local employment hubs
•
Conducting face-to-face outreach via career fairs and networking events
•
Tapping into Connections’ ready pool of teachers who are interested in becoming
administrators
Network-wide Staffing
Complete the following table indicating projected staffing needs for the entire network over the next
five years. Include full-time staff and contract support that serve the network 50 percent or more.
Change or add functions and titles as needed to reflect organizational plans. Add or delete rows as needed.
Connections anticipates supporting five new TMCF Collegiate Academy schools and 10 new
Nexus Academy blended schools over five years. This table incorporates staff expected support
for this network of blended schools.
TMCF Collegiate Academy @ SUNO
Page EO-15
Year
Year 1
Year 2
Year 3
Total schools (TMCF + Nexus Academy)
3
3
3
Student enrollment
825
1750
2775
(assumes each TMCF starts 6-8, then grows)
Management Organization Positions
Director of Blended Schools
1
1
1
Chief Academic Officer
1
1
1
Manager of Special Education
1
1
1
Manager of Counseling
1
1
1
Senior Director of Instructional Development
1
1
1
Chief Financial Officer
1
1
1
Board Relations
5
8
10
Charter School Business Services
5
8
10
Total back-office FTEs
16
22
26
School Staff
Principals
3
6
9
Administrative Assistants
3
6
9
Guidance Counselors
3
6
9
Math Teachers
6
14
22
English Teachers
6
14
22
Personal Trainers
3
6
10
Success Coaches
11
32
49
Special Education/ELL Coordinators
3
6
9
Total FTEs
38
90
139
Year 4
Year 5
3
3
3800
4925
1
1
1
1
1
1
12
12
30
1
1
1
1
1
1
14
14
34
12
12
12
30
30
12
76
12
196
15
15
15
36
36
17
82
15
231
School Staff Structure
1. Explain how the relationship between the school’s senior administrative team(s) and the rest of the
staff will be managed. Note the teacher-student ratio, as well as the ratio of total adults to students
for a “typical” school.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
The Governing Board will direct Connections to hire a Principal, whose final selection will be
approved by the Board and who serves at the pleasure of the Board. The Principal will be
supervised by Connections in all day-to-day activities. The Principal will in turn supervise
remaining school staff, including teachers, who implement the curriculum according to the
policies and procedures approved by the Board. The Principal will act in an information and
advisory capacity to the Board. The estimated total ratio of students to certified teachers is 27
to 1, assuming 300 students per campus working with 5 face‐to‐face teachers (2 English, 2
Math, 1 PE) plus 6 full‐time equivalent online teachers made up of multiple core and
"fractional" elective teachers covering students' non-face-to-face courses. Any view of student‐
to‐teacher ratio should also factor in the face‐to‐face Success Coaches, some of whom will hold
teaching licenses and all of whom are intimately involved in supporting instruction; the Success
Coaches bring the expected student‐to‐instructional staff ratio to 20 to 1. Furthermore, neither
of these ratios fully reflect the reality that for grades 9-12 only half of the students are in the
TMCF Collegiate Academy @ SUNO
Page EO-16
school facility at one time (bringing the ratio to 10 to 1), or that all student‐teacher interactions
are conducted individually or in small groups.
2. Complete the table(s) below outlining your school staffing rollout plan for a “typical” elementary
school and/or a “typical” high school, as applicable. Adjust or add functions and titles as needed.
Modify the tables, as needed, to reflect variations in school models. Add or delete rows from the tables
as needed.
New School Staffing Model and Rollout
Year
Year 1
Year 2
Year 3
Total Enrollment at 1 Campus
225
325
425
Principals
1
1
1
Administrative Assistants
1
1
1
Guidance Counselors
1
2
2
Math Teachers
2
3
3
English Teachers
2
3
4
Personal Trainers
1
1
2
Success Coaches
3
4
5
Special Education/ELL Coordinators
1
1
1
Total FTEs
12
16
19
Year 4
525
1
1
2
4
5
2
6
1
22
Year 5
625
1
1
2
5
5
2
7
1
24
If the proposed schools will use a staffing model that diverges from the operator’s norm, please explain.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
The school does not anticipate using a staffing model that diverges from Connections’ norm for
a blended learning middle and high school.
Network Performance Management
1. Describe the organization’s approach to academic underperformance for schools that fall short of
student academic achievement expectations or goals at the school-wide, classroom, or individual
student level.
2. Describe the organization’s plans to monitor performance of the portfolio as a whole. What actions
will you take if the network as a whole fails to meet goals? Explain how the organization assesses its
readiness to grow and under what circumstances the organization would delay or modify its growth
plan.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Academic Underperformance
The Board will oversee Connections’ performance and hold it accountable for results. The
Board will use ubiquitous access to student performance data as well as frequent (at least
monthly) reporting on school operations and finance to carry out its tasks. The Board will
monitor such data closely to ensure that the school is meeting its academic performance goals
under the Performance Management Framework as well as remaining operationally effective
and fiscally sound. In addition, the Board will conduct a thorough, high-stakes performance
review in Year 3 of the contract.
TMCF Collegiate Academy @ SUNO
Page EO-17
The Board may terminate the contract with Connections at any time. The Board will conduct
regular in-depth evaluations of the management company using a tool developed and tested by
other Boards at Connections-supported schools, and will require a detailed, specific plan for
correction of any deficiencies subject to termination of the contract.
2. Monitoring Performance
The Academy will use assessment to personalize a path to success for every student, and
ensure that the path stays true. As described in the main Proposal Narrative, student
performance tracking is part of the school’s essential DNA. Data from the entire array of
assessments will be used by the staff to continually adjust curriculum and instruction for each
student. The assessment approach allows teachers to easily assign supplementary or
enrichment assignments, change pacing or sequencing of lessons, conduct LiveLesson®
sessions, or otherwise personalize the program. The assessment program measures student
progress and improvement on a daily, weekly, monthly and annual basis. The ongoing
performance assessment built into the program provides a constant stream of student data
that the school and its teachers will use to “dynamically differentiate” on a daily basis.
Performance Record
NOTE: OPSB will use the information provided in this section as well as the information provided in the Portfolio
Summary to assess the academic, organizational, and financial performance record of the organization and its
schools or the school model that the organization proposes to replicate. The applicant must provide all of the
requested information for all of its schools. The Portfolio Summary is due on June 28.
1. Select a consistently high-performing school from your portfolio, and discuss its performance. Be
specific about the results on which you base your judgment that the school is high-performing.
Include student achievement status, growth, absolute, and comparative academic results, as
available.
a. Discuss the primary causes to which you attribute the school’s distinctive performance.
b. Discuss any notable challenges that the school has overcome to achieve these results.
c. Identify any ways in which this school’s success has informed or affected how other schools in
the portfolio. Explain how effective practices, structures, or strategies were identified and how
they were implemented in other schools.
2. Discuss a school with relatively low or unsatisfactory performance. Be specific about the results on
which you base your judgment that performance is unsatisfactory. Include student status, growth,
absolute, and comparative academic results, as available.
a. Describe the primary causes to which you attribute the school’s problems.
b. Explain the specific strategies that you are employing to improve performance.
c. How will you know when performance is satisfactory?
d. What are your expectations for satisfactory performance in terms of performance levels and
timing?
3. List any contracts with charter schools that have been terminated by either the organization or the
school, including the reason(s) for such termination and whether the termination was for “material
breach.”
4. List any and all charter revocations, non-renewals, shortened or conditional renewals, or
withdrawals/non-openings of schools operated by the organization, and explain what caused these
actions.
TMCF Collegiate Academy @ SUNO
Page EO-18
5. Explain any performance deficiencies or compliance violations that have led to formal authorizer
intervention with any school operated by the organization in the last three years, and explain how
such deficiencies or violations were resolved.
6. Identify any current or past litigation, including arbitration proceedings, by school, that has involved
the organization or any charter schools it operates. If applicable, provide as Attachment EO-2 (1) the
demand, (2) any response to the demand, and (3) the results of the arbitration or litigation.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. High-Performing School
The first Connections-supported charter school, Wisconsin Connections Academy (WCA), has
been a consistently high performer based on student academic results, making AYP every year
the school was eligible from its founding in 2002.
Figure 1. The Longevity Effect in Virtual Schools
Much of the school’s outstanding performance is
attributable to its intentional lack of enrollment
growth. The WCA Board and authorizer elected
year after year to remain at a relatively small size under 400 students – and did not add high school
until the school’s 10th anniversary. Instead, WCA
leveraged the “longevity effect” of the high-quality
virtual school program, producing ever-greater
gains for students the longer that stayed with the
school. The impact on the larger network has been
an emphasis on student academic achievement over growth; while Connections has maintained
a healthy increase in students served each year, its overall growth has been relatively modest
compared to some other providers, and WCA’s performance is one reason why.
2. School with Unsatisfactory Performance
In 2009, a little more than five years after its founding, Commonwealth Connections Academy
in Pennsylvania was experiencing high enrollment growth but lagging performance, particularly
among students with special needs. The subgroup of students with IEPs was growing, but the
performance gap was glaring and caused CCA to miss AYP that year. Together, the school staff
and Connections focused in on the specific skills that the CCA special education population was
lagging on, increased the number of staff supporting these students, and began providing
regular virtual direct instruction-plus-assessment workshops targeted to identified skills. The
result was an increase of more than 40% in the number of such students scoring Proficient or
Advanced in Reading and more than 25% in Math, as shown below. The strategy of sharply
focused, data-driven intervention is now in practice across the Connections network.
Figure2. Commonwealth Connections Academy (CCA) Pennsylvania PSSA State Test Scores
STUDENTS
2009-10 % Proficient
2010-11 % Proficient
or Advanced
or Advanced
All CCA Students
Math: 51.2
Math: 55
Reading: 60.9
Reading: 64.4
CCA Students with IEPs
Math: 27
Math: 34
Reading: 31.6
Reading: 44.9
CCA’s 2010-11 AYP Report: http://paayp.emetric.net/School/Overview/c21/4/7774
TMCF Collegiate Academy @ SUNO
Percentage
Growth
7.4%
5.7%
25.9%
42.1%
Page EO-19
3. Terminated Charters
Connections has not had any contracts terminated due to poor performance and has not
terminated any contracts.
4. Charter Revocations
Schools supported by Connections have not had their charters revoked or not renewed.
5. Performance Deficiencies
There have been no performance deficiencies or compliance violations resulting in authorizer
action at any Connections-supported charter school.
6. Current or Past Litigation
In its nearly 12-year operating history operating schools serving some 50,000 students in 22
states, Connections and its supported schools have been involved in only five instances of
litigation, four of which were resolved in Connections’ or its supported school’s favor, and one
of which was voluntarily dismissed prior to a final decision. Please see Attachment EO-2.
Third-Party ESP Selection
1. Explain why the applicant plans to contract with an ESP rather than operate the school(s) directly.
2. Explain how and why the ESP was selected, including when and how the applicant learned of the
ESP, other ESPs considered, why the ESP was selected, and what due diligence was conducted.
3. Summarize the findings of reference checks conducted by the applicant (regarding the third-party
ESP), identifying each reference.
4. Explain the ESP’s success in serving student populations similar to the target population of the
school. Describe the ESP’s demonstrated academic track record as well as successful management
of non-academic school functions (e.g., back-office services, school operations, extracurricular
programs).
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Contracting with an ESP
The Governing Board of TMCF Collegiate Academy @ SUNO chooses to contract with an ESP
based on the ESP’s knowledge of the blended learning model, ability to provide cohesive and
comprehensive curriculum and technology, and experience providing management support
services including human resources, payroll, and marketing.
2. Selecting the ESP
Connections’ track record over the past 12 years as a partner to charter schools gives the Board
confidence that this innovative school will be successfully launched. Connections has never had
a charter partnership terminated either by the Governing Board or by an authorizer, and has
supported its schools through challenging funding and regulatory times. Connections also
enjoys a very positive reputation in the charter field as an EMO dedicated to transparency,
collaboration, and positive results for students.
TMCF Collegiate Academy @ SUNO
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The graphs in Figure 3, prepared by Regional Economic Studies Institute (RESI) of Towson
University, compare Connections’ results with those of schools supported by K12, Inc. The data
is from states where both Connections and K12 support schools. Connections students
outperform K12 students in almost every subject and grade.
Figure 2. Connections Academic Performance Compared to K12
3. Reference Checks
In addition to examining the very public record of Connections-supported schools’ test
performance around the nation, the TMCF applicant team has conducted informal reference
checks with several Connections-supported schools, including Louisiana Connections Academy,
and conducted site visits to blended schools such as Nexus Academy of Lansing. In addition, the
team drew on the direct experience of TMCF staff members who had been collaborating with
Connections on projects large and small for more than a year. The results have been a positive
impression of Connections as a partner dedicated to quality and accountability, ready to deploy
resources to meet shared goals and always willing to improve its own practice.
4. ESP’s Success in Serving Similar Student Populations
Connections’ philosophy is that students’ academic success can be optimized through smart
use of data and technology by expert, passionate teachers – both face-to-face and online –
while their emotional success is supported by specially trained coaches in an innovative team
environment. Each and every student has a Personalized Learning Plan tailored to his or her
particular learning requirements. This approach allows the Academy to be a fully inclusive
school in which students receiving special education services, English Language Learners,
accelerated learners, and those in need of academic intervention are all equal members of the
community, tackling curriculum via their school-provided computers (with assistive devices as
needed) and interacting with their expertly trained teachers in the same ways as mainstream
students. The flexibility of the curriculum and school environment mean that any additional
TMCF Collegiate Academy @ SUNO
Page EO-21
support services such students may need can be provided with a minimum of interruption to
their overall, success-focused routine. Please see the complete Portfolio Summary for
achievement data.
Figure 3. Connections Academy Students of Color
virtual charter schools operating during that time.
Connections-supported schools have
also begun ameliorating the
achievement gaps between minority
students and the general population.
Figure 4 compares the state Reading
scores of students in Connectionssupported virtual schools with those
of their resident states as a whole
(based on state-reported standardized
test data), focusing on students
scoring Proficient or Higher in the 15
Students receive individualized and intensive guidance counseling focused on their pathway to
college. At the Academy, the Guidance Counselor’s work is reinforced by the Success Coaches,
who work closely with students to ensure that they are considering all of their college options –
often through the lens of career interests – and planning properly the coursework and exams
they will need to complete to reach their goal. The curriculum offers a wide array of AP options
as well as the ability to add college courses to the schedule. Special courses like Success
Highways build and reinforce study skills.
As a result, students preparing for college in Connections-supported schools have experienced
significant success. In addition to the strong showing on AP exams, students using the
Connections curriculum (including special exam prep and test-taking skills courses)
outperformed the national average on the SAT by 8.5% across all areas of the test in 2010-11. 3
Figure 5. SAT Performance
SAT Performance, 2010-11
Subject Area
Connections Student
Average Scores
National Average Scores
Connections Scoring
Differential (as % )
579
517
532
1628
497
514
489
1500
16.5%
0.5%
8.8%
8.5%
Critical Reading
Math
Writing
Total
One true test of a college preparation program is actual college enrollments. Students in
Connections-supported schools have been accepted at the colleges and universities shown in
Figure 6 among hundreds of others.
3
The College Board, SAT Report on College and Career Readiness, http://bit.ly/Ym6Y1v.
TMCF Collegiate Academy @ SUNO
Page EO-22
Figure 6. College Acceptances
Colleges in Louisiana
Dillard University
Nicholls State University
Louisiana State University in Baton Rouge
Southeastern Louisiana University
Louisiana Tech University
University of New Orleans
Loyola University New Orleans
Xavier University of Louisiana
Colleges throughout the Nation
American University
Pepperdine University
Amherst College
Rider University
Auburn University
Syracuse University
Boston College
United States Air Force Academy
Boston University
University of California, Berkeley
Bowdoin College
University of California, Los Angeles
Bryn Mawr College
University of Maryland, College Park
Carnegie Mellon University
University of Maryland, University College
College of William And Mary
University of Michigan
Cornell University
University of North Carolina at Chapel Hill
George Washington University
University of Notre Dame
Harvard University
Vassar College
Howard University
Wellesley College
New York University
Williams College
Third-Party ESP Legal Relationship
1. Provide evidence that the board is independent from the ESP and self-governing, including evidence
of independent legal representation and arm’s-length negotiating.
2. Explain any existing or potential conflicts of interest between the governing board, proposed school
employees, proposed ESP, and any affiliated business entities.
3. List all subsidiaries and/or related entities that are affiliated with or owned in whole or in part by the
ESP, and identify the nature of those entities’ business activities. Explain whether the school(s) will
have any relationship with or receive any services from any of those entities.
4. Explain the supervisory responsibilities of the ESP (if any), including which school employees the ESP
will supervise, how the ESP will supervise these employees, and how the charter school board will
oversee the ESP’s supervisory responsibilities.
5. If the school’s governing board intends to execute promissory notes or other negotiable
instruments, or enter into a lease, lease-purchase agreement, or any other facility or financing
relationships with the ESP, provide evidence that such agreements are separately documented and
not part of or incorporated in the school management contract. Any facility or financing agreements
must be consistent with the school governing board’s authority and practical ability to terminate the
management agreement and continue operation of the school.
6. Describe and provide documentation of any loans, grants, or investments made between the ESP
and the school, including an explanation of how any such loans, grants, or investments may be
initiated, repaid, and refused by the school.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
TMCF Collegiate Academy @ SUNO
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1. Board Independent from the ESP
Connections as the ESP, for all of its experience and capacity, serves at the pleasure of the
TMCF Collegiate Academy Governing Board, which is wholly independent of the Connections.
The Board’s relationship with Connections is based on a contract with an itemized fee schedule
covering 19 different services. Some of these services, such as provision and support of student
computers, the Board may at some point decide to procure elsewhere. The Board will integrate
its oversight priorities into the annual school goals that drive bonus compensation for school
leadership and into regular in-depth evaluations of the management company. Both
evaluations are high-stakes and will result in performance improvements if results fall short of
documented goals.
2. Conflicts of Interest
There are no actual or perceived conflicts of interest. To ensure against future conflicts, the
Board Members will receive training on avoiding, identifying, disclosing and mitigating such
conflicts. The complete Ethics Policy and Procedure in the bylaws define potential conflicts of
interest and the procedure for notifying the Board, recusing oneself from relevant decisions,
and under what circumstances resignation from the Board might be necessary.
3. Supervisory Responsibilities of the ESP
The Board intends to delegate day-to-day operation of the Academy to the Principal and to
Connections, who together will implement Board policy and whom the Board will hold
accountable according to a set of objective measures and goals. The Principal serves at the
pleasure of the Board, though the Board has delegated direct employment and day-to-day
supervision of the Principal to Connections. At each Board meeting, the Principal provides a
detailed report on school progress and happenings, and also consults with the Board on major
undertakings.
4. Financing Relationship between Board and ESP
Connections has agreed to provide the Academy with any needed start-up funds as an interest
free advance, and to ensure that the school always remains in the black through an in-kind
grant of service credits. Please see the draft agreement in EO-3 for details.
5. Loans, Grants, or Investments
The Academy anticipates receiving private grants and contributions, including assistance from
its ESP. In the first year, Connections will provide a no-interest advance if necessary to help
fund start-up costs (largely capital expenditures including leasehold improvements).
Connections will also assist the staff and Governing Board to seek grants from the State of
Louisiana and the United States Department of Education as well as special purpose and
supplementary operating grants available to charter schools from public and private sources
such the Walton Family Foundation.
TMCF Collegiate Academy @ SUNO
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Through its proposed management contract, Connections also agrees to protect the school
from deficits by providing service credits – a form of as-needed in-kind contribution – on the
educational products and services it provides. Connections will provide discounts on both its
curriculum and Connexus platform and on its management services in order to ensure that the
school ends each year in the black. Should the Academy terminate the ESP for cause or as the
result of a high-stakes evaluation, any outstanding advances or credits will be forgiven.
Third-Party ESP Management Plan
1. Provide a detailed description of the roles and responsibilities of the ESP.
2. Explain the scope of services and costs of all resources to be provided by the ESP.
3. Describe the compensation structure and payment schedule, including clear identification of all fees,
bonuses, and any other compensation to be paid to the ESP.
4. Discuss the oversight and evaluation methods that the Board will use to oversee the ESP. What are
the school-wide and student achievement results that the ESP is responsible for achieving? How
often, and in what ways, will the board review and evaluate the ESP’s progress toward achieving
agreed-upon goals? Will there be an external evaluator to assess the ESP’s performance? What are
the conditions, standards, and procedures for board intervention, if the management organization’s
performance is deemed unsatisfactory?
5. Describe the respective financial responsibilities of the school governing board and the ESP. Who
will own property purchased with public funds? What operating and/or capital expenditures will
each party be responsible for? What types of spending decisions can the ESP make without
obtaining board approval? What reports must the ESP submit to the board on financial
performance, and on what schedule? How will the school governing board provide financial
oversight?
6. Summarize the terms of the proposed management agreement. What is the term (duration) of the
management agreement? Explain the conditions and procedures (including time frames, notice, and
decision-making procedures) for renewal and termination of the contract. How often will the
management agreement be renewed? Describe the conditions that both the ESP and the school
must satisfy for the management agreement to be renewed. On what grounds may the ESP or the
school terminate the management agreement for cause, and without cause? List any
indemnification provisions in the event of default or breach by either party. Provide, as Attachment
EO-3, a draft of the proposed management agreement with the ESP.
7. Explain the plan for the operation of the school in the event of termination of the management
agreement.
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Roles and Responsibilities of ESP
The Governing Board intends to assign the following tasks to Connections. Many of these tasks
involve the pass-through of the school’s actual expenses (such as rent and staffing) with no
mark-up, as shown in the Finance section and in the Budgets, while others are specific services
for which Connections proposes to charge a fee. These proposed costs for services are detailed
with the Budget, subject to negotiation by the Governing Board and its counsel.
•
Working with the Governing Board to develop a budget each school year, and then
managing the school’s back office accounting under Governing Board oversight to ensure
that the school’s expenses are all met regardless of cash flow fluctuations and that the
TMCF Collegiate Academy @ SUNO
Page EO-25
school ends each year with a positive fund balance and a clean fiscal audit. Connections will
also prepare all required regulatory reports to the state on behalf of the school.
•
Finding, securing, and preparing a school facility subject to Governing Board approval, then
subleasing the facility to the Governing Board on a pass-through basis while maintaining
responsibility for working with the landlord to ensure the facility is problem-free.
•
Purchasing all furniture and equipment (not including end-user mobile computers) for the
school, and selling it to the Governing Board at a depreciated cost at such time as the
Governing Board has the desire and funding to make this purchase.
•
Recruiting and screening Principal candidates, then collaborating with the Governing Board
to select finalists from among which the Governing Board will choose the Principal
(employed by Connections).
•
Assisting the Principal in recruiting, screening, hiring, and evaluating all teachers, Success
Coaches, and other staff (employed by the school/Governing Board).
•
Providing all technology for students and staff at the school, including Connexus, mobile
computing devices (leased to avoid obsolescence), presentation equipment, wireless and
wire line infrastructure, along with installation, provisioning, and technical support for all
equipment.
•
Providing all standards-aligned curriculum and instructional materials and online staffing for
the blended learning program, including online teachers for the courses not taught by faceto-face teachers and LiveTutor support for all courses; conducting and tracking student
assessments; and continuously improving the program for best academic results.
•
Supporting the school Guidance Counseling staff and ensuring that the Counselor and
Success Coaches are helping each student maximize his/her chances for college success.
•
Supporting the personal fitness program, including hiring and training the Personal Trainer
and ensuring that he/she facilitates engaging everyday fitness activities for all students.
•
Supporting the staff with on-demand professional development and assistance through a
comprehensive Education Resource Center, as well as providing scheduling, data analysis,
and grading support services.
•
Conducting marketing activities from website development to in-person information
sessions in order to recruit students for the school, and then performing all enrollment and
student information system tasks to ensure compliance with reporting requirements.
•
Providing support for our Governing Board in terms of meeting and Governing Board
package preparation, public notice postings, draft minutes, and arranging for training.
•
Supporting the Principal and the Governing Board in ongoing relationships with the
Louisiana Department of Education.
2. Scope of Services and Costs
This information is provided in the ESP agreement provided in Attachment EO-3.
TMCF Collegiate Academy @ SUNO
Page EO-26
3. Compensation Structure and Payment Schedule
This information is provided in the ESP agreement n Attachment EO-3.
4. Oversight and Evaluation Methods of ESP
As memorialized in the draft ESP agreement provided in Attachment EO-3, the Governing Board
will conduct a high-stakes evaluation of the ESP at Year 3 of the partnership, focusing on both
the school’s performance against its goals and the ESP’s overall quality of services. As a result of
that evaluation, the Board can require a specific improvement plan from the ESP including
revision of agreement terms. It should be noted that this high-stakes evaluation is in addition to
monthly financial and academic performance reports to the Board from the very beginning of
the partnership, with the ability of the Board to terminate the agreement at any time.
5. Financial Responsibilities of Board and ESP
The ESP is proposed to serve as the payment agent for the school and its Board, ensuring
payment of staff salaries, rent, and other regular expenses approved by the Board in its budget
and then seeking reimbursement through a monthly invoice also reviewed and approved by the
Board. This protects the school from cash flow challenges and provides for close accountability
for all funds. For the school facility, the ESP typically serves as the lessee, with a sublease to the
school on a strict pass-through basis with terms explicitly allowing the school to assume the
primary lease should the ESP be terminated. The ESP actively seeks grants on the school’s
behalf for capital purchases, and absent such grants will purchase furniture, equipment and
fixtures on the school’s behalf and then provide a cost-effective, depreciation-based
mechanism for the school to assume ownership of these assets over time. The school’s
curriculum and education management system is licensed from the ESP while student
technology is provided on a leased basis to avoid obsolescence and ensure wraparound
support. The Board may choose to purchase most services from another provider, has annual
review and approval of all fees, and reviews detailed monthly reports of both expenditures and
reforecasted overall budget to maintain tight control of the financial relationship.
6. Terms of Proposed Management Agreement
This Term Sheet summarizes the principal terms with respect to a potential transaction
between Connections Academy of Louisiana, LLC (“Connections”) and TMCF Collegiate
Academy, Inc. (“Charter School”). Connections and the Charter School are sometimes
referred to herein as a “Party” or the “Parties”.
This Term Sheet is a statement of the present material intentions of the Parties. The
Parties agree to negotiate in good faith toward a conclusion of the transactions referred
to below; provided that a binding commitment with respect to the transactions will
result only upon the execution of a definitive agreement, if any (“Agreement”). No oral
modifications to this principle shall be valid.
Parties:
TMCF Collegiate Academy, Inc., a nonprofit corporation, is authorized by the Orleans
Parish School Board (“OPSB”) to operate a charter school within the Orleans Parish (“the
Parish”). Pursuant to its charter, Charter School is authorized to operate a blended
TMCF Collegiate Academy @ SUNO
Page EO-27
learning program, incorporating both face to face and virtual learning aspects in a
traditional brick and mortar setting.
Connections is a wholly owned subsidiary of Connections Education LLC (“CE”). Through
its relationship with CE, Connections is nationally recognized as an experienced provider
and manager of blended and virtual learning programs for grades K through 12.
Target Start Date: 2014-2015 academic year.
Term: The later of June 30 following the fifth (5th) anniversary of the effective date of
the Agreement or the expiration of the initial term of the charter, to be renewed
automatically annually on the later of June 30 of each year or the expiration of any
renewal term of the charter.
Termination: If both Parties agree in writing; by either Party for (i) material breach of
the Agreement, (ii) failure to agree on a budget, (iii) the other Party is insolvent, (iv)
Charter School loses its charter authorization; by Connections if (i) there is a material
reduction in funding or material change in applicable laws or regulations, (ii)
irreconcilable differences as to the carrying out of either Party’s responsibilities set forth
in the Agreement; by Charter School (i) if it determines at the end of an academic year
that the products and services delivered by Connections do not meet the requirements
of a blended learning educational program, (ii) if following a performance review,
Charter School determines Connections has failed to perform.
Notice of Termination: Unless otherwise stated in the Agreement, notice of early
termination must be received by no later than April 1 of the current academic year and
shall not take effect until the close of such academic year.
Enrollment Cap/Goals: 225 students for the first year; 625 students by fifth year.
Locations: On or near SUNO campus.
Other: Customary legal provisions will be included including but not limited to
confidentiality, representations and warranties (including appropriate intellectual
property representations and warranties), breach, and indemnification provisions.
Fee Schedule: The proposed fees governed by this contract are provided in Figure 8. Note that
the “count day” here refers to an internal count at the beginning of each semester to ensure
that the Board is inappropriately charged as enrollment fluctuates.
Figure 8. Fees
Fee
Educational Resource Center
Connexus® Annual License (EMS)
Direct Course Instruction Support
Blended Curriculum Products and
Instructional Services
Student Technology
Enrollment and Records Management
Human Resources Support
TMCF Collegiate Academy @ SUNO
Factor
$65.00
$300.00
$675.00
$600.00
Description
per each student enrolled on each count day
per each student enrolled on each count day
per each student enrolled on each count day
per each student enrolled on each count day
$300.00
$25.00
$1,000.00
per each student enrolled on each count day
per each student enrolled on each count day
per each full time staff member employed at
the school on November 1st
Page EO-28
School Curriculum Supplies
Accounting and Regulatory Reporting
Academic Scheduling Services
School Facilities Technology
Technical Support and Repairs
Facility Support Services
Treasury Services
$500.00
$25,000.00
$10,000.00
$50,000.00
$25,000.00
$20,000.00
1.50%
Marketing Services
0.75%
School Administration
6.50%
Employee Benefits
Community Outreach
Pass
through
Pass
through
TBD
Capital Assets Depreciation Recovery
1.67%
Employee Taxes
per each grade per location
per school
per each school location
per each school location
per each school location
per each school location
of all revenue from governmental sources,
excluding any special education revenue
of all revenue from governmental sources,
excluding any special education revenue
of all revenue from governmental sources,
excluding any special education revenue
Direct pass through of actual costs with no
mark up
Direct pass through of actual costs with no
mark up
Board will approve a budget for school's
contribution toward outreach effort; we have
budgeted $50,000 per year
1/60th of the purchase price of Connections
owned facility assets, charged monthly
7. Operating the School after Terminating ESP
The Board will have the ability to terminate the contract at any time with Connections and seek
some or all of these services from other sources. If the Board terminates its contract with
Connections it will seek another ESP provider through a competitive RFP process, or will choose
to self-manage based on experience gained from the ESP. The Board will utilize the tools
available at http://www.charterschooltools.org/ to operate the school in the interim.
Business Plan
1. Nonprofit organizations: provide, as Attachment EO-4
a. your most recent audited financial statements, and
b. Discuss any material audit findings for your organization or any school that you operate.
--OR-For-profit organizations: provide as Attachment EO-4:
a. Your most recent financial statements to be reviewed confidentially, and
b. Discuss any material audit findings for your organization or any school that you operate.
For multi-site operators or networks, OPSB requires both individual school- and network-level financial
budgeting, reporting, and annual audits. Each school’s finances must thus be transparent and distinct
from the network level.
2. Describe the systems and processes for managing accounting, purchasing, payroll, and audits.
Specify any administrative services you expect to contract, and describe the criteria and procedures
for the selection of contractors. Include evidence that you will adhere to the accounting, auditing,
and reporting procedures and requirements that apply to public schools.
3. Describe how you will provide an independent annual audit of both organization-level and schoollevel financial and administrative operations.
TMCF Collegiate Academy @ SUNO
Page EO-29
TYPE YOUR RESPONSE IN THE BOX BELOW, IT WILL EXPAND AS NEEDED.
1. Attachment EO-4
Connections is a for-profit entity and as such is providing its audited financial statements.
2. Process for Accounting, Purchasing, Payroll and Audits
As noted in the main Proposal Narrative, the Academy will follow a financial and accounting
plan that is compliant with generally accepted accounting principles (GAAP) and will provide an
accurate accounting of all of its finances, ensure sufficient information for audit purposes, and
provide data in the format needed for accurate and timely annual financial reports to OPSB.
The Academy will also comply with Federal monitoring requirements for any Federal funds it
receives. The Governing Board will use its sound budgeting and forecasting policy and
procedures to monitor revenue and authorize expenditures according to any restrictions placed
on such revenue. A detailed revenue and expense statement will be reviewed at each meeting
of the Governing Board and will serve as the vehicle to authorize future expenditures, along
with the adopted budget and other board policies. Through its proposed management contract,
Connections agrees to protect the school from deficits by providing service credits – a form of
as-needed in-kind contribution – on the educational products and services it provides.
Connections will provide discounts on both its curriculum and Connexus and on its
management services in order to ensure that the school ends each year in the black.
In the event that Academy is not renewed or is terminated, any balance of public funds or
assets purchased with public funds will revert back to OPSB. To inventory all assets, we will
submit a financial audit for the final year of operation, prepared by an independent Louisianalicensed certified public accountant. The school will create a timeline for closure working with
the Governing Board.
3. Independent Annual Audit
The Academy will be audited annually by a Louisiana-licensed, independent certified public
accounting firm according to the same GASB guidelines applicable to public schools in
Louisiana. The audit will include a complete asset inventory. The Governing Board will solicit
proposals from several firms before selecting one to perform audit functions.
4. Budget Narrative
The Budget Narrative for the Academy is provided in Attachment 21, and the financial audits
and reports for the ESP are provided in EO-1 and EO-4. There is no separate network-level
financial structure.
5. Attachment EO-5
There is no separate network level budget apart from the school budget and the ESP financials.
6. Financial Plan Workbook
The Financial Plan Workbook for the school is included with Attachment 20 as requested.
TMCF Collegiate Academy @ SUNO
Page EO-30
4. Include, with Attachment 21 above, the budget narrative for both school and network level budgets,
including detailed description of assumptions and revenue estimates, including but not limited to
the basis for revenue projections, staffing levels, and costs. The narrative should specifically address
the degree to which budgets will rely on variable income (e.g., grants, donations, fundraising) and
how the organization will meet fundraising goals. Include the following:
a. Anticipated Funding Sources. Indicate the amount and sources of funds, property or other
resources expected to be available through banks, lending institutions, corporations,
foundations, grants, etc. Note which are secured and which are anticipated, and include
evidence of commitment for any funds on which the school’s core operation depends.
b. Discuss contingency plans to meet financial needs if anticipated revenues are not received or
are lower than estimated.
c. Year one cash flow contingency, in the event that revenue projections are not met in advance of
opening.
5. Submit as Attachment EO-5 a detailed budget for the operator at the network level (no template is
provided). Include the following, in individual sheets:
a. Startup Budget: The start-up budget should list all anticipated revenue and expenditures for the
network in the period leading up to the first fiscal year in which the school(s) listed in this
proposal would open. In other words, this budget demonstrates how the network will support
pre-opening activities until the first schools proposed above open.
b. Year one budget
c. Year one monthly cash flow projection
d. Five year budget projections
6. Complete all sheets of the Financial Plan Workbook (template provided by OPSB) for each school
opening in year one, and submit in Attachment 20 above as a single MS Excel document.
LEAVE THE REMAINDER OF THIS PAGE BLANK.
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