1. education
2. school

APPLICATION COVER SHEET
NAME OF PROPOSED CHARTER SCHOOL: My Choice Accelerated Academy at Miami-Dade
NAME OF NONPROFIT ORGANIZATION/MUNICIPALITY UNDER WHICH CHARTER WILL
BE ORGANIZED OR OPERATED: My Choice Academy Charters, Inc.
The Organization has applied for 501(c)(3) Non-profit Status:
Yes ___X__ No________
Provide the name of the person who will serve as the primary contact for this Application. The
primary contact should serve as the contact for follow-up, interviews, and notices regarding this
Application.
NAME OF CONTACT PERSON: Mike D'Angelo
TITLE/RELATIONSHIP TO NONPROFIT: Chair, Board of Directors
MAILING ADDRESS: 328 SW 3rd St #205, Cape Coral, FL 33991
PRIMARY TELEPHONE: (239) 673-7244
ALTERNATE TELEPHONE: (239) 745-7635
Projected School Opening: August 2013___________________________________________
School Year
Grade Level
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
9-12
9-12
9-12
9-12
9-12
Total Projected Student
Enrollment
400
500
550
600
600
Student Enrollment
Capacity (if known)
600
600
600
600
600
I certify that I have the authority to submit this application and that all information contained herein is
complete and accurate, realizing that any misrepresentation could result in disqualification from the
application process or revocation after award. I understand that incomplete applications will not be
considered. The person named as the contact person for the application is so authorized to serve as the
primary contact for this application on behalf of the applicant.
______________________________________________
__________________________
Signature
Title
______________________________________________
__________________________
Printed Name
Date
MY CHOICE ACCELERATED ACADEMY
AT MIAMI-DADE
Charter School Application
2012
Table of Contents
EXECUTIVE SUMMARY ........................................................................................................... 2
EDUCATION PLAN .................................................................................................................. 3
Section 1: Mission, Guiding Principles, and Purpose ........................................................... 3
Section 2: Target Population and Student Body ............................................................... 11
Section 3: Educational Program Design ............................................................................ 14
Section 4: Curriculum Plan ............................................................................................... 24
Section 5: Student Performance, Assessment and Evaluation........................................... 40
Section 6: Exceptional Student ........................................................................................ 53
Section 7: English Language Learner ................................................................................ 65
Section 8: School Climate and Discipline .......................................................................... 73
ORGANIZATIONAL PLAN ...................................................................................................... 75
Section 9: Governance ..................................................................................................... 75
Section 10: Management ................................................................................................. 87
Section 11: Education Service Provider .......................................................................... 104
Section 12: Human Resources and Employment............................................................. 106
Section 13: Student Recruitment and Enrollment ........................................................... 108
BUSINESS PLAN ................................................................................................................. 112
Section 14: Facilities ...................................................................................................... 112
Section 15: Transportation Service ................................................................................. 114
Section 16: Food Service ................................................................................................ 115
Section 17: Budget ........................................................................................................ 116
Section 18: Financial Management and Oversight .......................................................... 120
Section 19: Action Plan .................................................................................................. 125
STATEMENT OF ASSURANCES ...................................................... Error! Bookmark not defined.
ATTACHMENT 1. Budgets- Five Year and First Year Monthly ......... Error! Bookmark not defined.
EXECUTIVE SUMMARY
My Choice Accelerated Academy (MCAA) will provide high school age students who have
dropped out or who are at-risk of not graduating with their class, the opportunity to graduate
from an accredited charter high school that is sponsored by the School District. My Choice
Accelerated Academy also offers parents/guardians the educational opportunity to select a
small high school environment where the focus is on the student.
MCAA will offer options including courses in academic core curriculum, electives and career/life
skills. Creative solutions will be offered for improving student achievement over previously
non-successful school environments. Flexible scheduling allows students to maximize
opportunities to both work and earn high school credits.
To increase the opportunity for success, an evaluation plan will be formulated for each student
by diagnosing the individual needs, formulating a plan of action, and providing each student
with a personalized plan that will be used daily. Through a tutoring component the students
receive assistance in critical areas fulfilling their specific needs by filling in the gaps in their
education, promoting more learning opportunities with special emphasis on low–performing
students, and providing the student with additional instruction in reading and math where
needed.
Students will engage in rigorous and relevant curriculum, experience instruction that meets
their interests and learning needs, and progress through each course in a timely manner to
achieve their learning goals. Teachers will facilitate standards-based, differentiated instruction
based on assessment data to meet the individual needs of each student. To achieve this
challenge the school is characterized by individualization and high standards for all students.
Diverse teaching methods will be respected and encouraged. Creativity in designing unique
approaches to instruction will be valued. Such approaches include developing personalized
learning contracts and means of assessment, utilization of portfolios, and imaginative uses of
technology. Learning may occur in isolated study, seminars, cooperative learning groups,
and/or through the arts allowing the creativity of each student to facilitate learning in others.
My Choice Accelerated Academy at Lee - 2012
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EDUCATION PLAN
Section 1: Mission, Guiding Principles, and Purpose
A. Provide the mission statement for the proposed charter school.
The mission of the My Choice Accelerated Academy is to use available resources to provide an
exemplary educational program for the students we serve. My Choice Accelerated Academy will
provide an environment that fosters communication, mutual trust, respect and esteem, and
encourage professional growth.
The vision statements of My Choice Accelerated Academy:
• Students will be prepared to graduate as responsible and contributing citizens.
• Students will be able to read, write, communicate, and calculate with clarity and accuracy.
• Students will be empowered to cultivate respect for self and others by offering
opportunities for life-long personal and social development.
• Students will ascertain educational, personal, and career awareness skills in smaller class
sizes with a variety of scheduling options.
• Students will benefit from a multi-ethnic community, parents, business partners,
administrators, other students, and staff that work together to create an academic,
physical, emotional, social, and safe environment where everyone can learn and respect
one another.
• Students will acquire an education through innovative techniques to enhance lifelong
learning through technology and varied instructional strategies.
MCAA Values
Caring: Evidenced through an institutional commitment to exhibiting concern for each student,
primarily though a multi-faceted support program and engagement in community service.
Reflection: Manifested largely by personal introspection and critical thinking which engender a
disposition to be mindful of the other?
Pursuit of Excellence: Continued academic growth and personal development resulting from
experiences that promote learning as meaningful and useful in our 21st century global society.
My Choice Accelerated Academy at Lee - 2012
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B. Describe how the school will utilize the guiding principles found in section 1002.33(2)(a),
F.S.
My Choice Accelerated Academy will utilize the Guiding Principles of the Florida charter law
found in F.S. 1002.33:
1. Meet high standards of student achievement while providing parents flexibility to choose
among diverse educational opportunities within the state’s public school system.
My Choice Accelerated Academy is committed to the population of students and families we
will serve. Charter schools, by definition, provide educational choice for parents/guardians and
students in the State of Florida.
My Choice Accelerated Academy will provide students who have dropped out or who are at-risk
of not graduating with their class, the opportunity to graduate from an accredited charter high
school that is sponsored by the School District. My Choice Accelerated Academy also offers
parents/guardians the educational opportunity to select a small high school environment
where the focus is on the student.
We offer options including courses in academic core curriculum, electives and career/life skills.
Creative solutions are offered for improving student achievement over their child’s previously
non-successful school environments. Flexible scheduling allows our students to maximize
opportunities to work and earn high school credits.
To increase the learning opportunities of all students, a student evaluation plan will be
formulated for each student by diagnosing the individual student’s needs through assessment,
formulating a plan of action and providing each student with a personalized plan that will be
used daily in the areas of reading and math. Through a tutoring component the students
receive assistance in critical areas fulfilling their specific needs by filling in the gaps in their
education, promoting more learning opportunities with special emphasis on low–performing
students, and providing the student with additional instruction in reading and math. Teachers
focus on the individual student’s reading and math needs during the tutoring segment of the
day.
Students will successfully engage in rigorous and relevant curriculum, experience instruction
that meets their interests and learning needs, and progress through each course completion in
a timely manner to achieve their future aspirations and goals. Teachers will facilitate standardsbased, differentiated instruction based on assessment data to meet the individual needs of
each student. To achieve this challenge the school is characterized by individualization and high
standards for all students. Diverse teaching methods are respected and encouraged. Creativity
in designing unique approaches to instruction is valued. Such approaches include developing
personalized learning contracts and means of assessments, utilization of portfolios, and
My Choice Accelerated Academy at Lee - 2012
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imaginative uses of technology. Learning may occur in isolated study, seminars, cooperative
learning groups, and/or through the arts allowing the creativity of each student to facilitate
learning in others.
High-quality high school educational instruction requires teachers who are well trained. The
school director improves the quality of teaching by providing opportunities for career support,
teacher mentorship, in-service training, best practice dissemination, and equitable access to
professional development resources. Teachers are encouraged to pursue certifications and
degrees, to learn the school’s assessment programs, how to assess reading and reading
readiness, and how to assess reading performance. The scope of the school’s professional
development plan is to:
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Instill knowledge of all aspects of the Next Generation Sunshine State Standards, FCAT,
FCAT2.0, End of Course Assessments, and their relationship to student achievement.
Promote effective pedagogy through practical experiences.
Teach reading in the content areas.
Provide rigorous subject area content and effective teaching strategies.
Show how to assess students to determine whether they have learned what has been
taught in the classroom, providing a variety of different assessment models, rubrics,
projects, displays, etc., that teachers may choose to use in their classroom.
Review discipline and alcohol, tobacco, and other drug use data and information related
to parent, student, and teacher’s perceptions of school safety to identify areas for
needed improvement.
Provide comprehensive initial professional development.
Provide frequent and continuous professional development.
Provide professional development lead by school-site expertise and best practices.
Make core subject areas an administrative priority that is included as part of
performance evaluations.
Ensure in-service and evaluation processes have a focus on the core subject
components.
D. Parents have the flexibility to enroll or withdraw their child from My Choice Accelerated
Academy at any time during the academic school year. My Choice Accelerated Academy has
open enrollment throughout the year allowing all of the educational program offerings to be
accessible to any qualified student.
E. On-going progress monitoring is incorporated throughout the instruction to determine
individual student’s needs. Results of this progress monitoring are the basis for decision-making
My Choice Accelerated Academy at Lee - 2012
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regarding appropriate research-based instructional practices utilized in all classrooms. Each
spring, all eligible students participate in the state mandated assessment programs.
2. Promote enhanced academic success and financial efficiency by aligning responsibility with
accountability.
The partnership created between the School District and My Choice Accelerated Academy will
promote accelerated academic success for youth with an integrated team approach that
provides efficiency and alignment of efforts and finances within the Florida public school
system.
My Choice Accelerated Academy will offer learning experiences that are supportive of student
access to Florida’s post-secondary educational opportunities. Each student attending My Choice
Accelerated Academy will follow an Individual Learning Plan (ILP) personally formulated in
partnership with each student after an analysis of the student’s proficiency in literacy and
numeracy, previous school information, and transcript history.
My Choice Accelerated Academy will provide appropriate accountability in ensuring that all
students are afforded maximum opportunity for success within a program providing support,
academic rigor, and relevance. MCAA personnel will provide timely and appropriate oversight
of the My Choice Accelerated Academy accomplishments in line with the statutes governing
charter high schools in Florida. MCAA administrators and staff members will work in
partnership to ensure that students are appropriately placed and educated in the core
academic subject areas, increasing their proficiency in literacy and numeracy.
MCAA will support the School District in retaining at-risk students and recovering dropouts. This
alignment of responsibility and accountability for student learning opportunities and
engagement will provide added positive outcomes for students.
Financial efficiency will be attained primarily through sound fiscal management to enable
student achievement to proceed without concern for sustainability. A Financial Specialist will
have primary fiscal responsibility to ensure that all internal controls are in place and
implemented with oversight from the governing board and the district sponsor.
3. Provide parents with sufficient information on whether their child is reading at grade level
and whether the child gains at least a year’s worth of learning for every year spent in the
charter school.
My Choice Accelerated Academy will implement a student-centered learning program focused
on literacy, numeracy, and critical thinking.
Students will assist in developing and monitoring their Individual Learning Plans, assuming
ownership and responsibility for their personal learning and academic goals. Parents/guardians
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and teachers will be key partners as each student progresses through the program. Students
will learn to take personal responsibility for identifying and tracking their learning goals and
academic learning gains.
Copies of each student’s Individual Learning Plan reflecting their achievement, inclusive of goals
and assessments, will be provided to parents/guardians of minor age students in a systematic
and ongoing manner using multiple communication strategies (written, oral, on-line/digital, and
in-person).
C. Describe how the school will meet the prescribed purposes for charter schools found in
section 1002.33(2)(b), F.S.
In accordance with the law, charter schools shall fulfill the following purposes:
- Improve student learning and academic achievement.
The primary focus at My Choice Accelerated Academy is following a process that will result in
the highest achievement possible for each student by earning a Florida high school diploma.
Through a system of steps which focus on the individual goals of each student, My Choice
Accelerated Academy will look to increase academic achievement and proficiency of all
students in reading, writing, mathematics, science, and social studies. This will include the
implementation of multiple strategies to ensure that all students are able to successfully reengage in the learning process.
Many of the students who will enroll in My Choice Accelerated Academy are those who are not
succeeding under traditional methods of instruction and/or the schedules of traditional schools.
A significant amount of these students would drop out of school if they were not presented an
alternative. With a blended curriculum and considerable amount of individualized support, the
students of My Choice Accelerated Academy promote achievement and improve students’
motivation and self-confidence in an academic setting. In addition, the flexible schedule
allowing students to work on-site with staff support and then work from any other setting
where the student can have access to the internet, gives families and students an opportunity
to pursue interests outside of schools, and serves families where parents and sometimes
students, have to work within a unique schedule. Additionally, MCAA offers parents/guardians
of students leaving traditional schools the educational opportunity to select a smaller, more
individualized, self-paced school setting to prepare for high school and post-secondary
education and career opportunities.
In addition to live assistance with curriculum, students who are not performing at grade level or
who are struggling in the classroom can receive site-based tutoring and small group instruction.
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Ongoing assessment allows the teachers, parents and students to receive “real time” reports of
a student’s progress so that the student will be further engaged in and held accountable for the
achievement of their academic and career goals and meeting their potential as a learner.
MCAA’s innovative instructional program will contain the following elements, which contribute
to student learning and achievement:
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Small Learning Environment- Small group instruction, and a safe and secure learning
environment that will provide small student/teacher ratios for personalized attention
and learning.
Technology-Enhanced Teaching and Learning- Evidence-based instructional software
designed to deliver content requiring ongoing interaction between the learner and the
software.
Rigorous and Relevant Curriculum- A curriculum aligned to the Next Generation
Sunshine State Standards and focused on making real-world connections relevant to
students' lives.
Personalized Success Plan- A comprehensive plan that serves as a "roadmap" to student
success.
Integrated Support Services- A guidance counselor that works with each student to
address and remove the personal, social, and behavioral barriers that prevent students
from being successful. The guidance counselor also teaches job-seeking, employment
skills, and interviewing techniques; tracks mandatory employment hours; and conducts
employer outreach on behalf of the students.
Lesson and Module Based- Self-contained student learning activities are based on a
specific concept and topic.
Ongoing Communication of Student Progress- A virtual portal for students, parents,
teachers, and administrators to track, monitor, and measure individual student progress
toward completion of the Individual Learning Plan.
Critical Thinking and Problem Solving- Teaching and learning that help students solve
problems and think critically, and prepare them for college and career success.
21st Century Knowledge and Skills- Development of competencies to ensure adequate
preparation for success in the global workforce.
Direct Instruction- Individual and small group instruction led by highly qualified teachers
that is focused on targeted intervention strategies as determined by ongoing learning
gap analyses.
Mastery based Instruction- Guided by individual student mastery rather than seat time
as the student works toward achieving state standards.
Seminars- Relevant learning opportunities for students to interact with experts in
chosen career fields during school-sponsored career days.
My Choice Accelerated Academy at Lee - 2012
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Respect and Relationships- Learning activities focused on developing respect for self and
peers, as well as learning and building relationships with peers, teachers, family, and
community.
- Increase learning opportunities for all students, with a special emphasis on low-performing
students and reading.
Because many of the My Choice Accelerated Academy students will be those that are not
performing well (for many reasons) or who are not comfortable in a traditional setting, the
school will provide an alternative academic setting designed to help students succeed who are
behind in credits or those who want to graduate earlier than they could in a traditional high
school setting. Throughout the instructional day, My Choice Accelerated Academy teachers will
engage students in meaningful activities designed to increase the learning opportunities for all
students. The online curriculum re-teaches concepts on which the students are not performing,
until the student masters the standard. Literacy is embedded throughout the curriculum with
an emphasis on comprehension. Since a significant amount of computer-based work is
accomplished by reading, all courses are specifically written with grade-level reading skills in
mind. Ongoing assessments in reading are implemented throughout the year to determine a
student’s reading grade level and progress, and to inform the student’s instructor on a weekly,
or daily basis, as needed. All students who are reading below grade level will receive intensive
instruction in a reading curriculum that focuses on phonemic awareness, phonics, fluency,
vocabulary, and comprehension. Low-performing students will also receive support in reading
through supplemental online resources; however, teacher-directed small-group instruction in
reading will comprise the majority of intervention efforts in this area.
- Encourage the use of innovative learning methods.
Traditional instruction does not always work for all students. Online curriculum with interactive
video and frequent communication from credentialed teachers motivates students and holds
them accountable. Innovative learning methods combined with a rigorous academic curriculum
that is integrated with real-life projects provide students with relevance for learning. A positive
and supportive staff, living the core belief that every student can and will reach his or her
potential is the heart of daily learning success. In an era of constant stimulus and a focus on
recognizing and adapting to different learning styles, traditional classroom instruction can make
learning more of a challenge for students with learning styles that are tactile and kinesthetic.
The online courses meet the needs of not only the students who need to move and touch, but
also those who need visual stimulation and many individualized auditory cues, which are
provided by the animation and videos of the online courses at MCAA.
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Technology will be used to provide expanded access to education programs and assessment
leading to extended and accelerated learning. This process will be used to enhance the
cognitive skills of all students to facilitate critical and independent thinking necessary for
success in the 21st century.
- Require the measurement of learning outcome
My Choice Accelerated Academy has developed very clear, measurable, and specific goals for
student learning, as well as operational goals, which promote increased learning at the school.
The school has developed action steps to meet these goals and a system of monitoring the
reasonableness and progress for attaining each goal. Each My Choice Accelerated Academy
student also develops, with his or her teacher, educational, career, and lifelong goals cited in
their Individual Learning Plan, which is updated at least annually and includes the student’s
Major areas of Interest. My Choice Accelerated Academy will utilize the Individual Learning Plan
to assess learning gains in literacy and numeracy by measuring the difference in achievement
between the baseline and the growth score at specific curriculum checkpoints to track and
monitor student achievement.
Learning outcomes will also be identified and assessed in a variety of ways that likely include
but are not limited to:
 State mandated assessments: e.g. FCAT 2.0, FCAT Writes; CELLA; FAIR; and End of
Course (EOC) exams.
 Benchmark assessments and mastery e.g., Next Generation Sunshine State Standards
(NGSSS); Common Core State Standards (CCSS); and content area formative and
summative tests.
 Cognitive Functions assessment: e.g., comparative thinking, symbolic representation,
and logical reasoning.
 Diagnostic assessment.
 Authentic assessments: e.g., portfolios, projects, writing, rubric scoring by staff and
students, speaking, listening, and discussing.
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Section 2: Target Population and Student Body
A. Describe the anticipated target population to be served.
My Choice Accelerated Academy will offer a unique educational experience specifically
designed for its students who have not been successful in school and have re-committed to
improving their lives and continuing their education.
My Choice Accelerated Academy will specifically target students’ ages 15-21 years who have
previously dropped out or at risk of dropping out. My Choice Accelerated Academy will be nondiscriminatory and open to all young adults who are eligible to enroll in a Florida public high
school, have not earned their high school diploma, reside in Miami-Dade County, have
previously dropped out of school or are in their third or fourth year of high school and are not
on track to graduate. My Choice Accelerated Academy will be nonsectarian in its programs,
admissions policies, employment practices, and operations. In accordance with Federal and
State anti-discrimination laws and in accordance with the Florida Educational Equity Act,
Section 1000.05(2)(a) My Choice Accelerated Academy will not discriminate based on race,
color, age, religion, national origin, gender, marital status, disability, or sexual orientation and is
committed to educating all eligible students. My Choice Accelerated Academy understands the
need for the school to achieve a racial/ethnic balance reflective of the community it serves or
of other public schools in the same district.
Additionally, in order to minimize any traffic impact caused by the school and ensure that the
school is available to serve the residents of the neighborhood where the school is located, the
Board of Directors of the charter school may elect to limit the enrollment process to target
students residing within a reasonable distance of the school as provided under F.S. §1002.33
(10)(e). Such students shall be subject to a random lottery.
Florida’s charter school legislation, F.S. §1002.33(10)(e), provides that the School may give
enrollment preference to certain student populations. Said student populations include:
1. Students who are siblings of a student enrolled in the charter school.
2. Students who are the children of a member of the Board of Directors of the charter school.
3. Students who are the children of an employee of the charter school.
4. Students who are the children of:
a) An employee of a business partner of a charter school in the workplace.
b) A resident of the municipality in which such charter school is located.
c) A resident of a municipality that operates a charter school in a municipality.
5. Students who are the children of an active duty member of any branch of the United States
Armed Forces.
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My Choice Accelerated Academy enrolls an eligible student by accepting a timely application
through August 1st. If the number of applications exceeds the capacity of the program, class,
grade level, or building, all applicants will have an equal chance of being admitted through a
random selection process.
The school is open to all eligible students residing in Miami-Dade County. The target population
to be served at My Choice Accelerated Academy is as follows:
 Over-aged high school students
 Ages 15-21 who are eligible for grades 9-12
 At risk for dropping out of school and/or academic failure
 Currently expelled or reassigned by the school district
 Juvenile criminal offenders
 Credit and GPA deficiencies
 Currently dropped out of school
 Demonstrate attendance, truancy, and habitual tardy issues
 In need of remediation in core subjects who demonstrate below grade level
performance and lack of progress on state standardized tests
 Served as English Language Learners, Exceptional Education, Section 504, and students
with disabilities.
B. Provide the following projection for each year of proposed operation: the grades that the
school will serve, the projected number of students to be served in each grade, the number of
students expected in each class, and the total number of students enrolled.
Year of Charter
Grades Served
2013-2014
9-12
2014-2015
9-12
2015-2016
9-12
2016-2017
9-12
2017-2018
9-12
Projected # of
Students
9th-150; 10th-100;
11th-100; 12th-50
9th-150; 10th-150;
11th-100; 12th-100
9th-150; 10th-150;
11th-150; 12th-100
9th-150; 10th-150;
11th-100; 12th-100
9th-150; 10th-150;
11th-150; 12th-150
Students per
Class
Grades 9-12
Up to 25
Grades 9-12
Up to 25
Grades 9-12
Up to 25
Grades 9-12
Up to 25
Grades 9-12
Up to 25
Total #
Enrolled
400
500
550
600
600
* The numbers provided herein are estimates, and may fluctuate within each grade level depending on student
enrollment and/or attrition in the respective grade levels.
** My Choice Accelerated Academy will be in compliance with the state of Florida’s class size requirements upon
the opening of the school. Class size averages will not exceed a 25:1 student teacher ratio.
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C. Provide a description of how the student population projections were developed.
Florida Statutes and Constitution 2011 Section 1002.33 (10) (h) states the capacity of the
charter school shall be determined annually by the governing board, in conjunction with the
sponsor, of the charter school in consideration of the factors identified unless the charter
school is designated as a high performing charter school.
In order to be better prepared for student population projection, My Choice Accelerated
Academy first referred to the FLDOE website and analyzed all statistical data from the
“Education Information & Accountability Service Data Report” published in February 2012.
The topic of this report and the basis of My Choice Accelerated Academy’s student population
projections are based on a 70.6% graduation rate for Florida seniors for 2010-2011. Although
graduation rates continue to increase slightly each year in Florida, this percent continues to fall
short of the national average. The statistics demonstrate there is a 10% decrease in students
graduating in Florida compared to the national average and used this data as the foundation to
increase our enrollment and close the gap between the State and Federal levels.
According to “Scope” (School Dropout Study Group Report), in 2008, 9th and 10th grade
students have a higher dropout rate than 11th and 12th grade students. This factor informs the
projection for these grade levels. Also, the fact that any student eligible to attend a charter
high school, whether a dropout or not, would also be eligible to attend My Choice Accelerated
Academy. This, then, offers an additional demographic to draw from that results in the
projected student population.
An important factor that influences student body estimates is the capacity of the facility. While
no facility has been finalized, those facilities that are under consideration generally lend
themselves to a maximum capacity of approximately 600 students.
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Section 3: Educational Program Design
A. Describe the school’s daily schedule and annual calendar, including the annual number of
days and hours of instructional time.
My Choice Accelerated Academy will provide two four-hour classroom sessions to best
accommodate our students. Classroom session times will be from 7:30am – 11:30am and
12:00pm – 4:00pm. Each day of instruction will consist of 300 minutes resulting from 240
minutes of onsite instruction and 60 minutes of online instruction outside a regular classroom
session and allowing for scheduled breaks. Instruction time for each student will total 720
hours of on-site instruction and 180 hours of on-line instruction each year. My Choice
Accelerated Academy will follow the School District of Miami-Dade County’s annual school
calendar of 180 days beginning with the 2013-2014 school year. During the summer of 2014,
My Choice Accelerated Academy will open and offer 210 days of instruction.
My Choice Accelerated Academy will offer students a 24-credit standard diploma option so that
its former drop-out student population can graduate and earn a full high school diploma. My
Choice Accelerated Academy students will meet the Florida State Board of Education’s
performance requirements for graduation.
During the summer, My Choice Accelerated Academy will offer a summer program for its
students. The students will have a choice to attend the physical campus to take courses or have
the option to take courses at home if they have Internet connectivity. The courses over the
summer will consist mostly of online delivery, with little provisions for student interaction other
than completing the online assignments. The extended summer sessions will be for students to
catch up on courses failed and for students who wish to accelerate their progress towards high
school graduation.
B. Describe the proposed charter school’s educational program.
My Choice Accelerated Academy’s philosophy is to engage all students needing non-traditional
learning in an education experience to improve academic performance that will enhance their
lives as they transition into post-secondary education and/or the workforce.
The following are core, compelling beliefs that provide the basis for the philosophical
foundation of the School's program. We believe:
 All students can learn.
 All students deserve another chance at receiving a first-class education that sets them
on a path toward a successful future and life.
 All students deserve every opportunity to live up to their potential.
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The educational foundation for the overall instructional program and school philosophy are:
1. Instructional leadership
2. Clear and focused mission
3. Safe and orderly environment
4. Climate of high expectations
5. Frequent monitoring of student progress
6. Positive home-school relations
7. Opportunity to learn
8. Student time on task
Instructional Methods
MCAA's educational program offers a personalized program for each student to progress at an
appropriate pace based on his/her individual learning needs. Accordingly, the major focus of
MCAA's instructional methods align directly with its mission to provide personalized,
foundational, and enhanced learning opportunities for high need students seeking a high school
diploma and a successful career. MCAA's innovative instructional program contains the
following elements that contribute to student learning and achievement.
 Small Learning Environment- Small group instruction, and a safe and secure learning
environment that will provide small student/teacher ratios for personalized attention
and learning.
 Technology-Enhanced Teaching and Learning- Evidence-based instructional software
designed to deliver content requiring ongoing interaction between the learner and the
software.
 Rigorous and Relevant Curriculum- A curriculum aligned to the Next Generation
Sunshine State Standards and focused on making real-world connections relevant to
students' lives.
 Personalized Success Plan- A comprehensive plan that serves as a "roadmap" to student
success.
 Integrated Support Services- A guidance counselor that works with each student to
address and remove the personal, social, and behavioral barriers that prevent students
from being successful. The guidance counselor also teaches job-seeking, employment
skills, and interviewing techniques; tracks mandatory employment hours; and conducts
employer outreach on behalf of the students.
 Lesson and Module Based- Self-contained student learning activities are based on a
specific concept and topic.
 Ongoing Communication of Student Progress- A virtual portal for students, parents,
teachers, and administrators to track, monitor, and measure individual student progress
toward completion of the Individual Learning Plan.
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Critical Thinking and Problem Solving- Teaching and learning that help students solve
problems and think critically, and prepare them for college and career success.
21st Century Knowledge and Skills- Development of competencies to ensure adequate
preparation for success in the global workforce.
Direct Instruction- Individual and small group instruction led by highly qualified teachers
that is focused on targeted intervention strategies as determined by ongoing learning
gap analyses.
Mastery based Instruction- Guided by individual student mastery rather than seat time
as the student works toward achieving state standards.
Seminars- Relevant learning opportunities for students to interact with experts in
chosen career fields during school-sponsored career days.
Respect and Relationships- Learning activities focused on developing respect for self and
peers, as well as learning and building relationships with peers, teachers, family, and
community.
We use a variety of instructional strategies and resources to support and enhance student
learning and success. All learning activities focus on the development of critical thinking and
problem solving skills and 21st century competencies.
Instructional Delivery
Students will engage in technology-enhanced, mastery-based course instruction using researchbased and standards-aligned curriculum to earn credits and develop literacy and numeracy
proficiency. During this time, a team of teachers will direct student learning and provide
coaching, mentoring, and tutoring as determined by student needs and progress. Targeted,
face-to-face direct instruction will be conducted to assist struggling students with further
understanding and mastery of course content using supplemental reading, math, and
foundational skills resources. This individualized instruction will address identified gaps in
student learning and provide appropriate interventions and remediation. Instruction will be
aligned to the student’s individual needs including test-taking skills preparation, foundational
skills improvement, and additional reading instruction. Students who do not participate in the
targeted direct instruction will continue to work on their courses.
Accelerated Learning Model
Our accelerated learning model provides an innovative option for students. The model is
teacher-directed, mastery-based, self-paced, and technology-enhanced to serve over-age,
under-credited, and retained students who learn at different rates, exhibit diverse learning
styles, and experience life challenges. Using a combination of instructional software aligned to
state standards, teacher-directed learning activities, and supplemental resources and materials,
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the curriculum will have the depth to provide students the required courses to comply with the
district's graduation requirements to earn a high school diploma.
Individual Learning Plan
An Individual Learning Plan (ILP) will be developed for each student to track and monitor
individual student outcomes and progress. This plan will serve as the "roadmap" to student
progress and success. The ILP will include the following essential components: (1) Individual
Graduation Plan, (2) Personal Goals Statement, (3) Foundational Skills Assessment and Growth,
(4) Social/Personal Needs Intervention Plan, (5) Career Interests Inventory, (6) Employment
and Workforce Assistance, and (7) Individual Postsecondary Transition Plan.
Career Preparation
Additional instructional time will be offered to students in the areas of employability skills,
career and college readiness, and postsecondary options based on each student's ILP. Students
will explore career options and develop requisite skills for postsecondary success while they
develop career portfolios using career planning and preparation software. This instruction will
develop real-world knowledge and skills and will offer credit to students engaged in each of
these activities. The Guidance Counselor will work closely with students to help them learn job
skills, assist with finding employment, and prepare students for a successful postsecondary
transition. Students at the School will be supported in using FACTS.org, Florida's official online
student advising system. High school students, parents, and counselors can use the services
provided on this website to help plan and track educational progress in Florida. FACTS.org is
provided free by the FLDOE to help students make informed choices about their education.
With FACTS.org, students can:
 Determine career objectives.
 Evaluate high school progress.
 Review high school course summary and grades.
 Learn about postsecondary opportunities in Florida.
 Apply online to college.
Competency Exam Preparation
The curricula are aligned to the Next Generation Sunshine State Standards (NGSSS), which puts
us in an ideal position to prepare students to succeed on the FCAT. Students with identified
deficiencies in FCAT scores will be provided with individualized instruction through tutoring in
essential knowledge for success on the FCAT. Identified gaps in content knowledge will be
addressed through intensive remediation using teacher-directed approaches, technologyenhanced activities, and supplementary resources and materials. Supplemental instructional
time will be allocated for all students with low FCAT scores.
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Assessment and Performance Communication
MCAA will use a student growth model with a value-added approach for student assessment.
Specific student achievement measures and targets will lead to the achievement of higher rates
of course completion, graduation, workforce preparedness, and college readiness. MCAA will
develop performance incentives to facilitate cost effective performance and success based on
the following measures and targets:
 FCAT scores, including measures of overall achievement and student level growth measures.
 School climate measures including behavior, safety, and attendance.
 Student retention.
 Promotion, completion, and graduation rates.
 College and career preparedness.
 Student and parent satisfaction.
The My Choice Accelerated Academy education program will have a positive impact on
student outcomes, including accelerating student achievement as well as offering school
retention (remaining in school) and promotion opportunities for at-risk high school
students. My Choice Accelerated Academy will create a learning environment that
encourages students to become in tune with their learning needs and educational
options while learning about real life academic applications. The My Choice Accelerated
Academy school culture, characterized by a strong sense of belonging, will improve
student attendance, participation, and achievement, and prevent risk-taking behavior
that has led to unsuccessful experiences in the past. MCAA will develop a student’s
sense of community through strong organizational structures, policies, procedures, and
values that in turn have a positive effect on the entire community.
C. Describe the research base for the educational program.
Current research continues to support four categories of risk factors and confirm that At-Risk
students require a variety of instructional approaches, targeted resources, support services,
and intervention strategies to motivate them, support their learning, and ensure both shortterm and long-term success. MCAA's instructional program, support services, and facility design
were developed based on the needs identified in the latest research on success with high need
students. The National Dropout Prevention Center (2007) has identified that:
 Dropping out of school is related to a variety of factors that can be classified in four
areas or domains: individual, family, school, and community.
 There is no single risk factor that can be used to accurately predict who is at risk of
dropping out.
 The accuracy of dropout prediction increases when combinations of multiple risk factors
are considered.
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Dropouts are not a homogeneous group. Many subgroups of students can be identified
based on when risk factors emerge, the combinations of risk factors experienced, and
how the factors influence them.
Students who drop out often cite factors across multiple domains.
Dropping out of school is often the result of a long process of disengagement that may
begin even before a child enters school.
Dropping out is often described as a process, not an event, with factors building and
compounding over time.
Understanding our student population, why they are high-need, and what their needs are
enables My Choice Accelerated Academy to deliver accelerated learning in an individualized
and customized learning environment to help our students succeed personally, socially, and
academically.
In addition to the obvious strategy of teaching students through a blended learning curriculum
that is personalized to meet students’ needs, Apex Learning was developed to incorporate the
following research-based instructional strategies:
Bloom’s Taxonomy:
Bloom’s Taxonomy is a hierarchal system of classifying learning objectives and tasks from the
basic knowledge level to the highest level, which encourages students to become independent
thinkers who take an active role in learning. This taxonomy provides teachers with a structured
method for planning and implementing classroom instruction that develops “higher order
thinkers” instead of rote learners who memorize and cannot transfer knowledge. My Choice
Accelerated Academy teachers plan lessons that naturally progress through the hierarchy from
basic knowledge through the application and synthesis levels, with many opportunities at the
evaluation level as well.
Bloom’s Taxonomy is also used in the design and development of assessment items. Students
are assessed at every level of Bloom’s with the focus being on higher levels to ensure complete
comprehension.
Differentiated Instruction:
Differentiated Instruction is an instructional concept that maximizes learning for ALL students,
regardless of skill level or background. It is built on the understanding that students vary in their
academic abilities, learning styles, personalities, interests, background knowledge, experiences,
and levels of motivation for learning. When My Choice Accelerated Academy teachers
differentiate instruction, they use the best teaching practices and strategies to create different
pathways that respond to the needs of the diverse learners served. They work with students
online to ensure that concepts are explained in many different ways and modalities.
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Multiple Intelligences:
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor
of education at Harvard University. It suggests that the traditional notion of intelligence, based
on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to
account for a broader range of human potential in children and adults: Linguistic, LogicalMathematical, Spatial, Bodily-Kinesthetic, Musical, Intrapersonal, Interpersonal, and Naturalist
Intelligence. The Apex Learning curriculum embraces and utilizes the theory of Multiple
Intelligences by offering individualized instruction that taps into the unique learning style of the
child. The “outside the box” activities students experience through the Lincoln Interactive
curriculum engage students in multiple areas of intelligence, paving the way for student
successes.
Brain Based Learning:
Apex Learning curriculum employs the theory of Brain Based learning that is a comprehensive
approach to instruction based on, and according to current research in neuroscience; how the
brain learns naturally. This theory is based on what we currently know about the actual
structure and function of the human brain at varying stages of development. This type of
education provides a biologically driven framework for teaching and learning, and helps explain
recurring learning behaviors. Instructional techniques stress allowing teachers to connect
learning to students’ real life experiences. This form of learning also encompasses such
educational concepts as: mastery learning, learning styles, multiple intelligences, cooperative
learning, practical simulations, experiential learning, problem-based learning, and movement
education.
Online Learning:
In recent research conducted by the Center for American Progress and the Broad Foundation
and published in a May 2009 article entitled Getting Students More Learning Time Online,
researcher Cathy Cavanaugh compared the current research on virtual classes and found that
while the movement is still experiencing significant growth and change, the nature of teaching
changes when instruction takes place online.
Common benefits found in schools and programs that utilize online learning include:
 Students in online courses spend significant time working independently with concepts
and digital resources. Courses that are designed to require more time actively practicing
and applying the course content through writing and speaking generally lead to higher
achievement, as do simulations, manipulatives, and tutorials that offer student
feedback.
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Online courses increase equitable access to qualify educational opportunities by
bringing flexibility to the course calendar, expanding the course catalog, and offering
individualized instruction.
In a study of blended learning (face-to-face and online/digital), Pape (2010) observed, with
blended learning, teachers can use online tools and resources as part of their daily classroom
instruction. Using many of the online tools and resources students already are using for social
networking, blended teaching helps teachers find an approach that is more engaging for this
generation of students. The benefits of blended learning include giving students a variety of
ways to demonstrate their knowledge while appealing to diverse learning styles and fostering
independent learning and self-directed learning skills in students, a critical capacity for lifelong
learners. Blended learning helps students better develop their higher education and workforce
skills, extends teaching and learning beyond the classroom walls, and develop critical thinking,
problem solving, communication, collaboration and global awareness.
Safe, Ethical, and Appropriate Use of Technology
Since the School's curriculum is technology-enhanced, it is critical that safe, ethical and,
appropriate use of all technology usage are promoted at the School. The School supports
compliance with the established policy on safe and legal use of technology resources. All
students and school staff are required to sign the Acceptable Use Policy (AUP) for use of
technology at MCAA. My Choice Accelerated Academy provides for compliance with its
established policies through filtering techniques. These techniques, in addition to blocking
inappropriate materials, automatically notify School staff of such attempts immediately. All
MCAA staff are required to participate in the School's professional development modules on
effective use of technology and must demonstrate proficiency in delivering and supporting
instruction using technology.
D. Explain how the educational program aligns with the school’s mission.
The educational program of MCAA will use a comprehensive and evidence-based model of
teaching and learning that will address core academics along with the social, personal, career,
and academic goals of students. This program will be characterized by a strong curriculum plan,
rich learning experiences, and technology enhanced teaching and learning opportunities
leading to achievement of the Next Generation Sunshine State Standards and a standard high
school diploma.
My Choice Accelerated Academy, and its philosophy is to embrace all students who have nontradition learning and school needs in an education experience that will enhance their adult
lives. These principles are embodied in the mission statement. The premise that students will
My Choice Accelerated Academy at Lee - 2012
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be successful is derived from the School’s educational philosophy initiative of a positive impact
on student outcomes, including accelerating student achievement as well as offering school
retention (remaining in school) and promotion opportunities for at-risk high school students.
My Choice Accelerated Academy creates a learning environment that encourages students to
become in tune with learning needs and educational options while learning about real life
academic applications. Students, parents, and staff build a community of successful personal
and academic experiences embedded in the culture of the school. We believe that to students
and parents, “school is their community”. The more productive, healthy, and important school
becomes to our students, the more our students play a critical role in their learning process. My
Choice Accelerated Academy creates a strong sense of belonging for its students that improves
attendance, participation, and achievement, and prevents risk-taking behavior that has led to
unsuccessful experiences in the past. MCAA will influence our students’ sense of community
through strong organizational structures, policies, procedures, and values that in turn have a
positive effect on the entire community.
There is no one magical, quick fix solution to the dropout problem. The problem is complex and
requires a complex array of solutions. Dropouts have dissimilar characteristics and therefore
need different kinds of programs that respond to their individual circumstances and needs. Our
educational program provides one-on-one intensive attention to high-need students, who often
must be convinced that they are competent and can be successful in school. Our program
focuses on foundational skills development, removal of social/personal barriers to success, and
offers a strong emphasis on college and career readiness so that at-risk students have a chance
for success.
E. Explain how the services the school will provide to the target population will help them
attain the Next Generation Sunshine State Standards - Common Core Standards, as required
by section 1002.33, F.S.
My Choice Accelerated Academy will use the Apex Learning curriculum, which is aligned with
the Next Generation Sunshine State Standards (NGSSS) and the educational requirements of
the No Child Left Behind Act (NCLB). The School will follow the timeline for the implementation
of the NGSSS as set by the Florida Department of Education.
This combination of educational programs designed to meet high academic standards, coupled
with a high degree of local parental choice provide the standards, flexibility, and diversity
envisaged by the Charter School Statute.
Before students enroll in My Choice Accelerated Academy, parents and students are given,
thorough explanations of the curriculum, expectations and requirements of the school. This
information is delivered through a variety of ways: open houses, published information,
My Choice Accelerated Academy at Lee - 2012
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brochures, applications, and website question submissions. After enrollment and the start of
school, parents continue to have flexibility to monitor their child's progress of the NGSSS online and/or through parent conferences. Because the school follows a continuous improvement
model, parents have access to their child's progress at any time. Parents have significant
information provided to them to schedule a conference, ask questions, or just be aware of their
child's academic achievement. Parents have the flexibility to choose among the diverse
educational opportunities within the state's public school system throughout the school year.
F. Provide evidence that the existing design has been effective and successful in raising
student achievement.
The applicant does not plan to replicate an existing design. However, the tools and
methodologies employed have been used in part in other school settings that have proven to
be important in assisting students to achieve short and long term personal success. Details
about these methodologies and tools as they have been assembled for this School, and the
success they have achieved individually are detailed in Section 4 covering the curriculum.
G. Describe the applicant’s capacity to replicate an existing school design.
The applicant does not plan to replicate an existing school design but will use proven classroom
curricula and online learning solutions that have proven effective, as described in Section 3F
above.
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Section 4: Curriculum Plan
A. Describe the school’s curriculum in the core academic areas, illustrating how it will prepare
students to achieve the Next Generation Sunshine State Standards - Common Core Standards.
Building on the excellent foundation of standards, the Common Core State Standards are the
first step in providing our students with a high-quality education. It will be clear to every
student, parent, and teacher what the standards of success are in My Choice Accelerated
Academy (MCAA). The standards clearly communicate what is expected of students at each
grade level. This will allow our teachers to be better equipped to know exactly what they need
to help students learn and establish individualized benchmarks for them. The Common Core
State Standards focus on core conceptual understandings and procedures starting in the early
grades, thus enabling teachers to take the time needed to teach core concepts and procedures
well—and to give students the opportunity to master them.
The educational program of the School will use a comprehensive and evidence-based model of
teaching and learning that will address core academics along with the social, personal, career,
and academic goals of students. This program will be characterized by a strong curriculum plan,
rich learning experiences, and technology enhanced teaching and learning opportunities
leading to achievement of the Next Generation Sunshine State Standards and a standard high
school diploma. The following components will be integrated into learning activities, lessons,
modules, and units:
 Teacher-directed, tutored, mentored, and coached
 Mastery-based and self-paced learning
 Technology-enhanced learning
 Accelerated accumulation of credit
 Focused and relevant learning connected to students' lives
 Foundational skills development
 Formative and summative assessment
 Social skills development
 Employability skills development
 Career assessment and preparation
 Successful transition to next steps in an Individual Transition Plan
Strong Curriculum Plan
The academic objectives for My Choice Accelerated Academy are:
 Provide a relevant and rigorous core academic curriculum that meets all students' needs.
 Provide ongoing opportunities for students to accelerate their learning in a variety of ways.
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Use myriad assessment methods that are mastery-based and performance-based.
Integrate technology to enhance the teaching and learning environment.
Offer ongoing support for students through tutoring sessions.
Provide FCAT preparation so that all students demonstrate mastery at Level 3 and above.
My Choice Accelerated Academy will give each student a first-rate, quality education aligned
with the Florida Next Generation Sunshine State Standards, while also:
 Counseling the student in regards to personal and social issues that may be prohibiting
that student from learning.
 Teaching the student valuable life management skills.
 Training the student for, and placing the student in, gainful employment.
 Preparing the student to pursue postsecondary opportunities by teaching him/her how
to learn, and by equipping each student with career employability skills and career
opportunities, thereby empowering him/her along the path to success.
Enriched Learning Experiences
The instructional software that will be used by MCAA will deliver a broad curriculum to support
teachers in creating rich, in-depth learning experiences for their students. Each course will
provide a complete scope and sequence with original instructional content that will not only
guide students in mastering critical skills and developing an understanding of key concepts but
will also encourage them to extend their learning beyond required content. Multimedia
tutorials will provide students with opportunities to explore and discover new concepts.
Images, sound tracks, short movies, animations, charts, maps, and graphs integrated
throughout the text will provide alternative representations and address different learning
styles. Varied activities will challenge students to explore further, extend understanding, think
critically, apply skills and concepts to new situations, and develop and express their points of
view. Students will be actively engaged in learning as they read, watch, listen, inquire, write,
discuss, explore, and manipulate objects and data. The curriculum will go beyond asking
students to memorize facts; instead, it will focus on requiring students to identify causes,
changes, and trends. In addition, the School will integrate district-adopted textbooks and
supporting resources to enhance each student's learning experience.
Technology-Enhanced Core Academics
MCAA understands that "one size does not fit all" and high-need students require a plethora of
learning activities and opportunities. As such, MCAA will use a variety of technology-enhanced
courses and research-based learning programs aligned to the Next Generation Sunshine State
Standards (NGSSS).
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Courses offered by MCAA will help students achieve the NGSSS and prepare them to be college
and career ready. These programs may include Apex Learning, Jamestown Reading Navigator,
Reading Plus, Bridges, and School Connect.
By using content from multiple providers, we will be able to offer standards-based courses in
mathematics, science, English, social studies, world languages, electives, Honors, and Advanced
Placement for grades 9 through 12. Apex Learning courses serve as the School's primary
curriculum and provide foundational, comprehensive, honors, and Advanced Placement
courses. Apex Learning courses and instruction may be supplemented with curriculum lessons
from Jamestown Reading Navigator, Reading Plus, Bridges, School Connect, and Lincoln
Interactive. The program from Your Teacher will provide focused instruction in high school
math courses, including pre-Algebra, Algebra, and Geometry. Reading programs from
Jamestown Reading Navigator and Reading Plus will help students achieve proficiency in
reading. Bridges will be used for career planning and preparation, and School Connect helps
students develop social/personal skills.
Apex Learning
Apex Learning (accredited by the Commission on Schools of the Northwest Association of
Accredited Schools) provides comprehensive online instructional content and assessments that
help teachers individualize instruction, ensuring each student has the opportunity to achieve his
or her potential. Online diagnostic assessments pinpoint student strengths and weaknesses.
Detailed reports provide teachers with performance information for an entire class and
individual students. Study plans help teachers guide students to relevant instructional content
that engages them in active learning experiences to master skills and develop conceptual
understanding. Apex Learning gives teachers the flexibility to determine how to most
effectively use these online curriculum resources to enhance classroom instruction.
Based on relevant national standards and aligned to the NGSSS, Apex Learning helps teachers
create active learning experiences that keep students alert and engaged. Interactive, original
subject material is presented in a step-by-step fashion that is designed specifically to appeal to
students. Multimedia tutorials provide opportunities to explore and discover new material.
Manipulative tools encourage hands-on interaction to master concepts. Interactive exercises
and self-checks give frequent opportunities to confirm understanding and apply new concepts.
Multiple representations help teachers reach each student.
Apex Learning provides teachers with online content based on time-tested, research-based
pedagogical principles. Teachers can use introductory material to create an anticipatory set.
Guided-inquiry and direct instruction activities help teachers engage students in focused
instruction. Practice and application exercise can be assigned to reinforce skills and deepen
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conceptual understanding. Progress can be assessed throughout the instructional phase with
formative assessments that provide feedback to both students and teachers.
Assessment opportunities including formative, summative, and diagnostic assessments are
integrated throughout Apex Learning's digital curriculum. Each lesson begins with the learning
objectives for the lesson. Assessments address each learning objective and are designed
specifically to test students at various levels of Bloom's Taxonomy. Formative and diagnostic
assessments provide opportunities to gauge student progress on an ongoing basis. Summative
assessments require students to demonstrate content mastery at the end of each unit and
semester.
Each Apex Learning online course provides a complete scope and sequence based on state and
national standards. Courses are organized into semesters, units, lessons, and activities. A typical
semester includes 5-6 units, each with 5-6 lessons. A typical lesson comprises a number of
activities including studies, practices, readings, journals, labs, discussions, projects, web
explorations, reviews, and both computer- and teacher scored assessments, including unit
diagnostics. Each semester has an average of 750 pages, 1,000 images, 250 multimedia
tutorials, 250 interactive exercises, 50 computer-graded assessments, and 85 vetted web links.
Jamestown Reading Navigator
Jamestown Reading Navigator may be one of the primary reading intervention curricula used by
the school. It is a research-based, field-tested program developed specifically to raise reading
competencies and test scores of struggling middle school and high school students. This highly
innovative program is targeted to students reading at least two levels below grade level.
Jamestown Reading Navigator is an online and print-based program built upon the latest
research in adolescent literacy, Reading Next (2004). The online component of Jamestown
Reading Navigator will improve students' comprehension by utilizing direct, explicit instruction
and modeling of good reading practices. Students will practice and apply these reading
strategies and skills by reading highly engaging content, viewing interactive multimedia, and
writing in response to reading. The print-based readings from the inTime magazines and the
inClass Reader anthologies will give students an opportunity to extend their learning beyond
the computer and encourage collaborative and/or independent learning. Teachers will be able
to monitor student progress utilizing the online Learner Management System where scores
from formative and summative assessments are recorded.
Reading Plus
Reading Plus® picks up where phonics and oral reading instruction leave off, providing rapid
and sustainable comprehension and silent reading fluency gains. The system's assessments,
individualized dynamic intervention, and progress monitoring provide the solutions needed to
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effectively identify and remediate struggling students, as well as others who could benefit from
silent reading fluency development.
By using 21st century technology, the Reading Plus® system provides a unique, independent
practice environment designed to ensure immediate and frequent success. Readers build
independent reading skills and confidence to prepare them for high-stakes tests, academic
success, and challenges beyond secondary school.
Bridges
Choices® Planner from Bridges is an online career information delivery system that helps
students compare, connect, and choose from a vast network of work and education options,
effortlessly building powerful transition plans. Personalized planning becomes more effective
with Guideways that suggest next steps based on what students have started or completed.
Validated assessments enhance self-awareness helping students make more informed
decisions, while tools for resume writing and interview practice help them prepare for the
world of work. All work, plans, and documents are saved in student portfolios.
The career and education solutions for high schools have been specially designed to prepare
students for successful transition to postsecondary school and beyond. The engaging, ready-toimplement, easy-to-use products have been proven successful with counselors, teachers,
vocational directors, technology preparation coordinators, and administrators in high schools
throughout the country for over 25 years.
School Connect
School-Connect® is a high school level program designed to improve students' social and
emotional skills, boost academic achievement, and facilitate supportive relationships among
students and teachers. The program consists of four modules: (1) Creating a Supportive
Learning Community; (2) Developing Self-Awareness and Self-Management; (3) Building
Academic Strengths and Purpose; and (4) Resolving Conflicts and Making Decisions. Lessons
focus on bolstering protective factors (e.g., supportive relationships, social skills, emotional
management, and effective study habits) and reducing risk factors associated with school
violence and high school dropout rates (e.g., bullying, social isolation, and poor academic
attitudes and habits).
The School Connect program applies the latest research in emotional intelligence, positive
psychology, prevention, conflict resolution, and character education. The lessons are designed
to create a positive school climate while giving students’ opportunities to explore, discuss, and
practice skills crucial to success in school and the workplace. Particular attention is given to the
requirements of high-need youth. As students' sense of competency grows, so does their selfesteem and commitment to learning.
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Development of the Curriculum
The School's primary curricula will be selected based on the quality of the programs and
evidence of effectiveness with our target population. All of the curricula to be used have
documented evidence demonstrating student success. The Apex curriculum developers drew
from decades of educational research to identify those factors most essential for a high-quality
curriculum.
Instructional Design
Instructional design is based on time-tested pedagogical principles.
 Create an anticipatory set for the student.
 Provide focused instruction using varied teaching strategies such as guided inquiry and
direct instruction.
 Engage students in practice and application exercises that clarify and deepen conceptual
understanding and mastery of skills.
 Assess student progress throughout the instructional phase with formative assessments
that provide feedback to both students and teachers.
 Remediate where necessary.
 Integrate assessment:
- Diagnostic, formative, and summative.
- Based on Bloom's classical six-level taxonomy.
Philosophy
Consistent instructional philosophy is implemented across courses in each subject area:
 English
- Integrate literature study, composition and skills instruction in each unit.
- Include literature from a wide variety of genres and time periods.
- Engage students in before-, during-, and after-reading activities.
 Math
- Implement the Discovery-Confirmation-Practice model of instruction.
- Develop conceptual understanding, problem solving skills and computational proficiency.
- Relate math to science and to real-world applications.
 Science
- Teach through inquiry and use of the scientific process.
- Develop conceptual understandings.
- Combine learning of scientific knowledge with reasoning and thinking skills.
- Connect the study of science to history, mathematics and student's lives.
 Social studies
- Build instruction around the Knowledge-Skills-Application (KSA) model.
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- Combine higher-level thinking with the basic facts or elements of knowledge. Encourage
active learning: reading, viewing, and listening; engaging in reflective, creative, and
analytical processes.
- Include a variety of types of information including engaging narratives, primary sources and
focused analytical studies.
 Standards Alignment
- Course design is based on Florida's Next Generation Sunshine State Standards (NGSSS).
- Standards are used to direct development of each course's scope and sequence, content,
media, interactivity, and assessment.
 Correlation reports for Florida NGSSS are available online
- To ensure validity, correlations are developed by a third-party independent source - EdGate
Correlations Services.
- Reports are available at the subject area, by course, and activity level.
 Correlations and alignment are kept up-to-date.
- Within 60 days of formal adoption of new standards, new correlations are developed.
- To ensure the highest levels of correlation, any gaps in coverage of the new correlations are
evaluated, and plans for creation of new content or revision of existing content are made.
Core Courses
Focused on building essential skills and content knowledge, Apex Learning Core Courses are
designed to support success for both struggling and mainstream high school students. Rich
graphics, engaging multimedia, hands-on interactivity, video, and audio tracks provide support
for those reading below grade level and address different learning styles for all students.
Robust scaffolding in the form of annotated readings, study sheets, and graphic organizers
assist all learners in making consistent progress through coursework. Each semester course
offers 70-90 hours of interactive direct instruction, guided practice, and integrated formative,
summative, and diagnostic assessment.
Information is presented in small, manageable “chunks” that require students to make
decisions as they navigate through the content. Strict attention is given to keeping sentence
and paragraph length short in accordance with online reading habits and readability principles.
Images, sound tracks, short movies, animations, charts, and graphs integrated throughout the
text provide alternative representations and address different learning styles. Prompts and
interactive exercises give students frequent opportunities to check their understanding and
apply what they learn as they progress through a subject. Rollover vocabulary provides
important assistance to students who may otherwise be held back in their learning due to their
reading level.
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Manipulatives provide hands-on opportunities for students to master difficult concepts.
Extensive use of audio and video that are controllable by the student bring learning to life in a
way that no text-based curriculum can. In addition, Apex courses integrate writing across the
curriculum by offering opportunities for students to explain key concepts in their own words
and to respond in writing to discussion prompts. In the core English courses offered by Apex,
students write one short composition in each unit and receive step-by-step writing process
assistance to support their success and skill development in writing. Across the curriculum, core
content students can expect to find scaffolding in constructive activities to guide their success.
Assessment is embedded throughout the learning process. The emphasis is on computergraded assessments. Diagnostic assessments included for each unit can be used as a pre- or a
post-test to gauge a student's level of knowledge and understanding. Individual study plans
generated based on performance on the diagnostics outline a personalized learning path for
every student.
Computer-graded quizzes integrated throughout the instructional content give students and
teachers immediate feedback on an ongoing basis. Students are required to demonstrate what
they have learned through computer-graded unit tests and semester exams. Core courses
include optional teacher-graded summative assessments that can be used to evaluate higher
order and critical thinking skills. English courses include multiple teacher-graded writing
assignments as well as teacher-graded semester exams that are important components in the
evaluation of a student's writing ability.
Subject Area Credits
English
4
Graduation Requirements
Major concentration in
composition, reading for
information, and Literature.
Mathematics
4
One of which must be Algebra
1 or its equivalent and one
must be Geometry or its
equivalent.
Science
3
Two of which must have a
laboratory component and
one of which must be Biology
1 or an equivalent.
My Choice Accelerated Academy at Lee - 2012
Courses
Intro. to Literature and Composition
Critical Reading and Effective Writing
American Literature
British and World Literature
Introductory Algebra
Consumer Math
Integrated Math I
Integrated Math II
Algebra I-A
Algebra I-B
Algebra I
Algebra II
Geometry
Pre-calculus
Earth Science
Physical Science
Biology
Chemistry
Page 31
Social Studies
3
Foreign Language
Arts
1
Physical Education
1
Electives
Total
8
24
Concentration in World
History, US History, US
Government, Economics.
Not required for HS
graduation but required for
admission into a state
university.
Must take a fine or performing
arts, speech and debate, or
practical arts class.
Include the integration of
health.
Varied classes.
Psychology
Geography and World Cultures
World History
World History to the Renaissance
World History Since the Renaissance
U.S. History
U.S. History to the Civil War
U.S. History Since the Civil War
U.S. Government and Politics
U.S. and Global Economic
French l
French II
Spanish I
Spanish II
Music Appreciation
Art Appreciation
Physical Education
Skills for Health
Various courses
B. Describe the research base and foundation materials that were used or will be used to
develop the curriculum.
My Choice Accelerated Academy has selected a fully accredited, research-based curriculum that
has been widely utilized in providing classroom instruction in Florida public and private schools
for several years. Each of the curriculum providers, Apex Learning, Reading Plus and Jamestown
reading Navigator has undergone rigorous examination by individual schools as well as school
districts and curriculum providers. Each curriculum provider was selected to deliver a
component of the My Choice Accelerated Academy Educational program that meets the
individual needs of students. The goal is to provide students with choices that will help them
earn their high school diploma. The Florida State Standards and Benchmarks are covered in the
selected curriculum choices.
The Common Core State Standards (CCSS) provide a clear and consistent framework for student
learning and ensure college and career readiness. The new Apex Learning courses in math and
English language arts fully align to and incorporate the instructional intent of the CCSS including
rigorous instruction, active learning experiences, and meaningful assessment.
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Apex Learning
Apex Learning was selected because it has been recognized by the National Dropout Prevention
Center as a model program for dropout prevention, recovery, credit recovery, and intervention.
Volusia County (FL) Schools (VCS) has been using Apex Learning digital curriculum with much
success. Today, at each of VCS's traditional high schools, students use Apex Learning digital
courses in learning labs to recover credits required to get back on track for graduation. At VCS’s
alternative education sites (including transitional schools for 8th, 9th, and 10th graders,
storefront dropout prevention and recovery schools, and Department of Juvenile Justice sites)
students take Apex Learning courses to earn original credit.
Reading Plus®
Reading Plus® is one of the most extensively documented programs to establish the
effectiveness of its technology delivered reading improvement techniques, especially in the
area of silent reading fluency development. Beyond the pedagogical considerations observed in
Reading Plus®, there is an array of studies dating back to the 1930s, when Earl A. Taylor
initiated the first reading instrument training technique to develop fluency in silent reading.
The studies continued through the1960s and into the 1980s with the introduction of the
Controlled Reader, Guided Reader, Tach-X, and Tach-Mate tachistoscopes by Stanford E. Taylor.
Taylor Associates studied the records of over 300 schools and the reports on 65,000 students
during the school years of 2005-2007, facilitating the creation of Reading Plus® 3.6, which
contains an automated system of instruction, provisions for scaffolding of instruction to best
accommodate individual student needs, ongoing formative and summative assignments, as well
as many motivational measures that will maximize student progress toward developing reading
proficiency.
Numerous studies conducted with Reading Plus® demonstrate the system's effectiveness in
developing reading proficiency in elementary, middle, and high school students. A recent study
involving more than 28,000 students supported the following outcomes:
 Reading Plus® significantly improved reading scores in middle school and high school
students regardless of student ethnicity or sub-population.
 A direct correlation was observed between the number of Reading Plus® lessons
completed and gains achieved.
 Participating Exceptional Student Education (ESE) students (both non-gifted and gifted)
made significantly greater gains compared to non-participating students.
 Participating English Language Learner (ELL) students made significantly greater gains
compared to non-participating students.
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Jamestown Reading Navigator
The National Dropout Prevention Center (NDPC) at Clemson University conducted an evaluation
of Jamestown Reading Navigator (JRN) on student performance in reading in Miami-Dade
County Public Schools. Data were analyzed from the Group Reading Assessment and Diagnostic
Evaluation (GRADE), a norm-referenced diagnostic assessment, and the Iowa Tests of
Educational Development (ITED) for three groups of high school students enrolled in 9-week
courses for 90 minutes a day, 5 days a week.
Miami Southridge Senior High School implemented JRN to support grade 10 students' reading
achievement and to help them score proficiently on the FCAT. In preparation for the FCAT, the
school held a semester-long FCAT Recovery class that used JRN as its curriculum. The program
was used in an intensive reading class inside an inclusion model with special education and
regular education students who had previously scored on Level One or Level Two on the
reading section of the FCAT. The Gates-MacGinitie Reading Test was used to measure
achievement growth. Students began the semester significantly below grade level. The GatesMacGinitie pre-test indicated the average reading level was 4.8. After five to six months of
intensive intervention using JRN, all students showed growth in reading improvement, with an
average growth of three years.
Data were analyzed from the GRADE and ITED results for three groups of Davenport High
School students enrolled in 9-week courses for 90 minutes a day, 5 days a week. This analysis
was the only assessment of intensive, short-term JRN participation available in the first
program implementation year. The GRADE was selected as the primary measure of change in
reading skills due in part to its capability for off-grade level testing, group-administration, and
standardized reading growth measures.
C. Describe the school’s reading curriculum. Provide evidence that reading is a primary focus
of the school and that there is a curriculum and set of strategies for students who are reading
at grade level or higher and a separate curriculum and strategy for students reading below
grade level. The reading curriculum must be consistent with effective teaching strategies and
be grounded in scientifically-based reading research.
Reading is a critical portion of every education system, and literacy and reading for information
create the basic foundation for all areas of learning. Therefore, MCAA's educational program
will utilize curriculum that has substantial focus in these areas.
MCAA will adhere to the specifications set forth by, and take full advantage of, the myriad
resources available from the Just Read, Florida! Initiative. For example, MCAA will utilize the
My Choice Accelerated Academy at Lee - 2012
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framework described in the Reading Program Specification for developing a highly effective
reading program for the school. The components are as follows:
 Comprehensive initial professional development.
 Professional development for all staff.
 Ongoing professional development.
 Professional development to impact change.
 Professional development lead by school-site expertise.
 Reading as a school-wide priority.
 In-service and evaluation processes focus on reading.
 Resource focus on reading achievement.
 Student learning in essential reading components.
 Efficient use of instructional time.
 Systematic set of assessment practices.
 Differentiated instruction.
 Materials and resources aligned with student reading levels.
 Comprehensive instructional materials.
 Wide assortment of diverse text.
 Flexible use of text.
 Appropriate integration of technology.
Upon entering the My Choice Accelerated Academy's program, students will be tested and
placed in an appropriate initial reading level. To accomplish this, the School will incorporate
screening and diagnostic assessment tools such as the TABE. This process of screening and
creating a personalized learning strategy for each student, combined with the daily monitoring
and assessment that will be rigorously performed by the staff, directly align with the Just Read,
Florida! initiative's goals.
Students Reading Below Grade Level
My Choice Accelerated Academy will implement a separate reading curriculum and strategy set
for those students who read below grade level to increase their reading ability. Intervention for
struggling readers will occur for students scoring at Level l or Level 2 on the FCAT. These
students will receive intensive instruction in the scientifically-based researched reading
elements of phonemic awareness, phonics, fluency, vocabulary, and comprehension. The
instruction will be provided in addition to the core, required subjects in a face-to-face
environment by certified teachers with a reading endorsement. The intervention for the
students will be flexible depending on the needs of the students with time for whole group and
individualized reading instruction that provide opportunities to develop both expressive and
receptive language.
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Primary Reading Intervention Curriculum
Jamestown Reading Navigator may be one of the primary reading intervention curricula used by
the school. This program is included on the list of State Adopted Instructional Materials as an
appropriate K-12 Comprehensive Intervention Reading Program. It is a research-based, fieldtested program developed specifically to raise reading competencies and test scores of
struggling middle school and high school students reading at least two levels below grade level.
The program is designed to be used by all teachers, regardless of their training.
Jamestown Reading Navigator is an online and print-based program built upon the latest
research in adolescent literacy, Reading Next (2004). The online component of Jamestown
Reading Navigator will improve students' comprehension by utilizing direct, explicit instruction
and modeling of good reading practices. Students will practice and apply these reading
strategies and skills by reading highly engaging content, viewing interactive multimedia, and
writing in response to reading. The print-based readings from the inTime magazines and the
inClass Reader anthologies will give students an opportunity to extend their learning beyond
the computer and encourage collaborative and/or independent learning.
Teachers will be able to monitor student progress utilizing the online Learner Management
System where scores from formative and summative assessments are recorded.
Reading Plus®
Numerous studies conducted with Reading Plus® demonstrate the system's effectiveness in
developing reading proficiency in elementary, middle, and high school students. A recent
study involving more than 28,000 students supported the following outcomes:
 Reading Plus® significantly improved reading scores in middle school and high school
students regardless of student ethnicity or sub-population.
 A direct correlation was observed between the number of Reading Plus® lessons
completed and gains achieved.
 Participating Exceptional Student Education (ESE) students (both non-gifted and gifted)
made significantly greater gains compared to non-participating students.
 Participating English Language Learner (ELL) students made significantly greater gains
compared to non-participating students.
Face-to-Face Instruction and Progress Monitoring
Face-to-face instruction will be provided by reading endorsed, certified teachers to students
who are not proficient in reading. This instruction may be individual, small group, or whole
class depending on the specific needs of the student. MCAA will also use the Florida
My Choice Accelerated Academy at Lee - 2012
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Assessments for Instruction in Reading (FAIR) to help teachers with screening, progress
monitoring, and diagnostic information collection that are essential to guiding instruction. The
Broad Screen will be used to identify students most likely to be on or above grade level in
reading by the end of the school year. The screening tasks include an adaptive reading
comprehension measure. This Reading Comprehension Screen will predict student success on
the FCAT and will also provide a Lexile score for each student.
Students with low performance on the Broad Screening measures will be further assessed using
the Targeted Diagnostic Inventory. This Inventory includes Maze and Word Analysis. Progress
monitoring tools are available to assess student progress between administrations of the Broad
Screening measures in letter sounds, word analysis, word building, and oral reading fluency.
Teachers may also use the formative assessments in the Diagnostic Toolkit such as the Phonics
and Sight Word Inventory, the Comprehension Strategy Inventory, and Teacher Guides for
Scaffolding Comprehension in order to probe for deeper understanding of the passage.
All progress monitoring assessment data will be automatically reported to the Progress
Monitoring Reporting Network (PMRN). Results from progress monitoring assessments will be
reported three times per year (Fall, Spring, and Summer).
MCAA will align its diagnostic assessments with those in state-approved Comprehensive
Reading Plans. Just Read, Florida! recommends 100 minutes of daily classroom instruction that
is aligned with Guthrie research which allocates 40% of the time for guided instruction, 20% for
engaged reading, and 20% on strategies, with the remainder addressing motivation and format
for all Level 1 students.
Level 2 students do not require the same level of intensity as Level 1 students. These students
will receive additional instruction in the areas of fluency, vocabulary, and comprehension. The
Level 2 students will receive 50 minutes of daily reading instruction. Additional comprehension
and vocabulary instruction will be received in the content area classes.
Students Reading At or Above Grade Level
Students scoring at Level 3 and above on the FCAT will also receive reading instruction. The
instructional focus will be vocabulary and comprehension strategies that prepare the students
for rigorous college coursework. These students will receive their focused reading strategy
instruction within the content area classroom with the exception of those classes specifically
designed to enhance preparation for the PSAT/SAT assessments. While they read, students will
connect the new knowledge with prior knowledge and verify their predictions.
Teachers will model active reading comprehension strategies for the students. After students
have finished reading, they will learn to summarize and organize what they have learned. The
School's teachers will receive professional development in scientifically-based reading research
My Choice Accelerated Academy at Lee - 2012
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through participation in the School District's reading endorsement classes as well as other
trainings offered to all public school teachers.
Reading Program Summary
As the Reading Program Specifications are implemented in the School, both a firm foundation
and a strong framework will be built in our reading program using the curriculum options
described above. The School will assure that there is a commitment to improving reading and
writing skills so that students meet the Next Generation Sunshine State Standards. MCAA will
focus on achieving the goals outlined by Florida's reading initiative, Just Read, Florida!, and the
nation's reading improvement initiative, Reading First.
Furthermore, the School will base this framework on current and relevant research findings by
the National Reading Panel (NRP), International Reading Association, the National Council of
Teachers of English (NCTE), and the National Assessment of Educational Progress (NAEP).
D. Explain how students who enter the school below grade level will be engaged in and
benefit from the curriculum.
All students will be engaged in and benefit from the curriculum including English Language
Learners (ELL) and/or students who enter the school below grade level. The results of the most
recent Florida Comprehensive Assessment Test, Florida Alternative Assessment, teacher-made
tests, and screenings through the reading program will be used to determine the level of
mastery in reading, writing, mathematics and science for all students. This information, coupled
with the results of the prior year standardized tests results and student records, will be used to
determine the best educational setting for students (e.g., appropriate course selection,
tutoring, referral for special services).
E. Describe proposed curriculum areas to be included other than the core academic areas.
In addition to the School's comprehensive core curriculum, we may offer the following
programs and courses.
 Targeted reading intervention programs, which may include Jamestown Reading
Navigator and Reading Plus®.
 Social/personal skills development program such as School Connect.
 Career planning and preparation program such as Bridges.
MCAA will also offer all required instruction for high school graduation described in the District
Student Progression Plan. This will include a minimum number of hours of instruction in health
education and substance abuse prevention appropriate for each grade level (9-12) for students
selecting the 24-credit option. The health education curriculum shall include required
instruction on teen dating violence and abuse as defined by the Florida DOE. This curriculum
My Choice Accelerated Academy at Lee - 2012
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will include, but is not limited to, the definition of dating violence and abuse, the warning signs
of dating violence and abusive behavior, the characteristics of healthy relationships, measures
to prevent and stop dating violence and abuse, and community resources available to victims of
dating violence and abuse.
F. Describe how the effectiveness of the curriculum will be evaluated.
The specific learning results obtained through instruction will be directly correlated with the
effectiveness of the curriculum used in MCAA. As such, it is critical that this effectiveness be
evaluated in a variety of ways:
 Evaluation of the curriculum courses, materials, resources, and offline activities that
incorporate the aims, objectives, and teaching and learning strategies of MCAA's
programs.
 Performance evaluation designed to assess the extent to which the intended outcomes
of the teaching and learning are achieved and the level of interference from other,
unintended outcomes are evaluated in the following ways:
- Curriculum objectives measured through a variety of assessments, including authentic
and local assessments.
- Effectiveness of instruction as evaluated through direct impact on student
achievement, performance, and FCAT results.
- Trend analysis of student learning results, including course completions and FCAT
results to identify potential gaps in curriculum.
- Annual comparison of pre- and post-test results using the TABE to determine if each
student has met or exceeded his/her statistical expectancy, or to indicate in which
areas the student did meet the expected standard. These test results, which measure
progress in specific areas, including reading, mathematics, and overall academic
achievement, also determines if that student is gaining at least a year's worth of
learning for every year spent in MCAA. Any deficiencies in statistical expectancy and
annual learning gains are correlated to gaps in MCAA's curriculum.
- Identified targets and components of each student's Individual Learning Plan are
evaluated to determine if milestones have been met and to correlate any gaps in the
ILP with gaps in MCAA's curriculum.
- Student achievement gains on objectives within core courses.
- Student demonstration of a year’s growth for every year enrolled.
- Student credit accrual.
- Student response to curriculum software choices.
- Teacher response to software choice.
- Teacher response to instruction, materials and resources.
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Section 5: Student Performance, Assessment and Evaluation
A. State the school’s educational goals and objectives for improving student achievement.
Indicate how much academic improvement students are expected to show each year, how
student progress and performance will be evaluated, and the specific results to be attained.
An alternative school may choose to receive a school grade or a school improvement rating
under s. 1008.341, F.S. For charter schools that meet the definition of an alternative school
pursuant to State Board of Education rule, the decision to receive a school grade is the decision
of the charter school governing board. As such, the School's Board will determine how the
proposed school will be evaluated.
The school improvement rating shall identify schools as having one of the following ratings
defined according to rules of the State Board of Education:
 "Improving" means schools with students making more academic progress than when
the students were served in their home schools.
 "Maintaining" means schools with students making progress equivalent to the progress
made when the students were served in their home schools.
 "Declining" means schools with students making less academic progress than when the
students were served in their home schools.
In addition to the ratings referenced above, the School and student subgroups will make
Adequate Yearly Progress (AYF) every year in all subject areas as defined by the goals from the
current State of Florida Consolidated State Application Accountability Workbook.
The following are the School's educational goals and objectives.
Goal
Baseline Target
Student participation, FCAT and
FCAT 2.0, End of
Course
Assessments
Standardized test
performance
At least 90% of
eligible students will
participate in the
FCAT, FCAT 2.0 test
At least fifty percent
(50%) of students
who take the FCAT,
FCAT 2.0 and End of
Course Assessments
will demonstrate
annual learning
gains as defined by
the FLDOE
Student Progress
and Performance
Test Participation
will increase at
least 1% annually
The percentage of
enrolled students
demonstrating
learning gains will
increase 2.5%
annually
My Choice Accelerated Academy at Lee - 2012
Evaluation
Results
Attendance and
participation in
administration of FCAT,
FCAT 2.0, End of Course
Assessments
Test Results
Eligible students
participate on
FCAT, FCAT 2.0,
End of Course
Assessments
Overall
performance of
eligible students
to be at level 3
FCAT, FCAT 2.0
and at the average
score to be
established by the
State for End of
Course
Assessments
Page 40
Reading and Math
levels
Earned Credits
Graduation
At least 50% of
students in
attendance of 120
days or more will
demonstrate annual
learning gains in
reading and math
At least 50% of the
students enrolled in
an entire academic
year (August-June)
will earn at least 5
credits
At least 50% of
eligible seniors
enrolled for an
entire academic
year and enter with
17 or more credits
will graduate.
The percentage of
enrolled students
demonstrating
growth in reading
and mathematics
will increase 2.5
each year
The percentage of
enrolled students
earning at least five
credits per
academic year will
increase annually
The graduation
rate will increase
2.5% annually
TABE Pre and Post
Assessments
Students will
perform at grade
level in reading
and mathematics
Number of credits
earned
Eligible students
will be moving
toward graduation
Students Graduate
Ongoing
improvement in
annual cohort
graduation rate.
B. Describe the school’s student placement procedures and promotion standards.
MCAA will comply with the requirements for student placement and promotion as noted in the
school district student progression plan.
Placement
The principal and staff of each school determine promotion and retention of a student unless it
conflicts with the Student Progression Plan. My Choice Accelerated Academy will construct a
four level system that provides personalized instruction based upon literacy and credit needs of
the students. The system includes four “Learning Levels” that are defined by the needs of the
students. Students are placed in a Learning Level upon entry and move to the next level upon
meeting criteria set for that level:
 Level I: Students’ intake assessments indicate they need an intensive remedial approach
that provides instruction in basic reading, mathematics, and writing with content
courses available at a lower reading level than is typical for high school students.
Multiple educational approaches are implemented included online learning and small
group instruction.

Level II: Students in level II have reached an eighth grade literacy level in reading and
mathematics but still need more intensive assistance to handle a traditional high school
curriculum. Courses in the core and elective curricular areas are emphasized together
with preparation for reaching the tenth grade level in reading and mathematics and for
passing the FCAT graduation tests.
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
Level III: Includes students who have reached their grade level literacy levels but need
concentrated courses in the core or elective areas to graduate. They may also need
assistance in building the skills necessary to pass the FCAT.

Level IV: These students have few courses remaining until graduation and are highly
motivated to complete the coursework and graduate. Some may need intensive
assistance to pass the FCAT; others may have already passed the FCAT and need only a
few courses for graduation.
Promotion
The following documents the criteria necessary for student promotion and progression for
district reporting:
a. Promotion from ninth grade to tenth grade occurs when a student has completed one full
year and has earned at least five credits.
b. Promotion from tenth grade to eleventh grade occurs when a student has completed two
full years and has earned at least eleven credits. The student must also fulfill the graduation
requirement on the FCAT/Next Generation Sunshine State Standards Tests for Reading and
Mathematics.
c. For 24-credit option students, promotion from eleventh grade to twelfth grade occurs when
a student has completed three full years and has earned at least seventeen credits.
d. Students electing the 18-credit graduation option are promoted to grade 12 immediately
following FTE survey period 3 in February of their third year.
e. Students electing to graduate with 24 credits in three years are promoted to grade 12 on
May 1 of their third year if they are on track to graduate.
f. Three of the four required mathematics credits must be earned in grades 9-12. However,
students who score a minimum of 550 on the mathematics portion of the Scholastic
Assessment Test (SAT) or a minimum of 24 on the mathematics portion of the American
College Test (ACT) may be exempt from the requirement that the 3 credits be earned in
grades 9-12 and may use high school credits earned at the middle school toward the four
credit graduation requirement. High school courses taken at the middle school and the
grades earned in those courses will remain as part of the student's academic record.
g. Approved credits earned in other districts are accepted at face value.
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Students’ progress in grade levels at My Choice Accelerated Academy (which are not
determined by semester or calendar) when they meet the requirements listed in the table
below:
Classified
And
Grade 9-10
Students Must
Have:
5 credits
Grade 10-11
11 credits
Must include
Grade 11-12
17 credits
Must Include
Graduation
24 Credits
Must Include
Must Include
Passage of These
Required Courses
1 English or 1 Math –or.5 English and .5
Mathematics
1 Science
1 Social Studies
3 Credits in English
and/or Mathematics
8 required credits in
English, Mathematics,
Science, and Social
Studies
All required courses for
graduation; GPA
requirements; and
passing scores on the
FCAT, FCAT 2.0 and EOC.
Credits Required
To Move Up
7.5 Credits
13 Credits
20 Credits
C. If the school will serve high school students, describe the methods used to determine if a
student has satisfied the requirements specified in section 1003.43, F.S., and any proposed
additional requirements.
The following chart displays the requirements for graduation for students who entered 9th
grade in 2007-08 through 2012-2013.
Classes
English/ESOL
Mathematics
Science
24 Credit Standard Program
Requirements
4 credits (major concentration in
composition & literature and
reading for information)
4 credits (Algebra 1, Geometry, &
2 course at the Algebra I level or
higher)
3 credits (1 credit in biology,
physical science and 1 credit in
another science). 2 credits must
include a laboratory component.
My Choice Accelerated Academy at Lee - 2012
18 Credit College
Preparatory Program
4 credits (major
concentration in
composition & literature
and reading for information)
3 credits (Algebra 1,
Geometry, & a course at the
Algebra I level or higher)
3 credits, two of which must
include a laboratory
component.
18 Credit Career
Preparatory Program
4 credits (major
concentration in
composition & literature
and reading for information)
4 credits (Algebra 1,
Geometry, & a course at the
Algebra I level or higher)
3 credits, two of which must
include a laboratory
component.
Page 43
Social Science
Foreign
Language
Performing/
Fine
Arts/Practical
Arts/Career &
Technical
Education
Physical
Education/
Health
Classes
Electives
Grade Point
Average
Minimum
grade to earn
course credit
3 credits (World History,
American History, American
Government, & Economics)
Not required (foreign language
credit is required for admission
to a state universities).
1 credit in performing/fine arts or
a practical arts course that
incorporates artistic content and
techniques of creativity,
interpretation, and imagination
3 credits (World History,
American History, American
Government, & Economics)
2 credits in the same
language or a demonstrated
proficiency
Not required
3 credits (World History,
American History, American
Government, & Economics)
Not required
1 credit
Not required
24 Credit Standard Program
Requirements
8 credits (4 credits must be in the
student’s major area of interest;
remaining credits may be used
for another major, minor,
elective courses, or intensive
reading or mathematics courses)
2.0
18 Credit College
Preparatory Program
3 credits
18 Credit Career
Preparatory Program
2 credits unless earning
credits in career/technical
education
3.5
3.0
D
B (weighted or unweighted)
C (weighted or unweighted)
3 credits in a single
career/technical education
program, 3 credits in
career/technical dual
enrollment courses, or 5
credits in career/ technical
ed courses
Not required
The Graduation Process
The School's Graduation Committee and Principal, on behalf of the Board of Directors, will
review each student's Individual Learning Plan and ensure that it is complete before the student
is deemed ready for graduation. Students must satisfy all of the following requirements:
 Achieve all of the required academic credits.
 Attain the required GPA for their chosen graduation option.
 Successfully complete graduation requirements under the FCAT standards (or end-ofcourse exams, when required).
 Pass an exit interview with the MCAA's Graduation Committee.
The unique situation and requirements of our high-need youth are similar to those defined in
s. 1003.43(6), F.S.; therefore, the Board of Directors may determine additional credits and or
alternative graduation requirements to better meet the needs of our students.
My Choice Accelerated Academy at Lee - 2012
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For students who are eligible, My Choice Accelerated Academy may implement Florida's GED
Exit Option Model. To be eligible to participate in this process, students must:
 Be at least 16 years of age and currently enrolled in a PK-12 program.
 Be enrolled in courses that meet high school graduation requirements.
 Be over-age for grade and or in jeopardy of not graduating with their cohort group due
to credit deficiency and or low grade point average.
 Have a minimum ninth grade reading level.
Scores for FCAT
Florida students do have other options. A senior can graduate by receiving a score comparable
to the FCAT passing score on the ACT or SAT. Students may satisfy the score requirements
using various combinations of tests. The FLDOE is authorized to adopt concordant scores as
meeting the graduation assessment requirement in lieu of passing the FCAT.
Remediation Activities
For 12th graders who have not earned a passing score on the FCAT and are at-risk of not
graduating, the School will conduct appropriate remediation activities.
Students with Disabilities
Successful transition to postsecondary adult life for students with disabilities requires
comprehensive planning, goal setting, and decision-making.
One of the most important decisions is the type of high school diploma the student will pursue.
This decision is usually made by the student and family prior to entering high school with
Individual Education Plan (IEP) team. Diploma options should be considered in the following
order according to the student's needs and abilities:
 Standard diploma.
 Standard diploma with FCAT waiver.
 Special diploma, option 1.
 Special diploma, option 2 (based on mastery of a set of employment and community
competencies).
 Certificate of Completion.
 Special Certificate of Completion.
Students who do not meet requirements for a standard or special diploma may be awarded
either a regular or a special certificate of completion, depending on coursework.
Special diplomas will be available to certain students with disabilities who have been identified
with the following disabilities: intellectual disabilities, specific learning disabilities, physically
impaired, emotional/behavioral disabilities, dual sensory impaired, autism spectrum disorder,
language impaired, or deaf/hard of hearing. Students identified as visually impaired, speech
My Choice Accelerated Academy at Lee - 2012
Page 45
impaired, gifted, or homebound are not eligible for a special diploma unless they have another
identified disability. My Choice Accelerated Academy will work closely with the school district
to determine the most appropriate placement of special diploma students. The best interest of
the student is always the top priority in providing appropriate services.
Since the age of our target student population is 15 to 21 years, the majority of exceptional
student education (ESE) students should have a current IEP. If not, the School's IEP team will
identify the expected level of functioning (independent, supported, or participatory
benchmarks) for each standard whenever the IEP team recommends a student pursue a special
diploma. The IEP team will address the expected levels of functioning on an annual basis.
Student's expected levels of functioning may change anytime the IEP team determines it is
appropriate to make changes.
Depending on the student's expected levels of functioning, assistive and adaptive technology
modifications will be considered to help students be successful in their coursework. Student
progress on the standards will be measured through a variety of methods, including various
instructional activities and alternative assessment strategies.
School Accreditation
My Choice Accelerated Academy will seek accreditation by the Southern Association of Colleges
and Schools (SACS). If accreditation is granted, My Choice Accelerated Academy will comply
with SACS standards for graduation for high-need students and special purpose schools. Upon
final review, a standard Florida high school Diploma or other diploma option will be issued to
the student and the graduation date recorded on the student's permanent record. My Choice
Accelerated Academy will award high school Diplomas to students who meet all of the
graduation requirements as outlined by the FLDOE during the initial year of operations and
while the school is a SACS candidate.
D. Describe how baseline achievement data will be established, collected, and used. Describe
the methods used to identify the educational strengths and needs of students and how these
baseline rates will be compared to the academic progress of the same students attending the
charter school.
Review Incoming Data and Develop Baseline Profile
A baseline profile is developed for each student to use as a comparison by which to assess each
student's strengths and needs, incremental academic progress and growth, annual learning
gains, and ongoing improvement.
MCAA will request access to the School District's Information Services department data and
curriculum records from the previous school attended by the enrolling student. A thorough
My Choice Accelerated Academy at Lee - 2012
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review of an incoming student's prior year FCAT scores (if they are included in the student's
cumulative folder), attendance records, and report card grades will be conducted. A
determination will be made whether the student has an English Language Learner (ELL),
Individual Education Plan (IEP) or 504 plan. Prior year FCAT scores will be primarily used to
determine prior rates of academic progress.
The following data variables are foundational to the baseline profile:
 Age
 Gender
 Grade level
 ESE/ESOL status
 Dropout status
 Foundational skills level in reading and math
 Number of Credits
 GPA
 FCAT results
 Attendance
 Truancy
 Discipline
This data will provide an initial baseline regarding student performance, and will be evaluated
throughout the student's enrollment at the School to create a longitudinal performance profile.
Administer Tests of Adult Basic Education (TABE)
Student improvement will be measured by the TABE (administered minimally twice each school
year), which provides information about student achievement and ability. This will provide
baseline data and allow us to determine, based upon that student's overall achievement level,
where a student is academically at the beginning of the school year and how much that student
is predicted to educationally grow throughout the course of the assessment period. For each
student, using an annual comparison of the beginning and ending results, it will be determined
if he/she has met or exceeded his/her statistical expectancy using overall academic
achievement levels, or it will indicate in which areas the student did not succeed. Not only will
these tests provide a measure of each individual student's educational growth, but the item-byitem, area-by-area analysis provided by these tests will also identify specific educational areas
needing remediation or intervention.
Develop Personalized Success Plan
A Personalized Success Plan (PSP) will be developed for each student who enrolls in My Choice
Accelerated Academy. A thorough transcript review will be conducted by the Assistant Principal
My Choice Accelerated Academy at Lee - 2012
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to develop each student's PSP. My Choice Accelerated Academy will follow up with the School
District to obtain any missing performance data so that the students' PSP will be as complete as
possible. This PSP serves as the student's "roadmap" to successful graduation and transition.
The PSP tells us where the student comes from and what he/she brings academically, socially,
and personally; tells us where the student currently is; and where the student wants to go. The
relevant data and student progress are presented in the virtual MY SUCCESS® Student and
Parent Dashboard. This real-time system of monitoring and tracking student performance and
success is a key tool for engaging and motivating students.
This system of establishing baseline measures and development of the PSP are critical to
student performance, achievement, graduation, and transition to postsecondary success.
These tools guide the instructional and support staff in making the most appropriate decisions
in addressing a student’s academic challenges, personal and social needs, and career
aspirations. This system along with the MY SUCCESS® Student and Parent Dashboard ensures
student success and continuous improvement at the student, staff, school, and program levels.
Monitoring Progress
MCAA requests that the District and the School agree to electronically exchange data on a
periodic basis. These data shall include attendance, credits earned, grade point average (GPA),
courses attempted/completed, and state competency exam results for each student prior to
enrolling in the School, subject to all requirements of the Family Educational Rights and Privacy
Act (FERPA). Access by the School to such information shall be solely for the special purpose of
ascertaining the instructional requirements of the student while enrolled in MCAA, and for
follow-up by the District and My Choice Accelerated Academy concerning the student's
performance during enrollment in the school up to and including graduation. The data format,
frequency, and data sharing protocol will be agreed upon between My Choice Accelerated
Academy and the District.
E. Identify the types and frequency of assessments that the school will use to measure and
monitor student performance.
Assessment
Florida Comprehensive Assessment Test (FCAT)
End-of-Course Exams
Tests of Adult Basic Education (TABE)
Apex Placement Test
Formative assessments
Florida Assessments for Instruction in Reading (FAIR)
Course Summative Assessments
My Choice Accelerated Academy at Lee - 2012
Frequency
Annually
As required upon implementation by the
state and district
Fall and Spring of each year
Start of Class
On-going
Fall, Winter, Spring
At completion of each course
Page 48
Participation in the Statewide Assessment Program
My Choice Accelerated Academy, as a public charter school, will participate in the Florida
statewide assessment program (state education accountability system), as specified by Florida
Statutes. My Choice Accelerated Academy views assessment as the process of measuring a
student's progress toward a goal. Each student's Personalized Success Plan (PSP) will serve as
the foundation from which to measure student outcomes. Outcomes will be congruent with the
Next Generation Sunshine State Standards, which identify what Florida public school students
should know and be able to do.
Students are expected, at a minimum, to achieve learner expectations at the end of the
developmental levels as outlined in the benchmarks of the Next Generation Sunshine State
Standards. Faculty of My Choice Accelerated Academy will plan with representatives of the
School District to align testing with the district's schedule for testing. Assessments will include
the FCAT and FCAT Writing. As the FLDOE develops new assessment tests (specifically, End-ofCourse exams), the faculty will work with the FLDOE and the school district on the
implementation of these assessments.
Other Assessments Used to Document Achievement
Knowing where a student is academically at any point in the learning process is essential to
ensuring student success. Assessment is ongoing to measure both incremental and annual
(school year) growth.
Student progress and achievement are measured in each of the following ways:
 Baseline Assessment/Initial assessment of reading and math skills levels using the TABE.
- Reading and math skills levels are assessed upon student initial enrollment in the
School. Foundational reading and math skill levels are essential in the development
of each student's ISP and placing students in appropriate content.
 Formative Assessment/Assessments of ongoing progress in content areas to identify
incremental growth and adjust instruction.
- Ongoing assessment and evaluation are conducted through classroom
observations, quizzes, tests, and checklists.
- Any gaps in student progress are identified and appropriate strategies to address
the gaps are implemented based on performance data.
 Interim Assessment/Benchmarking to identify progress.
- Instructional strategies and content are modified based on pre-determined
benchmarks of acceptable progress and student success.
- Teachers customize learning activities to ensure that teaching and learning are
appropriate for learners.
 Summative evaluation of content mastery.
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- Student mastery of content is measured through achievement of learning
benchmarks and upon successful completion of each course.
- Mid-year and end-of-year assessments validate and verify credits earned for
promotion to the next grade level.
As mentioned previously, My Choice Accelerated Academy will use a "value-added" approach
by combining several diagnostic instruments and measurement tools (e.g., Tests of Adult Basic
Education [TABE], social/personal needs assessment, Individual Success Plan [ISP], FCAT) that
track and monitor student progress. These progress tools allow for program customization to
meet individual student needs ensuring mastery and success.
In addition to the tools listed above, classroom formative assessment will occur regularly
employing such strategies as, but not limited to, observation, reviews, projects, quizzes, tests,
and review of electronic Student Progress Reports (SPR). The SPR will track mastery to prevent
a student from proceeding to the next lesson until he/she reaches the mastery level on the
current lesson. The continual assessment provided by the SPR will assist the student and
teacher not only in identifying areas of success, but also in identifying areas where the student
may be experiencing difficulty and need additional instruction.
The technology-enhanced courses and content to be used by My Choice Accelerated Academy
will provide both teachers and students with the ability to monitor student progress
continuously. Students ,will be able to check the quality of their work, see if they are on
schedule for completing courses, review all assignment and test deadlines, and access an
Activity Score Report. This Activity Score Report will contain:
 An on-schedule indicator
 Information on any overdue or not yet scored activities
 Feedback on quality of work
 Grades-to-date and exam results
 Grading deadlines
 Learning activities scores and due dates
Teachers will have access to the SPR and Activity Score Report for each student enrolled in the
School. They also will have the ability to run a diagnostic summary to track overall student and
class performance for all technology-enhanced courses.
Student's FCAT scores in reading and math from year-to-year (matched DSS), where applicable,
will be used to determine the percentage of students demonstrating learning gains on an
annual basis for all enrolled students and the lowest quartile. The TABE will be used as a
benchmark test for determining grade equivalent reading and math skills levels upon program
My Choice Accelerated Academy at Lee - 2012
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entry. Incremental growth in foundational skills levels will be determined through post-120
days TABE testing.
F. Describe how student assessment and performance data will be used to evaluate and
inform instruction.
In addition to the baseline data described above, assessment of student progress will be
ongoing at all levels, in all courses, and in all areas of instructional delivery. Classroom
assessment will occur daily and include such strategies as, but not limited to, observation,
reports, reviews, projects, quizzes, and tests.
The instructional software programs to be used by My Choice Accelerated Academy, will
provide comprehensive online instructional content and assessments that will help teachers
individualize instruction, ensuring each student has the opportunity to achieve his or her
potential. Online diagnostic assessments will pinpoint student strengths and weaknesses.
Detailed reports will provide teachers with performance information for an entire class and
individual students. Study plans will help teachers guide students to relevant instructional
content that engages them in active learning experiences to master skills and develop
conceptual understanding. These programs will give teachers the flexibility to determine how to
most effectively use these online curriculum resources to enhance classroom instruction.
Assessment opportunities - including formative, interim, summative, and diagnostic
assessments will be integrated throughout the digital curriculum. Each lesson will begin with
the learning objectives for the lesson. Assessments will address each learning objective and be
designed specifically to test students at various levels of Bloom's Taxonomy. Formative and
diagnostic assessments will provide opportunities to gauge student progress on an ongoing
basis. Summative assessments will require students to demonstrate content mastery at the end
of each unit and semester.
The teachers and students will continually monitor individual student progress by reviewing
daily work and skill mastery indicated by Student Progress Reports (SPR). This SPR will consist of
instructional software mastery assessments to prevent a student from proceeding to the next
lesson until he/she reaches mastery level on the current lesson. It also will continue to assess
and assist the student and teacher in identifying areas of success and areas where the student
is having problems and needs additional instruction.
Each student's PSP will serve as the foundation from which to measure his/her outcomes.
These student outcomes will be congruent with the Next Generation Sunshine State Standards.
Assessments that measure individual student performance will assure that the educational
programs comply with the No Child Left Behind Act.
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All of the above mentioned assessment, evaluation, monitoring, and feedback tools and
strategies will be used in a student-centric way to inform targeted instruction to:
 Identify students' strengths and needs.
 Develop student profiles of success.
 Identify best practices.
 Determine starting points for instruction.
 Remove barriers to student learning and continuous improvement.
 Determine appropriate pacing for on-schedule completion of courses.
 Differentiate instruction.
 Identify immediate intensive interventions.
 Re-teach non-mastered content and key concepts.
 Determine mastery and grade promotion.
 Determine need for additional resources to support learning.
 Modify instructional program at the classroom, school, and program levels.
 Develop targeted professional development so that teachers have requisite
competencies to ensure that all students are successful.
G. Describe how student assessment and performance information will be shared with
students and with parents.
My Choice Accelerated Academy is accountable to parents and responsible to students through
daily assessments of measurable goals and objectives that continuously monitor academic
progress and the pace of learning.
Students, parents, and staff will be able to access student progress data through the MY
SUCCESS® Student and Parent Dashboard which is an online, secured private portal available 24
hours a day, seven days a week. In addition to the MY SUCCESS® Student and Parent
Dashboard, the school will communicate with parents through phone calls, e-mails, and written
reports that describe their child's progress and success. My Choice Accelerated Academy will
also hold Family Nights and individual student-parent conferences for communicating student
success.
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Section 6: Exceptional Student
A. Please indicate the level of service that the school will provide to students with disabilities
by selecting from the list below.
The school will serve students with disabilities whose needs can be met in a regular classroom
environment (at least 80% of instruction occurring in a class with nondisabled peers) with the
provision of reasonable supplementary supports and services and/or modifications and
accommodations.
B. Describe how the school will ensure that students with disabilities will have an equal
opportunity of being selected for enrollment in the charter school.
MCAA is expected to have a racial/ethnic population as well as an English Language Learner
(ELL) and Exceptional Education Student (ESE) population representative of the surrounding
schools and community it will serve.
An open admissions policy will be implemented wherein MCAA will be available to any student
residing in the County. Any eligible student, as described in Fla.Stat.§1002.33(10), who submits
a timely application and whose parents accept the conditions of the Parental Involvement
Contract shall be considered, unless the number of applications exceeds the capacity of the
program, class, grade level, or building. In such case, all applicants shall have an equal chance of
being admitted through a random lottery selection process. If the number of applications falls
short of the established capacity, supplemental registration periods may be held for the
purpose of reaching student capacity.
In accordance with federal and state anti-discrimination laws and in accordance with the
Florida Educational Equity Act, Section 1000.05(2)(a) MCAA will not discriminate on the basis of
race, ethnicity, national origin, gender, disability, or marital status against a student in its school
admission process.
C. Describe how the school will work with the sponsor to ensure the charter school is the
appropriate placement for each student with a disability, based on the student’s needs.
My Choice Accelerated Academy will follow the ESE Policies and Procedures Manual of the
School District of Miami-Dade County. The school will implement the Local Education Agency’s
(LEA) identification, evaluation, placement, and due process procedures as are used in other
traditional schools within the district. The School will utilize a service delivery model of
inclusion for students with disabilities. My Choice Accelerated Academy, in collaboration with
the District, will determine the proper placement for students with disabilities within the full
My Choice Accelerated Academy at Lee - 2012
Page 53
continuum of services that are offered by the LEA. With the support of the LEA, My Choice
Accelerated Academy will assume the responsibility for determining and delivering services to
exceptional students as identified in the student’s IEP.
Students with disabilities will be educated in the least restrictive environment possible. If
learning cannot be achieved in a regular environment with the use of supplementary services,
the student will be placed in an alternate learning environment. Likewise, gifted students will
be educated in a setting that promotes an opportunity for advanced learning.
In accordance with all state and federal special education guidelines and regulations as
provided in the Individuals with Disabilities Education Act (IDEA), Section 504 of the
Rehabilitation Act of 1973, and the Americans with Disabilities Act, My Choice Accelerated
Academy will provide a Free and Appropriate Public Education (FAPE) to all students with
disabilities. The exceptional student education program at My Choice Accelerated Academy
will adhere to the principals of the laws as outlined below:
 Free and Appropriate Public Education (FAPE) – a free program with no cost to parents
that will be provided to every exceptional student enrolled at My Choice Accelerated
Academy.

Appropriate Evaluation – per the Sponsor’s guidelines, Individual Education Plans (IEP)
and Educational Plans (EP) for gifted students will be developed and maintained and
meetings will be held within the timelines specified.

Parent/Student Participation in Decisions – inclusive of providing background
information to assist the school in understanding their child, giving consent for
evaluation and initial placement, and assisting with creating the IEP.

Procedural Due Process – Per the procedural safeguards that are provided to parents in
written form, eligibility, identification, location, placement and evaluation process as
well as adherence to procedural guidelines for all of these and with integrity to FAPE will
be implemented. Due process in regards to proposing or refusing to start or amend the
identification, evaluation, or educational placement of the student or the provision of a
free appropriate public education may be initiated by either the district or the parent.
My Choice Accelerated Academy will utilize a multi-tiered Response to Intervention (RtI) model
for the implementation of research-based instruction and intervention to identify students with
exceptional needs.
Response to Intervention (RtI)
Parents want to see their child excel, and it can be very frustrating if a child falls behind in
reading, math, writing, or other subjects, or if the child has difficulty getting along with others
or making appropriate choices. Response to Intervention (RtI) is a process that provides
My Choice Accelerated Academy at Lee - 2012
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intervention and educational support to all students at increasing levels of intensity based on
their individual needs. The goal is to prevent problems and intervene early so that students can
be successful.
What parents can expect with RtI
 Parents will be informed and involved in planning and providing interventions for their
child.
 Parents will see levels of support (academic and behavioral) that increase or decrease in
intensity depending on the child’s needs.
 Parents will receive frequent progress monitoring about how their child responds to the
intervention provided.
The RtI Process
The RtI process has three tiers that build upon one other. Each tier provides more intensive
levels of support:
• Tier I includes high quality instruction. The school provides all students with access to high
quality curriculum, instruction, and behavior supports in the general education classroom.
• Tier II includes additional targeted, supplemental instruction/interventions. The school
provides interventions to small groups of students who need more support than they are
receiving through Tier I.
• Tier III includes intensive interventions. The school develops and implements interventions
to meet the individual needs of students. Your child’s progress is monitored and results are
used to make decisions about additional instruction and intervention.
RtI Includes:
1. High quality, research-based instructional and behavior supports in general education
2. School-wide screening to determine which students need closer monitoring or additional
interventions
3. Multiple tiers of increasingly intense, research-based interventions matched to the needs of
student(s)
4. Use of collaborative problem solving to develop, implement, and monitor interventions
5. Continuous monitoring of student progress to determine if instruction/interventions are
effective in meeting the needs of student(s)
6. Follow-up to ensure that the instruction/interventions were implemented as planned
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7. Active parent involvement throughout the process of pursuing solutions that lead to
increased success
8. Evaluation timeline requirements are followed unless both the parents and the school team
agree to a time extension to learn more about what works for the student.
Adapted from the National Joint Committee on Learning Disabilities
The School Based Team (SBT) will offer educational instruction to properly train teachers how
to implement diverse interventions for students with learning, emotional, social, and behavioral
difficulties in school, primarily within general education classes. The SBT process is initiated
upon request and the collection of student information such as history of grades, background
screening, attendance, academic, behavioral and/or social-emotional screening assessments
etc., is conducted. Continuous monitoring of student’s response to intervention determines the
effectiveness of the interventions and assists in the data based decision-making. After the
consideration of all the data by the SBT, a data driven decision is made as to whether a referral
for a Multidisciplinary Team evaluation will be initiated. This precise and constant sorting and
analyzing of information makes the SBT a reliable and efficient system incorporating the tiers of
intervention delivery.
Prior to a referral for students suspected of having a disability, school personnel must make one
of the following determinations and include appropriate documentation in the student’s file:
1. For students who present speech disorders; severe cognitive, physical, or sensory disorders;
and/or severe social/behavioral deficits that require immediate attention in order to prevent
harm to the student or others, the implementation of evidence-based interventions (including
the parent involvement in the intervention procedures) and the observations of the student
would be inappropriate in addressing the immediate needs of the student.
2. The activities described in the general education intervention procedures above have been
implemented, but have been unsuccessful in addressing the areas of concern for the student.
3. The parents of the child receiving general education interventions requested, prior to the
completion of the interventions, that the school conduct an evaluation to determine the child’s
eligibility for specially designed instruction and related services as a student with a disability. In
this case, the activities described in the general education interventions procedures are
completed concurrently with the evaluation but prior to the determination of the student’s
eligibility for specially designed instruction. In the instance where significant risk factors are
present or if the student demonstrates severe cognitive, physical, or sensory impairment, or
presents as a danger to self or others, an individual intervention plan should be developed as
the child awaits the Child Study Team (CST)’s evaluation.
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Exceptional students are guaranteed a free appropriate education and evaluation as well as
consequent placement and implementation of an appropriate IEP. The written individualized
educational plan for each student will include measurable annual learning behavioral goals that
may involve the evaluation of behavior through a Functional Assessment of Behavior (FAB) and
the development of a Behavior Intervention Plan (BIP). Additionally, program components
including specialized instruction and related services, goals, progress reports to parents on
goals, diploma options, curricula whether standard and/or modified, and assessment may also
be addressed therein. In the written IEP, supplementary aids and related services will be
identified and the necessary accommodations and modifications will be clearly delineated. The
School will ensure that appropriate personnel will be trained in using the Web Based IEP system
that is currently being used by the Sponsor.
My Choice Accelerated Academy will comply with Section 504 of the Rehabilitation Act of 1973
that states no person with a disability can be excluded from or denied benefits of any program
receiving federal financial assistance. If a person has a mental or physical impairment that
substantially limits one or more of a person’s major life activities, he or she is deemed disabled
within the definition of Section 504. Section 504 requires that a school evaluate “any person
who, because of a disability, needs or is believed to need special education or related services.”
The school must develop and implement the delivery of needed services and/or
accommodations for all students determined to be disabled under Section 504. The
determination of what services and/or accommodations are needed must be made by a group
of people who are well informed regarding the needs of the student. An appropriate
accommodation for an eligible student may consist of education in general classes with
accommodations and program design to meet the student’s needs.
The PST (Problem Solving Team) will convene to formally discuss the student’s academic,
behavioral and medical concerns. The student’s cumulative record, classroom documentation,
attendance, and behavior will be discussed throughout the screening process. There are three
possible scenarios that may occur:
 Further intervention may be needed (review, revise, implement and document) and
stop process;

Possible exceptional student education (ESE) referral (following ESE procedures);

Possible 504/ADA disability. Should 504/ADA disability be suspected, parental consent
to evaluate will be obtained.
The type of disability believed to be present and the type of service(s) the student may require
will determine the extent of the evaluation process. The PST will become the eligibility team
and must include a minimum of two persons well informed about the student, the meaning of
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the evaluation data, and the placement options and the 504/ADA contact person (ESE
Coordinator). The team will review all information considered during the pre-referral, referral,
and screening and evaluation process. Determination of placement will be based on all data,
and on whether the student has a physical or mental impairment that substantially limits a
major life activity. The determination will be based on the impact of the disability upon the
student.
If the team decides that the student is eligible, then placement will occur. Accommodations will
be developed and implemented by the classroom teacher(s) by the next school day. Students
who qualify for 504/ADA placement will be in regular education classes. They may receive
accommodations in the classrooms, and where necessary, on statewide assessments. Should
the student be determined ineligible, then all documentation will be completed and data will
be placed in the student’s cumulative file. Parents will be given copies of the Procedural
Safeguards as required by law. Meetings will occur on a regular basis between the classroom
teacher and the ESE department in order to assess the student’s progress. 504/ADA plans will
be reviewed annually. Reevaluation will take place every three years.
D. Describe how the school will utilize the regular school facilities and adapt them to the
needs of exceptional students to the maximum extent appropriate, including the use of
supplementary aids and services.
Students with disabilities enrolled in MCAA will be educated in the least restrictive environment
and will be segregated only if the nature and severity of the disability is such that education in
regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily. As it is the MCAA’s mission to place students in an environment where they can
develop to their highest potential, those students whose needs cannot be adequately
addressed at MCAA will be appropriately referred and staff will work together with the
Sponsor’s personnel to ensure that the needs of these students are met.
E. Describe how the school’s effectiveness in serving exceptional education students will be
evaluated.
MCAA's effectiveness in serving ESE students will be evaluated based on each student's success
in meeting the goals on his /her IEP, grade promotion, credit accumulation, graduation, and
successful postsecondary transition. It is important to note that ESE and gifted students will be
assessed on an ongoing basis along with their nondisabled and non-gifted peers. Each course's
curriculum will be developed to include regular assessments to determine student mastery. If a
student does not exhibit mastery, an ESE specialist will work with the classroom teacher to
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provide accommodations to the curriculum and/or pace of delivery within the general learning
environment. All classroom teachers will be provided with the appropriate information
concerning modifications and accommodations included in the student's IEP, as well as support
staff needed to address the identified goals.
My Choice Accelerated Academy will evaluate its effectiveness in serving exceptional education
students on a regular basis through the following reviews:
 Quarterly updates and record keeping of each student’s IEP goal progress and
attainment on the appropriate document insert within the IEP.
 Annual IEP meetings with parents/guardians and/or adult students.
 Analysis of the number of ESE students who meet graduation requirements for a
standard diploma and graduate each year.
 Annual compliance review meetings conducted by MCAA.
 Annual feedback from students, parents, and staff on the School Climate Survey.
 Annual feedback on the Florida Department of Education (FLDOE) survey for
parents/guardians of students with disabilities, when applicable.
My Choice Accelerated Academy will also evaluate its effectiveness in serving exceptional
education students by analyzing student achievement data on the following assessments in an
effort to address deficiencies and apply instructional strategies to raise student performance:
 End-of-course exam grades in Algebra 1 and Geometry.
 Module course grades in the core academic areas.
 FCAT and/or ACT performance.
 Baseline and growth performance in reading, writing and mathematics.
 Teacher observation and evaluation of individual student progress.
These regular status reports and evaluations will indicate whether the measurable goals and
objectives for ESE students are being met at the same rate as those for general education
students. Where students with disabilities are included in general education classes, it may be
necessary to delineate an explanation of the grading criteria and an explanation about the
necessary curriculum modification on the IEP. Such modifications may include
increases/decreases in instructional time, varied instructional strategies, and modified test
administration procedures as permitted by test protocol. Accommodations and supports
required by students with disabilities will be adjusted as necessary and documented on the IEP.
MCAA's curriculum, based on research findings that concluded equitable access to learning
materials ensures that students with disabilities have equal opportunity to achieve to their
highest potential, delivers content in a variety of formats that are compatible with assistive
technology and accommodate different abilities and learning styles. Teachers have found that
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the self-paced structure, small learning steps with immediate feedback, and extensive practice
to be particularly useful for students with learning disabilities.
Students who do not have success with those strategies may work directly with an ESE
specialist and instructional aides in individual and small group settings. Alternative programs,
resources, and textbooks may be utilized so that each student has the opportunity to
successfully access the regular curriculum.
In cases where the foregoing solutions are not working and a greater disability is suspected, the
IEP will be reviewed and revised, making necessary accommodations to permit students with
disabilities to access learning opportunities on the same basis as general education students.
F. Explain how exceptional students who enter the school below grade level will be engaged
in and benefit from the curriculum.
All students will be engaged in and benefit from the curriculum including exceptional students
(ESE) and/or students who enter the school below grade level. The results of the most recent
Florida Comprehensive Assessment Test, Alternative Assessment, teacher-made tests, and
screenings through the reading program will be used to determine the level of mastery in
reading, writing, mathematics and science for all students. This information, coupled with the
results of the prior year standardized tests results and student records, will be used to
determine the best educational setting for students (e.g., appropriate course selection,
tutoring, referral for special services).
Apart from providing the specific services listed in a student’s ILP, EP, and/or ELL plan as
applicable, MCAA’s faculty will differentiate instruction as necessary and will offer tutoring
services or other such assistance to ensure all students continue to be successful. Student
performance will be continuously assessed as described in Section 5. Students not making
adequate progress towards the Next Generation Sunshine State Standards will be identified and
the following measures will be instituted:
Students needing remediation based on respective subject area assessments in specific subject
areas will be assigned to and placed on the student’s Individual Learning Plan (ILP) targeting
these deficiencies. This plan requires active participation from the student, the parents, and
specific teachers in order to ensure continuous student improvement. This initiative allows
each student to have ownership and understanding of his/her learning style and allows each
student to track and monitor his/her achievement. The ILP will be comprised of specific,
measurable, individualized goals for that student as well the strategies and services
(tutoring/required additional classes, ELL services) to be implemented in order for the student
to achieve the specified goals.
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MCAA uses the following process to ensure that all exceptional students are engaged in and
benefit from our curriculum.
 Create a Plan - Effective accommodations require sustained development and support.
They must be made within the framework of a larger plan that includes consideration of
(a) basic and strategic skills instruction and (b) the roles of people involved in the
instructional process. As much as possible, students, parents, paraprofessionals, and
others will be involved in developing the plan.

Identify and Evaluate the Standards that Students Are Not Meeting - The problem to be
addressed by the accommodation will be defined. Teachers will observe students'
performance when they use typical instructional materials. They may have difficulty
acquiring or getting the important information from written materials, storing or
remembering the information presented in the materials, or expressing the information
or demonstrating competence on written tests. If students have difficulty with a given
task, different solutions may be required depending on the level of difficulty.

Develop Goals for Teaching Strategies and Making Accommodations - Some problems
can be solved by accommodations; other problems may require intensive instruction in
skills or strategies. Often, teachers may need to provide accommodations while
simultaneously teaching the student the learning strategies he or she needs in order to
perform the work. Before any accommodation is made for an individual student,
teachers will carefully consider the best approach to addressing the student's disability
and promoting success, Accommodations will be approached as short-term solutions
within a long term plan for teaching skills and strategies that will promote the student's
independence as a learner.

Determine Whether Content Modifications or Format Accommodations Are Needed Content modifications will be made only when the student's IEP notes that the general
curriculum is inappropriate for this student. Content modifications will also meet local
and state education standards. In some cases, the IEP may address the degree to which
the requirements associated with meeting state standards and taking assessments may
be modified. The teacher will decide which parts of the curriculum the student will be
required to learn and will constitute mastery of the course content.
When the curriculum is considered appropriate for the student, accommodations will
focus on format rather than content. The teacher will identify the critical elements of
course content that students must learn. First, the teachers will identify the critical
course ideas or concepts. Then, the information that must be mastered in each unit to
ensure that the critical course ideas are mastered will be identified. Finally, how
students will demonstrate their mastery at the end of each unit and at the end of the
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course will be determined. Format accommodations will be made to compensate for
mismatches between the presentation or design of the materials and the skills and
strategies of the student. In format accommodations, the content will not be altered.

Identify the Features of the Materials and Resources that Need Accommodations Teachers providing accommodations will examine each curricular unit for features that
might cause a learning problem. For example, the content may be very abstract,
complex, or poorly organized, or it might present too much information. It may not be
relevant to students or it may be boring. Further, it may call for skills or strategies or
background information that the student does not possess. It may present activities
that do not lead to mastery, or it may fail to give students cues about how to think
about or study the information. Materials also may not provide a variety of flexible
options through which students can demonstrate competence.

Determine the Type of Accommodation That Will Enable the Student To Meet the
Demand - Once the materials have been evaluated and possible problem areas
identified, the type of format accommodation will be selected. Format accommodations
may be made by:
- Altering existing materials through rewriting, reorganizing, adding to, or recasting
the information so that the student can access the regular curriculum material
independently.
- Enhancing existing materials by providing additional instructional support,
guidance, and direction to the student in the use of the materials.
- Altering instruction to mediate the barriers presented by the materials so that the
student interacts with the materials in different ways.
- Selecting alternate materials that are more sensitive to the needs of students with
disabilities or are inherently designed to compensate for learning problems.

Communicate the Accommodation to Students and Parents - Accommodations are
more successful when they are offered and introduced to students at the beginning of
the year. Parents will also be informed about them at the beginning of the year.
Students will be taught explicit strategies to use any accommodation effectively and
educated on how to process the information received through the accommodation. As
students progress, they will be taught how to recognize the need for and request
accommodation.

Implement, Evaluate, and Adjust the Accommodation - As the accommodation is
implemented, the teacher will evaluate its effects to determine whether the desired
outcomes are being achieved. If not, adjustments will need to be made either in the
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accommodation or the instructions to the student in its use. Accommodation should
significantly reduce failure and learning difficulties.

Fade the Accommodation When Possible - Accommodations usually are short-term
solutions to allow classroom learning and participation until the needed skills and
strategies can be taught. Once the accommodation is in place, the teacher will begin to
plan with other teachers how to teach the needed skills and strategies. Once the
student has learned the necessary skills and strategies, the accommodation will be
faded. The accommodation will not be removed until the student possesses the skills
and strategies to learn and complete tasks independently, and the IEP team is convened
to review the student's IEP. For some students, an accommodation may be required for
several months, while for others, it may be maintained indefinitely.
G. Provide the school’s projected population of students with disabilities and describe how
the projection was made.
Based on estimates, My Choice Accelerated Academy can expect to have 10% of its student
population in the ESE category and 2% in the ELL category, translating to 30 and 6 students
respectively in each category during the first year of operation.
H. Identify the staffing plan, based on the above projection, for the school’s special education
program, including the number and qualifications of staff.
The initial ESE staffing for the school will be one ESE specialist, with more ESE specialists, or
other support personnel added as student enrollment requires and IEPs dictate. As defined in
the NCLB Act of 2001, the School will not employ or assign a non-highly qualified teacher to
any core academic subject. The qualifications required of the ESE teacher can be found in the
ESE Teacher Job Description. This teacher will provide general education in-class support and
services for students with disabilities based on their individual educational plans (IEPs) as
reflected in their matrix. The teacher will provide any pull-out services as needed. My Choice
Accelerated Academy will contract with licensed and certified consultants for speech and
language services on an as-needed basis. The school will utilize the school psychologist,
vision/hearing screening specialist, and other designated instructional services in accordance
with Florida state credentials and mandates as assigned by PCPS. Compliance of the ESE
program at My Choice Accelerated Academy will be evaluated on an annual basis by assigned
personnel from the school district.
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I. Describe how the school will serve gifted and talented students.
Gifted Services
For any student attending My Choice Accelerated Academy who has qualified for gifted
services, MCAA will provide the appropriate services required by that student as delineated on
the student's Education Plan (EP) and in the district's policies. Florida's Frameworks for K-12
Gifted Learners, guides curricular modifications of Florida's Next Generation Sunshine State
Standards to create an appropriate level of challenge for gifted students. Curricular
modifications for gifted learners will be designed to address the need for more complex tasks,
exposure to a broadened scope of information, an emphasis on multiple perspectives, more
rapid pace of instruction, a greater focus on higher order thinking skills, and more sophisticated
products/performances. In the event that one or more gifted students enroll at MCAA, a
certified teacher with a gifted endorsement will be employed to meet the specialized and
individualized needs of gifted students.
Effectiveness in Serving Students who are Gifted
It is important to note that all ESE students, including students who are gifted, are assessed on
an ongoing basis along with their peers. Each course's curriculum is developed to include
regular assessments to determine student mastery. All classroom teachers will be provided
with the appropriate information concerning services included in the student's EP, as well as
staff needed to address the identified goals.
Students who need services beyond those offered through the general curriculum may work
directly with the ESE specialist in individual and small group settings. If one or more gifted
students enroll in the school, a teacher with the required gifted endorsement will be employed.
Alternative programs, resources, and textbooks may be utilized so that each student has the
opportunity to successfully progress through the curriculum at an appropriate depth,
complexity, abstractness, and pace.
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Section 7: English Language Learner
A. Describe how the school will comply with state and federal requirements for serving
English language learners, including the procedures that will be utilized for identifying such
students and providing support services.
My Choice Accelerated Academy will comply with all state and federal requirements for serving
English Language Learners (ELLs) and will abide in all respects to the requirements of the LULAC
et. al. vs. the State Board of Education Consent Decree (1990). My Choice Accelerated Academy
will follow the guidelines and criteria of the School Districts Student Progression Plan (SPP) for
ELL students and the School Districts ESOL Handbook. My Choice Accelerated Academy will
ensure that all ELL students will receive instruction that is appropriate to their level of English
proficiency, their level of academic achievement, and any special needs they may have. The
goal of the ELL program at My Choice Accelerated Academy will be to provide instruction in
English language listening, speaking, reading and writing skills. Specific ELL program
implementation requirements, as provided by the School District at district trainings and ESOL
workshops will be followed by My Choice Accelerated Academy and include the following:
Identification Procedures
Upon initial enrollment into My Choice Accelerated Academy, each parent/guardian will be
surveyed at the time of registration and asked to address the following questions in the
required Home Language Survey (HLS):
a) Is a language other than English used in the home?
b) Did the student have a first language other than English?
c) Does the student most frequently speak a language other than English?
Each question on the HLS will appear in English, Spanish, and\or Creole. Information on the
Home Language Survey will be recorded into the district’s automated student information
database. The My Choice Accelerated Academy registrar will direct each Home Language
Survey with any affirmative response to an ESOL or ESOL-Endorsed teacher for language
assessment. The teacher will administer the School Districts Language Assessment Scales (LAS)
within 20 school days to assess the English listening and speaking skills of the student.
An ESOL Teacher will be responsible for the administration and grading of the English language
assessment of potential ELL students. At My Choice Accelerated Academy, the responsibility for
recording the ELL data will be assigned to an ESOL teacher as well. A student identified as LY in
SASI will be considered an English Language Learner – non-English speaking or limited English
proficient.
Once students are identified as ELL, a letter of participation in the ESOL program will be sent to
parents/guardians, in the appropriate home language. Once assessment information is entered
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into the district information system, an Individual Student ELL Plan (ES-620) will be developed.
Copies of all documentation will be maintained in the student’s ESOL Audit Trail folder, which
will become a part of the permanent student cumulative record folder for review and audit by
appropriate personnel.
ESOL Audit Trail Folder
My Choice Accelerated Academy will initiate and maintain an individual ESOL Audit Trail Folder
for all ELL students as appropriate. The folder will include:
 Home Language Survey
 Entry LAS assessment
 Individual Student ELL Plan (ES-620)
 Copy of Parent Notification letter (original to parent)
 Extension of Instruction Forms and Documentation
 ELL Committee Meetings Documentation
 Exit Test
 Exit Letter – Copy
 Monitoring Forms
 CELLA Scores
As a dropout recovery program, My Choice Accelerated Academy will also adopt procedures to
address the placement of ELL students whose prior schooling records are incomplete or
unobtainable. These students shall be placed according to the age of the student as of
September 1st of the school year in accordance with the requirements of the district’s SPP. The
My Choice Accelerated Academy principal, in cooperation with appropriate staff members, will
assess and conduct programmatic assessment of out-of-state or out-of-country ELL students at
the school; with staff seeking to document any prior school experiences each new student
possesses using the student’s school records, transcripts, and other evidence of educational
experiences to determine a recommended grade-level placement. ELL students with disabilities
(SWD) shall be assessed with one of the suggested instruments on the Continuum of ESOL
Placement Tests for Exceptional Students to determine their ESOL Level.
Re-Entry of ELL Students
Any ELL student who re-enters My Choice Accelerated Academy after leaving the district, the
state or the country for 30 or more calendar days will be re-assessed to determine the English
language proficiency level. My Choice Accelerated Academy will update the LEP entry date in
the district system and the new entry date will be used to determine the length of time in the
ESOL program.
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Comprehensive Program Model and Student Instruction
My Choice Accelerated Academy will enroll all ELL students in the appropriate instructional
model based on the individual needs of the ELL students. These courses in the model will mirror
the course descriptions for standard curriculum English Language Arts classes and will be taught
by an ESOL-endorsed teacher who will employ ESOL strategies.
Instruction provided to ELL students will be the same in amount, sequence, and scope to that
provided to non-ELL students. The My Choice Accelerated Academy staff will utilize sheltered
language teaching approaches including scaffold instruction through the use of visuals,
providing students with comprehensible input, developing content language vocabulary,
accessing students’ background knowledge, and providing opportunities for students to interact
with one another in the context of meaningful content. The principal will monitor the use of
second language strategies during classroom observations, materials used, audio/visuals, and
Electronic Grade Book notations.
My Choice Accelerated Academy ELL students identified as ESOL Level 1 will utilize the “First
English” program which utilizes Computer-Assisted Language Learning (CALL) and teacher-led
instruction for English language acquisition. The program which is intended to help all ELL
learners, particularly beginners, gain access to the My Choice Accelerated Academy curriculum.
My Choice Accelerated Academy will evaluate its program effectiveness in serving ELLs based
on several criteria:
 Annual CELLA gains, including the number of students who improve overall proficiency
levels with respect to time enrolled.
 The number of ELLs exited as Fluent (FY) with respect to time enrolled in My Choice
Accelerated Academy.
 FCAT/ACT achievement levels.
 STAR reading growth assessment data.
 Teacher evaluations.
 Student reflections.
My Choice Accelerated Academy will be accountable for meeting the goals and objectives for
increasing the English proficiency of current ELLs. All My Choice Accelerated Academy ELL
students will participate in the annual Comprehensive English Language Learning Assessment
(CELLA) to measure growth in their English language acquisition skills. They will also participate
in all administrations of the FCAT, as necessary, with allowable accommodations for ELL
students.
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Exit and Monitoring Procedures
My Choice Accelerated Academy students will be determined English proficient and eligible for
exit from the ESOL program based on scores received on the FCAT and CELLA in all three areas
below:
 A Florida Comprehensive Assessment Test (FCAT) achievement level of three or greater
or equivalent developmental scale score on the Reading test of the Sunshine State
Standards for grades 9 -12 FCAT/CELLA Exit: Grade 9 – 12.
 Scores equal to and greater than 778 on the CELLA Reading test shall be used to
determine minimum level of English proficiency necessary for exit from ESOL.
 Scores equal to and greater than 2250 on the CELLA Composite test shall be used to
determine minimum level of English proficiency necessary for exit from ESOL.
My Choice Accelerated Academy will monitor students exited from the ESOL program for two
years and document their Post Program Review Progress on the Student ELL Plan. An ELL
Committee consisting of the My Choice Accelerated Academy principal, an ESOL teacher,
content-area teacher, and parent will convene to determine strategies and/or remediation for
any current or exited ELL student identified as struggling.
B. Identify the staffing plan for the school’s English language learner program, including the
number and qualifications of staff.
The ELL students at My Choice Accelerated Academy will be taught by one ESOL Endorsed
Reading and Language Arts teacher in order to provide appropriate support to ELL students in
need of second language acquisition assistance. Any My Choice Accelerated Academy Reading,
Language Arts, and Special Needs ESE teachers who have not received ESOL endorsement at
the time of their hire will participate in approved ESOL endorsement programs within their
timeline. They will complete the required course work in the following areas as determined by
the school district:
 Methods of Teaching for English for Speakers of Other Languages
 ESOL Curriculum and Materials Development
 Cross-Cultural Communication and Understanding
 Testing and Evaluation of ESOL
 Applied Linguistics
 ESOL Issues and Strategies
All My Choice Accelerated Academy content area teachers will also complete the required 60
hours in Methods of Teaching ESOL or ESOL Issues and Strategies within their first two years of
employment with My Choice Accelerated Academy, if they have not done so prior to hire.
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C. Explain how English Language Learners who enter the school below grade level will be
engaged in and benefit from the curriculum.
All students will be engaged in and benefit from the curriculum including exceptional students
(ESE) and/or students who enter the school below grade level. The results of the most recent
Florida Comprehensive Assessment Test, Alternative Assessment, teacher-made tests, and
screenings through the reading program will be used to determine the level of mastery in
reading, writing, mathematics and science for all students. This information, coupled with the
results of the prior year standardized tests results and student records, will be used to
determine the best educational setting for students (e.g., appropriate course selection,
tutoring, referral for special services).
Apart from providing the specific services listed in a student’s IEP, EP, and/or ELL plan as
applicable, MCAA’s faculty will differentiate instruction as necessary and will offer tutoring
services or other such assistance to ensure all students remain successful. Student
performance will be continuously assessed as described in the Section 5. Students not making
adequate progress towards the Next Generation Sunshine State Standards will be identified and
the following measures will be instituted:
Students needing remediation based on respective subject area assessments in specific subject
areas will be assigned to and placed on the student’s Individual Learning Plan (ILP) targeting
these deficiencies. This plan requires active participation from the student, the parents and
specific teachers in order to ensure continuous student improvement. This initiative allows
each student to have ownership and understanding of his/her learning style and allows each
student to track and monitor his/her achievement. The ILP will be comprised of specific,
measurable, individualized goals for that student as well as the strategies and services
(tutoring/required additional classes, ELL services) to be implemented in order for the student
to achieve the specified goals.
MCAA will use the following process to ensure that all exceptional students are engaged in and
benefit from our curriculum:
 Create a Performance Improvement Plan - Effective accommodations require sustained
development and support. They must be made within the framework of a larger plan
that includes consideration of (a) basic and strategic skills instruction and (b) the roles
of people involved in the instructional process. As much as possible, students, parents,
paraprofessionals, and others will be involved in developing the plan.

Identify and Evaluate the Standards that Students Are Not Meeting - The problem to be
addressed by the accommodation will be defined. Teachers will observe students'
performance when they use typical instructional materials. They may have difficulty
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acquiring or getting the important information from written materials, storing or
remembering the information presented in the materials, or expressing the information
or demonstrating competence on written tests. If students have difficulty with a given
task, different solutions may be required depending on the level of difficulty.

Develop Goals for Teaching Strategies and Making Accommodations - Some problems
can be solved by accommodations; other problems may require intensive instruction in
skills or strategies. Often, teachers may need to provide accommodations while
simultaneously teaching the student the learning strategies he or she needs in order to
perform the work. Before any accommodation is made for an individual student,
teachers will carefully consider the best approach to addressing the student's disability
and promoting success. Accommodations will be approached as short-term solutions
within a long term plan for teaching skills and strategies that will promote the student's
independence as a learner.

Determine Whether Content Modifications or Format Accommodations Are Needed Content modifications will be made only when the student's IEP notes that the general
curriculum is inappropriate for this student. Content modifications will also meet local
and state education standards. In some cases, the IEP may address the degree to which
the requirements associated with meeting state standards and taking assessments may
be modified. The teacher will decide which parts of the curriculum the student will be
required to learn and will constitute mastery of the course content.
When the curriculum is considered appropriate for the student, accommodations will
focus on format rather than content. The teacher will identify the critical elements of
course content that students must learn. First, the teachers will identify the critical
course ideas or concepts. Then, the information that must be mastered in each unit to
ensure that the critical course ideas are mastered will be identified. Finally, how
students will demonstrate their mastery at the end of each unit and at the end of the
course will be determined. Format accommodations will be made to compensate for
mismatches between the presentation or design of the materials and the skills and
strategies of the student. In format accommodations, the content will not be altered.

Identify the Features of the Materials and Resources that Need Accommodations Teachers providing accommodations will examine each curricular unit for features that
might cause a learning problem. For example, the content may be very abstract,
complex, or poorly organized, or it might present too much information. It may not be
relevant to students or it may be boring. Further, it may call for skills or strategies or
background information that the student does not possess. It may present activities
that do not lead to mastery, or it may fail to give students cues about how to think
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about or study the information. Materials also may not provide a variety of flexible
options through which students can demonstrate competence.

Determine the Type of Accommodation That Will Enable the Student To Meet the
Demand - Once the materials have been evaluated and possible problem areas
identified, the type of format accommodation will be selected. Format
accommodations may be made by:
- Altering existing materials through rewriting, reorganizing, adding to, or recasting
the information so that the student can access the regular curriculum material
independently.
- Enhancing existing materials by providing additional instructional support,
guidance, and direction to the student in the use of the materials.
- Altering instruction to mediate the barriers presented by the materials so that the
student interacts with the materials in different ways.
- Selecting alternate materials that are more sensitive to the needs of students with
disabilities or are inherently designed to compensate for learning problems.

Communicate the Accommodation to Students and Parents - Accommodations are
more successful when they are offered and introduced to students at the beginning of
the year. Parents will also be informed about them at the beginning of the year.
Students will be taught explicit strategies to use any accommodation effectively and
educated on how to process the information received through the accommodation. As
students progress, they will be taught how to recognize the need for and request
accommodation.

Implement, Evaluate, and Adjust the Accommodation - As the accommodation is
implemented, the teacher will evaluate its effects to determine whether the desired
outcomes are being achieved. If not, adjustments will need to be made either in the
accommodation or the instructions to the student in its use. Accommodation should
significantly reduce failure and learning difficulties.

Fade the Accommodation When Possible - Accommodations usually are short-term
solutions to allow classroom learning and participation until the needed skills and
strategies can be taught. Once the accommodation is in place, the teacher will begin to
plan with other teachers how to teach the needed skills and strategies. Once the
student has learned the necessary skills and strategies, the accommodation will be
faded. The accommodation will not be removed until the student possesses the skills
and strategies to learn and complete tasks independently, and the IEP team is convened
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to review the student's IEP. For some students, an accommodation may be required for
several months, while for others, it may be maintained indefinitely.
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Section 8: School Climate and Discipline
A. Describe the school’s planned approach to classroom management and student discipline.
My Choice Accelerated Academy will adopt and abide by the most recent version of the
District’s Code of Student Conduct, therein incorporating the district’s policies and expectations
for students. The School’s philosophy regarding student behavior ensures its commitment to
the School’s mission on a daily basis. Its founders are of the opinion that both teachers and
students need to be provided with a consistent behavior management system so that
maximum time can be spent teaching and learning. Inappropriate behaviors that interfere with
the learning process and the expectations set for character development can be reduced and
ultimately extinguished through consistent, best practice behavior management techniques.
My Choice Accelerated Academy will function on the belief that a safe and orderly school is of
primary importance in order to create an enjoyable environment for both students and
teachers. When children behave in a respectful, responsible and safe manner, they learn more
and develop into children whose character counts. With the children’s best interests in mind, it
is imperative that parents and staff work together to ensure a happy, safe and productive
learning experience. MCAA expects parents to take an active role in supporting this plan in
order for children to learn to be responsible citizens.
Thus, behavior management based on a positive reward/point system will be in place in all
classrooms from the beginning of the first year of operation. Pre-service and in-service training
will be required of all teachers. Each teacher, then, will be given the opportunity to implement
her/his own behavior management techniques in their respective classrooms. The ultimate goal
will be to remove these systems from the classrooms, based on the theory that appropriate
behaviors will be internalized and external reward systems will no longer be necessary.
B. Describe the school’s Code of Conduct, including the school’s policies for discipline,
suspension, and dismissal.
Discipline
My Choice Accelerated Academy recognizes that a positive learning environment cannot exist
without maintaining order and discipline conducive to learning. The Code of Conduct will be
specified in the Student/Parent Handbook and is intended to standardize procedures to ensure
that the rights of every student at the School campus are upheld. The school's Student/Parent
Handbook will not conflict with the District's Code of Conduct, and will incorporate and align to
the District's Code of Conduct.
All students at the school campus will be required to know and follow the Code of Conduct.
When students do not follow the rules, they will be expected to accept the consequences. A
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student's attitude towards the rules of the school campus is very important. Additionally,
students will also follow the District's Code of Conduct.
Corporal punishment is not permitted. No employee should threaten, inflict, or cause to be
inflicted, unreasonable, irrational, or inappropriate force upon a student. Good sense and
judgment should always prevail.
The rules of the Code of Conduct will apply to any conduct whether the student is:
1. On school grounds during the school day, or immediately before or after school hours.
2. On school grounds at any other time when the school is being used by a school group.
3. On or off school grounds at any school activity, function, or event.
4. Traveling to and from school, including actions on any school bus, van, or public conveyance.
Suspension and Dismissal, and Expulsion
The general guidelines for due process and appeals are as follows: The Principal reserves the
right to suspend a student based on the offense committed by the student.
 No suspension shall exceed ten school days.
 The Principal must give written notice of the intention to suspend, along with the reason
for the suspension, to the student.
 The student shall be given the right to appear at an informal hearing before the Principal
and respectfully challenge (or otherwise explain) the reasons for the intended
suspension. The hearing may occur immediately and at any place: the hall, office,
classroom, etc.
 A written notice of the suspension shall be sent or given, within one calendar day to the
parent/guardian if the student is under the age of 18. The notice shall include the
reasons for the suspension and the right of the student to appeal to the Board of
Directors.
My Choice Accelerated Academy understands that only the School Board can expel a student
and will cooperate with the School Board regarding any potential expulsion proceedings.
Discipline for Students with Disabilities
Discipline for students with disabilities will be in accordance with Rule 6A-6.03312, FAC, and the
school district's and school's codes of conduct. This will ensure that students with disabilities
are not removed from their current exceptional student education (ESE) placement for more
than 10 days and a manifestation determination will be held as required. Parents, will be
notified in writing of any long term removal and will be provided with their Procedural
Safeguards. Beginning on the eleventh cumulative school day of removal in a school year, the
School, will provide a free appropriate public education (FAPE) to a student with a disability,
consistent with the requirements of State Board of Education Rules.
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ORGANIZATIONAL PLAN
Section 9: Governance
A. Describe how the school will organize as or be operated by a non-profit organization.
My Choice Accelerated Academy, Inc. is a Florida registered not-for-profit corporation. The
corporation will seek Section 501(c)(3) status as a tax exempt organization for the sole purpose
of organizing and operating a Florida charter school. The Founding Board has applied for and
received a Certificate of Incorporation. When a charter is granted by the Sponsor, the Founding
Board will appoint the first Board of Directors (hereafter referred to as “the Board”), selected
from a pool of applicants consisting of interested parent and community members.
Subsequent boards will be elected by the school population at the time, as well as appointed by
the current Board, as outlined further on. Any action of or by the Board shall be in compliance
with Florida’s “Government in The Sunshine” Law. The following documents will be provided as
required to the district and they will be maintained and be available for review, upon request,
at the school office:
• Articles of Incorporation
• Governing By-laws
• IRS Notification of EIN# and Determination of Exempt Status
B. Provide an organizational chart for the school and a narrative description of the chart.
Clearly describe the proposed reporting structure to the governing board and the relationship
of the board to the school’s leader and administration.
Organizational Plan
The Founding Board has developed a governance model that combines and adapts governance
models from the Florida School Boards Association and the National School Boards Association.
The governance model of the Florida School Boards Association (www.fsba.org) includes
emphasis on the boards’ focus on student learning through vision, structure, accountability and
advocacy. The National School Boards Association provides a publication, The Key Work of
School Boards (www.nsba.org), which details a continuous improvement model that aligns
vision, standards, assessment, accountability, climate and collaboration.
Through a combination of these models and the training required by the Florida Department of
Education for charter school boards, the Board will implement a governing structure that will
allow the school to grow and flourish. The Board will strive to follow the “one voice” principle,
speaking and governing as a full board, rather than as individuals. The Board’s deliverables will
include:
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


Systematic linkage between MCAA and the community.
Written governing policies which facilitate academic standards and budget priorities.
Assurance of organizational performance.
The Board, in collaboration with the Principal, will be responsible for the organization and
control of the school and is empowered, with consideration to the boundaries of federal and
state statute, to determine the policies necessary for the effective operation and general
improvement of the school. The Board will be a public corporate entity and may take action
only during a meeting in official public session, when a quorum is present. The Board shall limit
its action to establishing policy and to meeting the requirements prescribed by laws and rules
of the State Board of Education. Individual members of the Board have authority to take official
action only when sitting as a member of the Board in public session, except when the Board
specifically authorizes the member to act. The Board shall not be bound in any way by any
action on the part of an individual board member or an employee, except when such statement
or action is in compliance with the public action of the Board.
Board of
Directors
Principal
School Advisory
Council
Faculty
Administrative
Staff
The Board of Directors of My Choice Accelerated Academy is the ultimate policy-making body
that determines the academic direction, curriculum, and operation of the school. The MCAA
principal, hired by the Board, will be responsible for all aspects of school operations within the
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scope of operating policy and budgetary approval by the Board. The school’s faculty and staff
will report directly to the principal, who reports to the Board of Directors.
The school's principal will ensure that the operations of the school are in accordance with the
mission and vision of My Choice Accelerated Academy and are within the policies of the school
district. The administrative staff will make all school-based decisions, establishing and
implementing procedures for the day-to-day operations of the school. The faculty and
administrative staff will be responsible for carrying out these procedures in their daily activities
and interactions with students, parents and the community. The School Advisory Council (SAC)
will serve as an advising body to assist the school in deliberation on policies and creating an
environment that meets the goals of the Board. The SAC will also be important in
communicating and sharing information between the School, parents, and community via the
school website and newsletter.
C. Provide a description of how the governing board will fulfill its responsibilities and
obligations, including but not limited to::
o
o
Adoption of annual budget
Continuing oversight over charter school operations
By-Laws will be enacted which detail the function of the Board of Directors, included in 9D
below. Essentially, the responsibilities of the Board of Directors, including how it will exercise
continuing oversight over school operations, will include:
 Management of the business, property, and affairs of the non-profit corporation.
 Approval of a qualified principal to administer and operate MCCA.
 Supervision and oversight of the principal in performance of his/her respective duties and
obligations.
 Establishment of overall policies for MCCA.
 Approval of the annual budget of anticipated income and expenditures and preparation of
the annual financial audit report.
 Filing of an annual progress report to the School Board that will include:
- MCCA’s progress towards achieving the goals outlined in its charter.
- The information required in the annual school report pursuant to § 1011.60 (1) F.S.
- The financial records of MCCA, including revenues and expenditures. - Salary and
benefit levels of MCCA’s employees.
 Maintenance of written records of attendance and minutes of its meetings.
The Board of Directors, teachers and administrators will have a relationship based on
mutual respect for the role each plays in fulfilling the mission of My Choice Collegiate
Academy, Inc. The Board of Directors is responsible for and accountable to the people for
whose benefit this school will be established, and has the overall responsibility for
ensuring that students attending MCCA will be provided with a quality education. The
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Board of Directors will be responsible for evaluating the effectiveness of MCCA in the
fulfillment of its established goals, objectives, and mission.
The principal will have primary responsibility for all aspects of the school’s operations and
programs, including the day-to-day management. The teachers and staff of MCCA will report to
the principal and will not be directly responsible to the Board of Directors.
D. Describe the proposed policies and procedures by which the governing board will operate,
including board powers and duties; board member selection, removal procedures and term limits;
code of ethics, conflict of interest, and frequency of meetings. If the Board has not yet developed
policies, the applicant shall describe the timeline for development and approval of Board policies.
The founding By-Laws of MCAA are included below which delineate the policies and procedures
of the Board are included. The initial Board of Directors reserves the right to make changes
once the Board is constituted and the By-Laws reviewed.
MY CHOICE ACCELERATED ACADEMY CHARTER SCHOOL BYLAWS
(PROPOSED)
ARTICLE I. My Choice Accelerated Academy (MCAA) Charter School
Section 1. Name.
The name of the corporation is My Choice Accelerated Academy Charter School. It is hereinafter
referred to as “the corporation.”
Section 2. Location.
The principal location of the MCAA Charter School facility shall be ______.
Section 3. Purposes.
The Corporation is a non-profit corporation organized under the laws of the State of Florida and its
purposes are exclusively educational as set forth in the Certificate of Incorporation. More specifically,
the purposes for which the Corporation is organized are:
A. To provide facilities and an environment with teachers and administrators that are studentcentered in the approach to learning.
B. To promote high levels of ethical and moral values as an important part of the educational
process.
C. To promote and encourage collaborative relationships between students and teachers that
incorporate learning activities that are academically sound and also include methods of
improving students’ academic motivation.
Section 4. Statute and Code.
My Choice Accelerated Academy is a not for profit corporation formed and organized under Chapter
617, Florida Statutes. The Corporation is designated as an educational organization under Section 501
(c)(3) of the Internal Revenue Code. This status will be maintained throughout the term of Charter. The
School has elected not to be a membership corporation.
Section 5. Non-discrimination.
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The Corporation shall not discriminate on the basis of race, religion, national origin, gender or age in
either the hiring or other employment practices of the school or in its admission policies for students.
Further, the Corporation shall be open to all students in its authorized geographic area on a space
available basis and shall not discriminate in its admission policies or practices. The Corporation shall
conduct all of its activities in accordance with all applicable local, state, and federal anti-discrimination
laws, as well as in accordance with all other laws and regulations applicable to the operation of charter
public schools in the State of Florida.
ARTICLE II Members
Section 1.
The Corporation is a non-membership organization, and its activities and affairs shall be managed by an
elected and unpaid Board of Directors whose members constitute the Board of Directors of the School
for a term of one year. The Board of Directors shall establish the policies of the Corporation and the
School by majority voting, and only Board members shall be entitled to vote on the business and affairs
of the Corporation.
ARTICLE III Board of Directors
Section 1. Number.
The Board of Directors shall consist of not less than five and not more than eleven persons. The Director
of the charter school shall be a non-voting member of the Board of Directors.
Section 2. Qualifications.
Any person may serve as a Board member for this corporation who has reached the age of majority of
the state of Florida.
Section 3. Term.
Board members shall be elected for three year terms. Terms shall be staggered so that no more than 1/3
of the Board shall be up for election in any year, unless a vacancy(ies) needs to be filled.
Section 4. Powers.
The Board of Directors shall have all powers and authority, as designated in the Charter, for the
management of the business, property, and affairs of the Corporation, to do such lawful acts as it deems
proper and appropriate to promote the objectives and purposes of the Corporation. The Board of
Directors may, by general resolution, delegate to committees of its own number or to officers of the
Corporations such powers as it may see fit for specified periods of time.
Section 5. Election.
The names of the initial Board members are set forth in the Certificate of Incorporation. All successor
Board members shall be elected by the Board of Directors at an election held each year at the annual
meeting. The positions of those Board members whose terms have expired shall be open, nominations
made by the Board members, and to be filled by those Board members eligible to vote. In the event of a
tie vote for a position, a second ballot will be cast for that position only, with only the tied candidates
participating on the ballot. Should a second tie vote occur, a result shall be obtained by flipping a coin
with the person whose name is earliest in the alphabet calling a coin side first. Newly elected Board
members shall assume office at the first Board of Directors meeting following their election.
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Section 6. Term Limits.
Board membership shall be limited to two consecutive three-year terms. Previous Board members shall
be re-eligible for membership after a lapse of one year.
Section 7. Resignation and Removal.
A Board member may resign by submitting his or her resignation in writing to the President of the Board
of Directors. A Board member may be removed for cause at a meeting of Board members by an
affirmative vote of two-thirds of the remaining Board of Directors. Board members being considered for
removal shall receive at least two weeks’ notice of such proposed action and shall have the opportunity
to address the Board regarding such action prior to any vote on such removal.
Section 8. Annual Meeting.
An annual meeting of the Board of Directors for the election of Board members and such other business
as may come before the meeting shall be held in May of each year. Written notice shall be given not less
than 10 days nor more than 45 days of the time, place, and purposes of the meeting. The meeting shall
be held at the principal location of the Corporation or such other place as shall be specified in the
meeting notice.
Section 9. Regular Meetings.
In addition to the Annual Meeting, Regular meetings of the Board of Directors shall be held once a
month from September through June, excepting in the month of the Annual Meeting, and at such other
times as the Board may, from time to time, determine. Timely public notice of all such regular meetings
shall be provided.
Section 10. Special Meetings.
Special meetings of the Board of Directors for any purpose or purposes may be called at any time by the
President or by a petition signed by a majority of the full Board of Directors. Such meetings shall be held
upon not less than two business days notice given personally or by telephone, facsimile, or electronic
mail or upon not less than four business days notice given by depositing notice in the United States
mails, postage prepaid. Such notice shall specify the time and place of the meeting.
Section 11. Quorum.
A majority of the full number of Board members shall constitute a quorum of the Board for the
transaction of business. When a quorum is present, a majority of the Board members present may take
any action on behalf of the Board, except to the extent that a larger number is required by law, by the
Charter, or by these By-laws. Every act of a majority of the Board members present at a meeting duly
held at which a quorum is present shall be regarded as the act of the Board of Directors.
Section 12. Vacancies.
A vacancy on the Board of Directors, including a vacancy caused by an increase in the number of Board
members, may be temporarily filled by a majority vote of the remaining Board members to elect a
person(s) to fill the vacancy(ies) until the next annual meeting of Board members, at which time Board
members so elected must be re-elected as specified in the Bylaws or step down from the Board as soon
as his or her successor is duly elected and qualified.
Section 13. Compensation.
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Board members receive no payment for their services. With board approval, Board members may be
reimbursed for out-of-pocket expenses incurred on approved board business. Board members must
present receipts for all such expenses, which shall be for the Board member only, and shall be itemized
and documented. Such expenses must be approved by a motion of the board at the meeting
immediately following the expenditure(s). Each year, at the annual meeting, the Board of Directors shall
set a schedule of allowable charges for meals, lodging, and mileage expended on board business.
Reimbursements shall not exceed these limitations.
Section 14. Meeting Attendance.
Board members are expected to attend all Board meetings. It shall be the duty of the Secretary of the
Board to communicate with any Board member after such Board member’s three unexcused,
consecutive absences to ascertain the Board member’s interest in retaining Board membership. Failure
to provide an adequate response may qualify as sufficient cause for removal from the Board of
Directors.
ARTICLE IV Committees
Section 1. Establishment.
The Board of Directors may appoint such standing committees and/or ad hoc committees as it thinks
necessary for the effective governing of the school.
Section 2. Standing Committees.
Each standing committee shall have a charge specific to its permitted activities and such charges shall be
incorporated into the charter school policy manual. The function of any committee so established shall
be fact-finding, deliberative, and advisory to the Board of Directors. Committees shall not have authority
to take legislative or administrative actions, nor to adopt policies for the school. Standing committees
shall be made up on no more than two less than a quorum of the Board of Directors. The president shall
be an ex officio member of each committee. The chief educational director of the charter school shall be
an ex officio member of each committee, except where his/her evaluation, tenure, or salary is to be
deliberated. Standing committees shall be:
• Grievance Committee: The Board of Directors shall establish a Grievance Committee comprised of
both parents and teachers to make non-binding recommendations to the Board of Directors concerning
the disposition of complaints. The Grievance Committee shall have four members who will serve one
year terms, with one member designated as chairperson by the other committee members. Committee
members shall be appointed each year at the first Board of Directors meeting following the annual
meeting. Grievance Committee members may serve no more than two consecutive terms on the
committee.
The Board of Directors may establish any other standing committees it deems necessary for specific
purposes.
Section 3. Ad Hoc Committees.
Each ad hoc committee shall have a charge specific to its permitted activities and that charge shall
include the date on which the committee is to present its final report to the Board of Directors and be
dissolved. Members of ad hoc committees shall be drawn from those parents and staff of the school
community who indicate interest in serving on the ad hoc committee and from such others as may be
deemed appropriate by the Board of Directors. Ad hoc committees shall be made up of no less than five
and no more than 15 members. Board members shall not be eligible to serve on ad hoc committees,
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since they have authority and responsibility to review the committee’s recommendations and adopt
them or not.
ARTICLE V Officers
Section 1. Titles.
The Officers of the Corporation are a President, a Vice President, a Secretary, and a Treasurer. The Board
of Directors may create such other officer positions as it thinks necessary. Each officer position shall
have its duties and responsibilities specified and included in these By-laws. No Officer may hold more
than one position at the same time.
Section 2. Election.
The Officers shall be elected from among the Board of Directors at each annual meeting of the Board
members and shall serve for one year and until their successors are elected and qualified.
Section 3. Terms.
The President may serve for as long as the Board of Directors chooses to reelect him/her. Board
members elected to the other officer positions may serve no more than five consecutive one-year
terms. Former officers, after a break in service of one year, may be elected to another term as an officer.
Section 4. Duties.
Officers shall have the duties and responsibilities belonging to their office, including those that follow.
(a) The President shall be the chief executive officer of the Corporation, responsible, along with his/her
fellow Board members, for the oversight of its business and affairs. He/she shall preside at all meetings
of the Board. The President shall have full and equal vote as accorded to all Board members. The
President may enter into and execute in the name of the Corporation contracts or other instruments
that are authorized by the Board of Directors. The President may delegate, as needed, to any other
officer any or all of the duties of the office of President. He/she shall have such other powers and duties
as may be prescribed by the Board of Directors or by these By-laws.
(b) The Vice President shall have such duties and responsibilities as may be delegated to him/her by the
President. The Vice President shall have full and equal vote as accorded to all Board members. In the
absence of the President, the Vice President shall perform all the duties of the President and, when so
acting, shall have all the responsibilities of and be subject to all the restrictions as fall upon the
President, including presiding at meetings of the Board of Directors. He/she shall have such other
powers and duties as may be prescribed by the Board of Directors or by these By-laws.
(c) The Secretary shall cause notices of all meetings to be served to all members of the Board of
Directors and the Director and shall keep or cause to be kept the minutes of all meetings of the Board,
including the time and place, the names of those present, the actions taken, and the votes on such
actions. The Secretary shall present the minutes of the previous meeting at the subsequent meeting to
be voted on by the Board and duly noted in the minutes of the instant meeting. The Secretary shall keep
the Seal of the Corporation. He/she shall have such other powers and duties as may be prescribed by
the Board or by these By-laws.
(d) The Treasurer shall be the chief financial officer of the Corporation and shall have oversight of the
Business Administrator as that employee takes responsibility of the financial records, investments, and
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other evidences of school properties and assets. The Treasurer shall ensure that the Business
Administrator keeps regular books of account for the Corporation that set out business transactions of
the Corporation, such books to be at all times open to inspection at their place of keeping to any Board
of Board member. The Treasurer shall be the chair of the Financial Committee, which shall prepare an
annual budget, in conjunction with the School Director and the School Business Administrator, for the
consideration and approval of the Board of Directors.
The Treasurer shall ensure that the Business Administrator deposits all moneys and other valuables in
the name and to the credit of the Corporation with such depositaries as shall be designated by the
Board of Directors. The Treasurer shall provide oversight to the Business Administrator in the
investment and reinvestment of funds of the Corporation and the disbursement of funds of the
Corporation as may be ordered by the Board of Directors. The Treasurer shall render to the Board of
Directors and the members of the school community, at the Annual Meeting, statements evidencing the
current financial condition of the Corporation. The Treasurer shall ensure that the Business
Administrator establishes a system of adequate financial recording showing quarterly income,
expenditures, and balance and shall, at the first meeting following the end of each quarter, submit to
the Board of Directors a detailed written financial report in compliance with the New Jersey statutes and
regulations relating to charter schools. The Treasurer, as chair of the Finance Committee, annually shall
recommend an auditing firm to be hired by the Board of Directors to review the books of the
Corporation and provide a report on them to the Board of Directors.
Section 5. Removal.
Any officer may be removed from office, with cause, by the affirmative vote of two-thirds of the full
membership of the Board of Directors at any regular meeting or special meeting called for that purpose.
Any officer proposed to be removed for cause shall be entitled to at least five business days’ notice in
writing by mail of the meeting of the Board of Directors at which such removal is to be voted upon and
shall be entitled to appear before and be heard by the Board of Directors at such meeting.
ARTICLE VI Fiscal Year and Check Signing
Section 1. Fiscal Year.
The fiscal year of the Corporation shall be July 1st to June 30th. Section 2. Check Signing. The President
and School Business Administrator are authorized and required to sign all checks over the amount of
$250. The Board of Directors shall establish a policy setting the amount above which checks must have
both signatures.
ARTICLE VII Amendments to By-laws
Section 1. Amendments.
The Board of Directors shall have the power to make, amend, or repeal the By-laws of the charter
school, either in whole or in part. The By-laws may be amended at any regular meeting of the Board of
Directors or any special meeting called for that purpose. Written notice stating the time and location of
the regular meeting or special meeting must be given to all Board members not less than ten (10) days
prior to the meeting at which such change(s) shall be proposed and voted upon. Any change shall
require the approval by a two-thirds (2/3rds) vote of the full membership of the board.
ARTICLE VIII Dissolution
Section 1. Revocation of Charter.
If, at any time and for any reason, the Corporation’s charter is revoked or the Corporation becomes
insolvent, all assets of the charter school, after satisfaction of all outstanding claims by creditors, will be
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distributed equitably by a designee of the Superintendent of the School District under which the Charter
has been granted, in accordance with law.
Section 2. Voluntary Dissolution.
Should the Corporation choose to dissolve for reasons other than the revocation of its charter or
financial insolvency, all assets of the charter school, after satisfaction of all outstanding claims by
creditors and governmental grantors will be distributed by a designee agreed upon by the Board of
Directors.
ARTICLE IX Additional Provisions
Section 1. Indemnification of Officers and Board members.
A Board member or officer shall not be personally liable to the Corporation for damages for breach of
any duty owed to the Corporation, its beneficiaries, or its Board of Directors, except that nothing
contained herein shall relieve a Board member or officer from liability for breach of a duty based on an
act of omission:
(a) in breach of such person’s duty of loyalty to the Corporation; (b) not in good faith or involving a
knowing violation of law; or (c) resulting in receipt of an improper personal benefit.
Section 2. Compensation.
No Board member or officer shall receive any fee, salary, or remuneration of any kind for services
rendered to the Corporation, except that Board members and officers may be reimbursed for proven
expenses incurred in the business of the Corporation and approved by formal vote of the Board of
Directors.
Section 3. Insurance.
The Board of Directors shall provide for the liability and other forms of insurance considered to be
necessary and prudent as protection against possible claims.
Section 4. Audit.
At the close of each fiscal year, the accounts of the School shall be audited by an independent auditor,
who is either a Certified Public Accountant or a Registered Municipal Accountant, and who has expertise
in accounting of tax-exempt organizations generally. The auditor shall be hired for this purpose by a
majority vote of the members of the Board of Directors present at the regular public meeting at which
the motion to hire the auditor is being considered. The audit shall be done in compliance with Florida
statutes governing Charter Schools and with all applicable state and federal laws controlling non-profit
tax-exempt corporations. Copies of the audit shall be provided to agencies in accordance with legal
requirements.
These By-laws were adopted by the Board of Directors at its meeting held on _________ by a
vote of _________.
__________________________
Board Secretary
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E. Explain how the founding group for the school intends to transition to a governing board.
None of the founding members are expected to transition to the Board of Directors. Initially, the Board
will be appointed by the founding members and will serve for a period of one to three years as
described in section D above. Thereafter, Board members will be elected to positions as described in the
By-laws. All new Board members will participate in an orientation process in which they will receive
training and preparation for Board duties, responsibilities, and procedures. New members will meet
with MCAA’s management team in order to be familiarized with the academic progress,
curriculum, discipline, school climate, and mission of My Choice Accelerated Academy.
F. Describe the plans for board member recruitment and development, including the
orientation process for new members and ongoing professional development.
Board members will be recruited by the founding team and selected from the parent base and
community within which the school resides. Every year, members of the governing board will
be required to participate in the mandatory governance training as stipulated by Florida law on
or before August 1st of each year:
• Four-Hour Initial Governance Board Training Course
This training is designed for governing boards with one or more members who
have had no previous board service or have served on the board for less than
ninety days.
• Two-Hour “Refresher” Governance Board Training Course
This two-hour course is designed for governing boards if ALL of the members have
served continuously on the school’s board for ninety days or more and have
complete four hours of initial state-approved training. Members who are new to
the board must still complete the four-hour course even if other members have
previously completed the four-hour training.
G. List each of the proposed members of the school’s governing board, indicating any exofficio members and vacant seats to be filled. For each proposed member, provide a brief
description of the person’s background that highlights the contribution he/she intends to
make through service as a governing board member and any office of the board that
individual holds.
The development of an active Board of Directors remains an ongoing process. Upon approval of
My Choice Accelerated Academy, the founding Board will form at least a five seat Board of
Directors consisting of professionals, supporters, advisors, and parents. A background and
biography of each proposed member will be supplied upon the contract phase.
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H. Outline the methods to be used for resolving disputes between a parent and the school.
By maintaining a positive school environment and communicating closely with the school
community, which includes parents, children and teachers, My Choice Accelerated Academy
believes most concerns can be dealt with either through the classroom teacher or directly with
the Principal. Any parent with a complaint regarding a school related issue will be encouraged
to follow the chain of command by addressing the matter directly with the individual(s)
involved. If unable to resolve their concern with that individual, a meeting may be scheduled
with the Principal and that individual. If the matter is still not resolved, the parent may contact
any Board Member and request a mediation meeting with the Governing Board representative,
the Principal and the individual(s) involved. Any Governing Board action will be taken up at the
next scheduled Board Meeting and the decision of the Governing Board will be final.
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Section 10: Management
A. Describe the management structure of the school. Include job descriptions for teachers
and each administrative position that identify key roles, responsibilities and accountability.
My Choice Accelerated Academy will be led by a Principal who will be a qualified education
leader with experience in managing schools for students who require accelerated mastery of
basic skills and earned course credits. He/she will be responsible for hiring, supervising, and
evaluating all school staff. The Principal will be employed by the Board of Directors and will
lead the daily operations of the school on a day-to-day basis. The School's Principal will be
responsible and accountable for the educational and operational outcomes at the school as
well as for ensuring that the school is meeting its stated goals and objectives. To the extent
possible, all day-to-day operating decisions will be made on-site by the Principal.
The Principal is responsible for maintaining clear and consistent communication with the Board
regarding matters related to the daily operation of MCAA. Communications, reports, and
school updates to the Board of Directors from staff members and staff organizations will be
submitted to the Board of Directors through the Principal.
The organizational and management structure of the school will facilitate the delivery of
instructional and support services to students in an effective and efficient manner. The
Principal will work directly with faculty and staff to ensure that they receive proper direction
and support to deliver an effective instructional program. The Principal will oversee the
planning, designing and delivery of coherent instruction; will supervise all staff; will
communicate effectively with parents, the Board, and the broader community about the
school's progress; and will provide leadership that will support MCAA's teaching and learning
environment.
The Principal will be the direct supervisor of all of the educators at MCAA including teachers,
ESE specialists, and all other educational personnel. All staff members will receive their job
descriptions and roles of responsibilities. Meeting or exceeding job requirements as outlined in
the job description will be a key measure of evaluating employee performance. The Principal
will conduct annual performance evaluations for school staff. Evaluation of the School Principal
will be completed every year by the Board President and Board of Directors using an Employee
Evaluation form.
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JOB DESCRIPTIONS
PRINCIPAL
QUALIFICATIONS:
1. Master’s degree with Educational Leadership certification or training.
2. Successful experience as a school district administrator.
3. Evidence of successful teaching experience.
4. Evidence of leadership ability, including motivating school personnel to achieve District goals and
objectives.
5. Evidence of knowledge of school-related data and the ability to utilize such data for decision-making
purposes.
6. Evidence of ability to serve as a change agent in schools.
7. Evidence of ability to interact collaboratively with students, parents, school-based personnel and
community organizations.
8. Evidence of excellent oral and written communication skills.
JOB ANALYSIS DIMENSIONS:
Communication
Organizational Ability
Decision Making
Management Control/Delegation
Commitment to Vision and Mission
Critical Thinking Skills
Facilitative Leadership
Organizational Sensitivity
Proactive Orientation
Achievement and Developmental Orientation
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
1. Functions collaboratively with the School Advisory Council to assess school needs, develop a
meaningful School Improvement Plan, and introduce those changes in school programs and personnel
assignments that will result in achievement of school performance objectives and other District goals.
2. Provides proactive, comprehensive and facilitative leadership for the school in the planning and
implementation of school improvement initiatives, including implementing a challenging curriculum.
3. Oversees from an administrative point of view the daily operation of the school.
4. Observes teacher performance and provides assistance to individual teachers in an effort to improve
classroom instruction and student performance.
5. Supervises and evaluates all school-based personnel, including conducting performance appraisal
sessions which are extensions of a Board-approved personnel assessment system, making
reappointment recommendations and providing staff development/training opportunities.
6. Manages and supervises the school’s financial resources, including the preparation of the school’s
budget, the monitoring of internal accounts, and the review and approval of purchases and payments
for all goods and services received.
7. Enhances the decision-making capabilities of all school-based personnel through involvement of staff
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and faculty. Develops new skills and approaches to implement the school improvement and
accountability.
8. Encourages increased involvement by parents, businesses and other community interests through
partnerships designed to achieve both management and academic improvement and accountability.
9. Gathers, analyzes and uses data from varied and multiple sources to form concepts and hypotheses,
and to consider alternatives.
10. Maintains appropriate records related to pupil attendance, FTE generation, instructional and noninstructional school-based personnel, and property inventories and ensures the accuracy and timeliness
of all school reports.
11. Supervises the school’s food, transportation, maintenance, facility and support services.
12. Provides a clean, safe and nurturing school environment.
13. Provides effective communications with and seeks input from parents, teachers, students and the
community via systematic processes.
14. Coordinates community activities relevant to the school within the school area.
15. Keeps fully abreast of and diligently enforces appropriate federal, state, and local statutes; and
complies with audit requirements, School Board policies and administrative directives.
16. Emphasizes increased literacy in reading, writing, and mathematics for all students, including
students in Exceptional Student Education and English for Speakers of Other Languages.
17. Focuses on improved achievement for all students at the school center, with emphasis on quartile
one students.
ADDITIONAL JOB FUNCTIONS:
1. Follows adopted policies and procedures in accordance with School Board priorities.
2. Conducts oneself in the best interest of students, in accordance with the highest traditions of public
education and in support of the District’s Mission Statement.
3. Performs other duties as assigned.
4. Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required.
RESPONSIBLE TO:
• Board of Directors
ASSISTANT PRINCIPAL
QUALIFICATIONS:
1. Master’s degree with Educational Leadership certification.
2. Successful experience as a school district administrator.
3. Evidence of successful teaching experience.
4. Evidence of leadership ability, including motivating school personnel to achieve District goals and
objectives.
5. Evidence of knowledge of school-related data and the ability to utilize such data for decision-making
purposes.
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6. Evidence of ability to serve as a change agent in schools.
7. Evidence of ability to interact collaboratively with students, parents, school-based personnel and
community organizations.
8. Evidence of excellent oral and written communication skills.
JOB ANALYSIS DIMENSIONS:
Communication
Organizational Ability
Decision Making
Management Control/Delegation
Commitment to Vision and Mission
Critical Thinking Skills
Facilitative Leadership
Organizational Sensitivity
Proactive Orientation
Achievement and Developmental Orientation
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
1. Functions collaboratively with the School Advisory Council to assess school needs, develop a
meaningful School Improvement Plan, and introduce those changes in school programs and personnel
assignments that will result in achievement of school performance objectives and other District goals.
2. Provides proactive, comprehensive and facilitative leadership for the school in the planning and
implementation of school improvement initiatives, including implementing a challenging curriculum.
3. Oversees from an administrative point of view the daily operation of the school.
4. Observes teacher performance and provides assistance to individual teachers in an effort to improve
classroom instruction and student performance.
5. Supervises and evaluates all school-based personnel, including conducting performance appraisal
sessions which are extensions of a Board-approved personnel assessment system, making
reappointment recommendations and providing staff development/training opportunities.
6. Manages and supervises the school’s financial resources, including the preparation of the school’s
budget, the monitoring of internal accounts, and the review and approval of purchases and payments
for all goods and services received.
7. Enhances the decision-making capabilities of all school-based personnel through involvement of staff
and faculty. Develops new skills and approaches to implement the school improvement and
accountability.
8. Encourages increased involvement by parents, businesses and other community interests through
partnerships designed to achieve both management and academic improvement and accountability.
9. Gathers, analyzes and uses data from varied and multiple sources to form concepts and hypotheses,
and to consider alternatives.
10. Maintains appropriate records related to pupil attendance, FTE generation, instructional and noninstructional school-based personnel, and property inventories and ensures the accuracy and timeliness
of all school reports.
11. Supervises the school’s food, transportation, maintenance, facility and support services.
12. Provides a clean, safe and nurturing school environment.
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13. Provides effective communications with and seeks input from parents, teachers, students and the
community via systematic processes.
14. Coordinates community activities relevant to the school within the school area.
15. Keeps fully abreast of and diligently enforces appropriate federal, state, and local statutes; and
complies with audit requirements, School Board policies and administrative directives.
16. Emphasizes increased literacy in reading, writing, and mathematics for all students, including
students in Exceptional Student Education and English for Speakers of Other Languages.
17. Focuses on improved achievement for all students at the school center, with emphasis on quartile
one students.
ADDITIONAL JOB FUNCTIONS:
1. Follows adopted policies and procedures in accordance with School Board priorities.
2. Conducts oneself in the best interest of students, in accordance with the highest traditions of public
education and in support of the District’s Mission Statement.
3. Performs other duties as assigned.
4. Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required.
RESPONSIBLE TO:
• Principal
OFFICE MANAGER
QUALIFICATIONS:
• High school diploma or equivalent (bachelor degree preferred)
• Minimum of three (3) years of experience performing routine office/clerical duties (experience in a
school setting beneficial)
• Demonstrated knowledge of current computing technologies and software applications appropriate to
the position’s job responsibilities, including accurate keyboard speed of 55 words per minute
• Demonstrated ability to deal effectively with parents, students, teachers and the public
• Demonstrated knowledge of modern office practices and procedures
• Ability to communicate effectively, both orally and in writing
• Passion for helping children succeed in reaching their fullest potential
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
• Answers the telephone, responds to inquiries and provides information based on extensive knowledge
of school programs and activities.
• Establishes and maintains control procedures for processing incoming correspondence and action
documents.
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• Composes moderately to highly complex correspondence for Co-Administrators’ signature and
maintains highly complex correspondence and records in support of the Board of Directors
• Maintains current information regarding policies, programs and procedures and processes routine and
more complex matters within established policies
• Opens and distributes mail; assembles material for use by supervisor Co-Administrators and
Department Heads
• Prepares payroll, travel reports, etc. for school personnel as directed
• Orders supplies, initiates purchase orders, authorizes payment for items received
• Maintains department/division personnel records and processes personnel paperwork related to
newly-hired department/division employees.
• Coordinates preparations for workshops, meetings, seminars
• Maintains complete filing systems and records as required
• Maintains confidentiality regarding school and business matters
Additional Job Functions:
• Follows adopted policies and procedures in accordance with School Board priorities.
• Conducts oneself in the best interest of students, in accordance with the highest traditions of public
education and in support of the District’s Mission Statement.
• Performs other duties as assigned.
• Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required.
RESPONSIBLE TO:
• Principal
TEACHER
QUALIFICATIONS:
• Bachelor's degree from an accredited college or university
• Valid Florida certification in the subject area
• Passion for helping children succeed in reaching their fullest potential
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
 Demonstrate mastery of all state competencies
 Demonstrate mastery of all twelve of the teacher practices benchmarks for the 21St century at the
professional and eventually the accomplished level
 Foster students’ achievement gains from baseline assessment levels to be evident in pre/post tests
comparison results, standardized test scores, and portfolios
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 Maintain student portfolios
 Demonstrate consistent attendance
 Demonstrate efficiency
 Demonstrate oral proficiency
 Demonstrate written proficiency
 Pursue further education and supplemental credentials
 Maintain and promote a safe learning environment and administer student surveys twice yearly
 Promote problem-solving skills and character education
 Promote and enforce Code of Conduct
 Continually assess students' development (psychological and academic) through clearly defined
rubrics
 Establish, maintain, assess, and (if needed) modify individual student progression plans
 Identify those students who exhibit exceptional thinking styles and behaviors and implement and/or
accommodate those exceptional needs
 Attend parent/teacher meetings and conferences
 Demonstrate punctuality
 Initiate opportunities for professional development
 Initiate and present innovative ideas for special projects, school functions, field trips, extracurricular
activities, and clubs
 Provide supplemental instruction
 Attend workshops and conferences
 Document parent phone calls, conversations, and conferences
 Work as partners to create behavior modification plans
Additional Job Functions:
• Follows adopted policies and procedures in accordance with Board priorities.
• Conducts him/herself in the best interest of students and MCAA, in accordance with the highest
standards pursuant to the school’s mission and governing principles and in support of the School
District of Miami-Dade County’s Mission Statement.
• Performs other duties as assigned.
• Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required.
RESPONSIBLE TO:
• Principal
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BOOKKEEPER
JOB PURPOSE
This position is responsible for generating payroll, purchase orders, school deposits, petty cash, grants,
capital inventory, district required reports, insurance paperwork, employment forms, staff benefits.
This individual will work with the Co-Administrators to compile budget data and maintain records for the
school budget and will compile financial reports for the Principal who will then present financials for
audit and Board review.
The Bookkeeper will work with the district and the school’s accountant to provide monthly bank
reconciliations, monthly financial statements, detailed ledgers and other required financial and other
reporting documentation. In addition, the Bookkeeper may be involved in data management and data
entry with respect to online student records and school reporting requirements.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
SKILLS IN FINANCE/ACCOUNTING:
 Keep financial records and help staff accountants prepare monthly financial statements.
 Make bank deposits in accordance with company policy.
 Submit documentation for all receipts and disbursements made at the school level on a timely basis.
 Monitor and reconcile balances of school-based checking accounts.
 Follow-up on outstanding checks of school-based checking accounts. Assist payroll in resolving
outstanding payroll checks.
 Follow up and collect returned checks received on a timely basis.
 Prepare and submit purchase orders. Obtain proper approvals based on School policy.
 Prepare and submit check requests with proper approvals to accounts payable.
 Review and approve expenditure invoices, in coordination with school Principal.
 Maintain reconciliation of internal funds accounts.
SKILLS IN BUDGETING:
a. Assist in the establishment of budgets and budget procedures.
b. Advise, assist and provide leadership to school Principal on budget line items, invoice processing, cash
management, purchasing and other general financial items.
SKILLS IN PAYROLL:
 Submit Personnel Action Forms (PAF), except employee absentee forms to the Payroll Department in
accordance with the Payroll Cycle Calendar.
 Review entries to time and attendance system for accuracy. Make corrections when necessary as the
time and attendance system administrator, and ensure proper authorization of the correction.
 Review payroll register presented by Payroll Department to authorize processing of payroll.
 Distribute payroll checks to employees.
 Keep all payroll information confidential.
RESPONSIBLE TO:
Principal
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MEDIA SPECIALIST
QUALIFICATIONS:
 Bachelor’s degree from an accredited college or university or equivalent.
 Certification in Educational Media Specialist (Grades PK-12) preferred.
 Proficient in media technology and instructional applications of library science.
 Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness.
Strives to research, evaluate and implement best practices.
 Effective instructional delivery techniques and excellent communication skills.
 Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System
(SIS).
 Commitment to School’s values.
 Such alternatives to the above requirements as CSUSA may find appropriate and acceptable.
JOB PURPOSE:
Organize, administer, and coordinate the school’s library media center/facility and its programs.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
 Plan, organize, implement, and supervise the program, collection, and staff of the school library
media center.
 Direct the activities of library media center support staff (if appropriate).
 Establish and maintain an accurate circulation system for media and equipment.
 Schedule use of equipment, materials, and space of the library media center.
 Maintain and update written goals, objectives, policies, and procedures. supporting both the
educational objectives of the total school program and those of the library media program.
 Plan for and provide instruction for students and staff in the use of materials, equipment, and
services.
 Provide instruction and assistance to faculty and students for the production of media.
 Provide instruction following a scope and sequence of information skills.
 Plan with staff to integrate information skills within the school’s curriculum.
 Evaluate and select a variety of materials and equipment based upon the curriculum, needs and
interests of the students and the staff.
 Assist staff and students with selection, development, and preparation of library/media materials.
 Maintain accurate inventories and indexes of the library media center’s collection of materials and
equipment.
 Explain the school library media program and resources to the students, staff, and community.
 Involve students, staff, and school community personnel in planning, implementing, and evaluating
the library media program.
 Perform and/or coordinate the ordering, cataloguing, processing, and maintenance of media and
equipment for circulation.
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 Assist the Principal with the development of the library media center budget.
 Provide an environment conducive to inquiry, research, study, and personal use by students and
staff.
 Prepare bullet boards and other displays that are related to the curriculum.
 Implement requirements of state law, county policies, and school building procedures.
 Coordinate with community libraries for additional resources to support educational objectives.
SKILLS AND KNOWLEDGE:
 Demonstrate enthusiasm and commitment toward the job and the mission of the School; support the
School’s values in the strategic areas of academic excellence, operational performance, superior
culture, and financial health and growth, as outlined in the Employee Handbook.
 Work and interact with staff and relate to individuals at all levels of the organization; relate to
individuals at all levels. As unique situations present themselves, the incumbent must be sensitive to
corporate needs, employee goodwill, and the public image.
 Strong time management & organizational skills and the ability to prioritize wisely.
 Ability to establish and maintain effective working relationships with teachers, students, parents, the
community, and administrative staff.
 Establish excellent interpersonal skills between all constituents: being courteous, professional, and
helpful; Oral (including presentations), Written, Interpersonal (active listening), Negotiating and
Influencing.
 Ability to consistently be at work, be on time, follow instructions, respond to management direction
and solicit feedback to improve performance.
 Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System
(SIS).
 Look for ways to improve and promote quality and demonstrates accuracy and thoroughness. Strives
to implement best practices.
Responsible to:
 Principal
GUIDANCE COUNSELOR
QUALIFICATIONS:
 Bachelor’s degree from an accredited college or university or equivalent
 Bachelor’s degree from an accredited college or university or equivalent.
 Possession of valid Florida certification for Guidance Counselor.
 Minimum three (3) years experience of successful teaching or counseling services.
 Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness.
Strives to research, evaluate and implement best practices.
 Effective communication skills.
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 Proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System
(SIS).
 Commitment to School’s values.
 Such alternatives to the above requirements as CSUSA may find appropriate and acceptable.
JOB PURPOSE:
To help students achieve personal fulfillment by providing them with guidance and counseling services
to make successful personal, educational and occupational life plans.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Individual Student Counseling:
 Assists students in evaluating their aptitudes and abilities through the use of teacher comments,
interpretation of individual standardized test scores and other pertinent data. Works with students in
evolving educational and career plans in terms of such evaluation
 Provides individual counseling sessions for assigned students in dealing with their personal needs as
they affect school performance, as well as their educational and career plans
 Provides small and large group counseling sessions, as needed, to address students’ personal
educational and career plans
 Assists students in course selections and the scheduling process. Works to prevent students from
dropping out of school, and assists those that do in finding alternative educational programs.
 Assists in making arrangements for enrollment in summer school programs to make up noted
deficiencies
 Participates in follow-up studies of former students for the purpose of improving services and
evaluating the effectiveness of the educational program being offered by MCAA.
 Provides emergency support to students as needed during crises
 Provides students with college financial aid/scholarship resources and assists with college selection
(High School).
 Staff Consultation
 Serves as a consultant to the faculty concerning matters related to guidance services
 Confers with staff regarding students with problems and/or special needs
 Serves as a resource person for administration in matters relating to students and guidance services;
provides thorough and timely reports, data, etc. as requested by administration.
 Student and Parent Orientation
 Provides students new to the school orientation and information relative to school procedures,
curriculum and extra-curricular opportunities
 Participates in planning and implementing programs which contribute to smooth transition between
grade levels and/or to post-secondary education, which may include orientation programs for
students and parents
 Serves as a resource for information regarding the educational program, activities and services of the
school.
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Record Keeping:
 Supervises the maintenance of cumulative records for assigned students in accordance with state and
federal laws and regulations
 Provides information and prepares recommendations to colleges for admissions and scholarships as
well as to potential employers and other agencies for assigned students.
 Maintains counseling record (i.e., summary, log) regarding conferences or other sessions with
assigned students
Assessment:
 Assists in the administration of state-mandated and assessment programs
 Reviews and interprets results of assessment programs for assigned students and utilizes results for
counseling purposes
 Contributes to the evaluation of current curriculum offerings
 Assists in developing and implementing an evaluation plan for the guidance program and utilizing
results to determine strengths and areas in need of improvement.
School and Community Relations:
 Strives to establish cooperative relations and makes a reasonable effort to communicate with parents
when necessary and appropriate.
 Utilizes the resources of the community in developing and enhancing guidance services and activities.
 Cooperates and shares professionally with members of the staff.
 Assists in interpreting the Guidance Services Program within the school and community.
 Assists community agencies and resource people who deal with students’ needs.
SKILLS AND KNOWLEDGE:
1. Ability to work and interact with individual at all level of the organization.
2. Ability to organize, prioritize and manage multiple priorities.
3. Ability to prepare comprehensive business reports, including writing report sections, integrating
content, and formatting business documents.
4. Ability to establish a set of operating principles and routines; driving projects to completion, while
insisting on highest level of quality.
5. Ability to consistently be at work, be on time, follow instructions, respond to management direction
and solicit feedback to improve performance.
6. Establish excellent interpersonal skills between all constituents: being courteous, professional, and
helpful; Oral (including presentations), Written, Interpersonal (active listening), Negotiating and
Influencing.
7. Computer Basics: Windows, MS Word, Excel, Outlook, PowerPoint; Student Information System (SIS).
8. Good knowledge of organization’s policies and procedures.
9. Detailed knowledge of Federal, State, and local requirements for K-12 schools and charter school law.
Responsible to: Principal
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CUSTODIAN
QUALIFICATIONS:
• High school diploma or equivalent, preferred
• Successful experience in and demonstrated knowledge of commercial/institutional custodial work
methods, materials, and equipment
• Ability to read labels
• Ability to understand verbal instructions
• Passion for helping children succeed in reaching their fullest potential
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
• Works independently to routinely complete daily work schedule for designated school locations within
time frequency provided
• Routinely follows proper cleaning procedures and uses proper chemicals and cleaners safely,
productively, and according to directions given during training
• Routinely uses and operates cleaning equipment and tools in accordance with the training instructions
• Moves furniture, collects and disposes of trash/garbage, and performs other related tasks necessary
for the cleanliness of designated schools/locations
• Inspects work upon completion of assigned schedule and completes any unfinished work
• Assists supervisors with custodial and sanitation inspections following established procedures
• Cleans equipment and tools after use and stores in areas assigned
• Provides training to individual custodian support staff
• Routinely reports safety hazards, malfunctions of equipment or plant facility to immediate supervisor
• Attends training courses as required and responds to instructions both on the job and in training
classes
Additional Job Functions:
• Follows adopted policies and procedures in accordance with Board priorities.
•Conducts him/herself in the best interest of students and the school, in accordance with the highest
standards pursuant to the school’s mission and governing principles and in support of the School District
of Miami-Dade County’s Mission Statement.
• Performs other duties as assigned.
• Capable of lifting/carrying 100 lbs.; considerable physical activity required
RESPONSIBLE TO:
• Office Manager
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B. Outline the criteria and process that will be used to select the school’s leader.
Selection
The Board of Directors believes that the selection of the MCAA's Principal is the most
important decision the Board will make prior to the opening of the school. This individual will
have the most influence on the success of the school. The ideal candidate for this position will
be an experienced education leader who has an exceptional ability to motivate students and
staff to achieve. He/she will also be skilled at building and managing internal teams as well as
collaborating with other stakeholders in the community to build partnerships that are beneficial
to the School's students.
The steps in the recruitment and hiring process will generally follow the steps below, but may
be modified as needed for particular positions and circumstances:
1. A nationwide search will be conducted, including referrals from board members, job
postings in Monster. com, teacher-teacher.com, CareerBuilder.com, and other pertinent
publications.
2. The Board or their designee will review all resumes.
3. Screening interviews will be conducted by phone as the first step in determining if the
person interviewed is the right fit for the job with the School.
4. First round face-to-face interviews of candidates will be held with manager(s) of the position
for which the search is being conducted.
5. Background and extensive reference checks will be conducted.
6. Upon the return of a successful background check, the manager(s) of the position being
searched for will interview final candidates.
7. An offer of employment will be extended to the selected candidate, offering a compensation
and benefits package.
All faculty and staff will minimally have the certification, endorsement, or other credentials
required for their positions.
No teacher or staff member will be hired who would not have been eligible for hire by the
School District.
Evaluation
Evaluations of the School Principal will be completed every year by the Board President and the
Board of Directors using the Employee Evaluation form. This evaluation will include in-depth
review and feedback on the Principal's duties and responsibilities, and the standards to which
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the Principal is expected to conform. Emphasis will be placed on the leadership qualities to
achieve academic growth for students. An important criterion will be the Principal's ability to
identify and train teachers and other instructional staff. A "customer" focus on each student's
success is critical to the Principal's successful, on-going performance.
In addition, the Principal's strengths and weaknesses will be summarized and a corrective
action plan will be developed and implemented, if necessary. The Board President and Board of
Directors will review progress against the corrective action plan and assess the need for
training, professional development, or other intervention. The Board will be kept apprised of
the progress to complete the corrective action plan.
C. Provide a staffing plan for each year of the charter term aligned with the school’s projected
enrollment as detailed on the cover page of this application.
My Choice Accelerated Academy plans to hire its staff according to the schedule below and in
accordance with the projected enrollment as shown on the cover page. The Board of Directors
reserves the right to adjust the staffing levels based on the MCAA's current or projected
financial condition in order to maintain a balanced budget and meet its academic goals.
The primary goal at the school's start-up will be to build enrollment and form connections and
partnerships in the community, and to hire for key staff positions. The staff hired in this phase
will include the Principal, Office Manager, and Bookkeeper. The Board of Directors and the
administrative staff will then will hire teachers and other support staff in advance of projected
enrollment increases to ensure that the required 25:1 ratio is met.
Staffing Plan
Yr1
Yr2
Yr3
Yr4
Yr5
15.0
1.0
1.0
19.0
1.0
1.0
21.0
2.0
2.0
23.0
2.0
2.0
23.0
2.0
2.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
1.0
25.0
1.0
1.0
29.0
1.0
1.0
33.0
1.0
1.0
35.0
1.0
1.0
35.0
Instruction Staff
Teachers
ESE, ESOL Teacher
Specialty Teachers
Pupil Personnel Services
ESE Contact
Guidance Counselor
Media Services
Librarian/Media Specialist
School Administration
Principal
Assistant Principal
Business Manager
Other Staff
Bookkeeper
Custodian
TOTAL STAFF
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D. Explain the school’s plan for recruitment, selection, and development.
Recruitment and Selection
The standards, job requirements, and duties of teachers and staff members are all discussed
during the interview process and are included in each members welcome package. Teachers
will be certified consistent with the provisions of chapter 1012, F.S.
The steps in the recruitment and hiring process will generally follow the steps below, but may
be modified slightly for particular positions:
1. A nationwide search will be conducted, including referrals from board members, job
postings in Monster.com, teachers-teachers.com, CareerBuilder.com, and other pertinent
publications.
2. The Principal will review all staff resumes.
3. Screening interviews will be conducted by phone to ensure the right fit for the job with the
School.
4. First round interviews will be conducted with the Principal.
5. Background and extensive reference checks will be conducted.
6. Upon the return of a successful background check, an offer of employment will be
extended to the selected candidate, offering a compensation and benefits package.
All faculty and staff will have the certification, endorsement, or other credentials required for
their positions. No teacher or staff member will be hired who would not have been eligible for
hire by the School District.
The Board of Directors will continuously monitor the employee benefits levels, salaries, and
other factors to ensure that all high-quality staff remain on the job.
Professional Development
Teacher and staff quality, experience, and preparation are critical to students’ and MCAA's
initial and ongoing success. Professional development will be extensive, ongoing, focused, and
innovative. The development methods will incorporate evidenced-based strategies and
resources proven to be successful with MCAA's target population. Professional learning
modules and activities will focus on the use of flexible class periods, integration of technology
into instruction, familiarity with a variety of learning activities to engage students in higherorder competencies, differentiation of instruction, coaching and mentoring, team teaching, and
development and use of assessments to establish uniform coverage and external evaluations in
common courses.
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MCAA will use a blended model of professional development to deliver and support relevant
learning opportunities for teachers, as well as all staff. The professional development modules
are:
 Evidence-based and targeted for success with at-risk students.
 Job-embedded for direct application and improved performance.
 Aligned to the innovative instructional programs of the School.
 Synchronous and asynchronous for efficient use of time.
Staff Evaluation
The Principal or designee is responsible for evaluating the performance of all staff members on
a timely basis, utilizing a formalized performance management process that aligns with the
MCAA's employee growth and development initiatives.
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Section 11: Education Service Provider
My Choice Accelerated Academy does not intend to engage an Educational Service Provider.
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Section 12: Human Resources and Employment
A. Explain the school’s compensation plan, including whether staff will be publicly or
privately employed.
All MCAA employees will be hired as private employees of My Choice Accelerated Academy. As
a private employer, the school staff will enjoy an energetic, flexible working environment where
individual strengths may be best developed and utilized and staff contributions will have a
direct relation to promotions, financial incentives, and professional recognition.
We believe that quality teachers are essential to delivering a quality, challenging, and highly
effective educational program. Therefore, My Choice Accelerated Academy must be able to
attract and retain quality teachers. We also recognize the necessity of being fiscally responsible
in order to ensure the stability and longevity of the organization. Instructional personnel
represent the single largest budget item and thus will be monitored very closely.
In order to ensure flexibility and provide financial incentives based on performance, My Choice
Accelerated Academy will create its own salary scale and compensation plan independent of
the District’s. Such a plan will comply with applicable standards set out in the Equal Pay Act, the
Fair Labor Standard Act, and all other federal or state law regarding the payment of wages.
Compensation details will be reviewed by the Board prior to implementation, however, as
proposed in the budget attached to this application, highlights of the compensation plan
include:
• Classroom instruction salary range.
• Annual standard of living increase.
• Health insurance program.
Qualified staff will be offered opportunities through the school to augment their incomes by
providing tutoring services, and other special projects considered to be outside of their school
year duties and responsibilities.
The Board will undertake putting together an employee financial incentive program along with
a non-monetary performance recognition program. The school will continually seek to find
innovative ways of retaining and attracting staff through a flexible compensation plan and
through non-monetary, yet appealing incentives.
B. Describe the personnel policies and procedures to which staff will be required to adhere,
including expectations for participation in the school’s professional development program. If
personnel policies and procedures have not been developed provide a clear plan, including
timeline, for the development and approval by governing board.
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Personnel Policies and Procedures
All personnel policies will be specified in the Personnel Policy Guide and each staff member will
receive a copy before employment.
MCAA's co-teaching model allows for staffing flexibility. Short-term absences will be covered
by school administrators or support staff. Longer-term absences will require that appropriately
certified substitutes be hired for the duration of the absence.
Professional Development
Teacher and staff quality, experience, and preparation are critical to students’ and MCAA's
initial and ongoing success. Professional development will be extensive, ongoing, focused, and
innovative. The development methods will incorporate evidenced-based strategies and
resources proven to be successful with MCAA's target population. Professional learning
modules and activities will focus on the use of flexible class periods, integration of technology
into instruction, familiarity with a variety of learning activities to engage students in higherorder competencies, differentiation of instruction, coaching and mentoring, team teaching, and
development and use of assessments to establish uniform coverage and external evaluations in
common courses.
MCAA will use a blended model of professional development to deliver and support relevant
learning opportunities for teachers, as well as all staff. The professional development modules
are:
 Evidence-based and targeted for success with at-risk students.
 Job-embedded for direct application and improved performance.
 Aligned to the innovative instructional programs of the School.
 Synchronous and asynchronous for efficient use of time.
Beginning teachers will participate in a New Teacher Cohort and Assistance Induction Program.
This two-year program offers professional development in classroom management, curriculum
support, and instructional assistance. New teachers are also assigned a mentor teacher who has
a minimum of three years of successful teaching experience in the school’s program model.
Teachers who are new to the My Choice Accelerated Academy model, but not necessarily to
teaching, may also participate in the New Teacher Cohort program for one year as well. Due to
MCAA’s unique program model, instructional support and assistance is provided to all new
instructors regardless of teaching experience.
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Section 13: Student Recruitment and Enrollment
A. Describe the plan for recruiting students, including strategies for reaching the school’s
targeted populations and those that might otherwise not have easy access to information on
available educational options.
My Choice Accelerated Academy will be open to students who meet one or more of the criteria
described in the target population. In compliance with s. 1002.33(17)(a)(4) F.S., enrollment will
not be denied to any eligible applicants on the basis of sex, race, religion, national origin,
ancestry, pregnancy, marital or parental status, sexual orientation, or physical, mental,
emotional, or learning disability.
MCAA will also not discriminate in its student admissions policies on the basis of intellectual or
athletic ability, measures of achievement or aptitude, or any other basis that would be illegal if
used by any public school.
MCAA will use a variety of methods to attract students including those in harder to reach
families. Some of these methods may include:
 Informational meetings with local community, civic and religious organizations,
community leaders, and other people who may be able to inform and/or influence
families and students to enroll at the School.
 In-depth briefings with organizations such as Junior Achievement, and the Boys and Girls
Club to explain the program and establish a referral network.
 Advertisements in the public transit system or other public display venues.
 Facilitation of student, peer-to-peer discussion through the use of DVDs and materials
distributed at events attended by students who fit the criteria.
Other strategies that may be used include advertising in local community newspapers
(particularly those published for minority groups) or contacting community social service
organizations that target the at-risk and/or dropout population (youth organizations, courts,
churches, etc.). "Outreach" and advertising may also include an emphasis on the services the
school can provide for English for Speakers of Other Languages (ESOL) students. My Choice
Accelerated Academy will use multi-lingual advertisements and materials.
B. Explain how the school will achieve a racial/ethnic balance reflective of the community it
serves or with the racial/ethnic range of other local public schools.
We anticipate that the majority of students will live within a five mile radius of the School and,
thus, reflect the community being served. Targeted marketing will be used to focus on this
geographic area. Additionally, select marketing materials will be created and produced in
multiple languages based on the demographics of the local area.
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C. Describe the school’s enrollment policies and procedures, including an explanation of the
enrollment timeline, criteria and/or any preferences for enrollment, and lottery process.
Enrollment
My Choice Accelerated Academy will open an Enrollment Office in June 2013 to begin attracting
and enrolling students for enrollment at the beginning of the 2013 - 2014 school year. After
that, MCAA will offer daily enrollment for students who wish to enroll, space permitting.
Our admission and enrollment processes will be student-centered and friendly. As part of our
mission, we will have a year-round open enrollment, enabling students to enroll in our school
based on their schedules and needs. Students in our proposed target population may have a
tendency to drop out of school at various times during the year for various reasons; therefore,
we need to be able to enroll and engage students according to their individual time schedules.
When contacted by interested students and/or their parents online, over the phone, or in
person, My Choice Accelerated Academy will guide the interested student through the
following process:
 Enrollment Specialist reaches out to student and/or parent to arrange an initial visit at
the school with school staff.
 Student/parent meets with Enrollment Specialist to discuss student's needs and
expectations as well as school mission and expectations.
 Student/parent complete enrollment application.
 School requests transcripts and other relevant information from student's last school of
attendance.
 Student completes individualized assessments to determine academic skill levels,
vocational interests, academic history, credits earned, family/employment
commitments, and plans for getting to school.
 Student and parent meet with teachers, social workers, employment coaches, and
administrators to review assessment information and establish their Personalized
Success Plan (PSP).
As part of the enrollment process, the staff will request that the student and parent (if the
student is age 17 or younger) sign the Student/Parent Contract, which states that the student
and parent have read and understand the Student/Parent Handbook, including the Code of
Student Conduct, and agree to abide by the terms of these documents. The Contract will be
enforced based upon the terms and guidelines outlined in the Student/Parent Handbook and
Code of Conduct.
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Additionally, the parent and student will complete the enrollment package, which outlines the
responsibilities of the parents and students. Additional documents or forms may be required
based upon school district requirements.
As MCAA will be a public school, enrollment will not be denied to any eligible applicants on the
basis of sex, race, religion, national origin, ancestry, pregnancy, marital or parental status,
sexual orientation, or physical, mental, emotional, or learning disability.
Lottery
In the event that enrollment exceeds capacity, MCAA will conduct a random lottery to
determine which applicant students are offered enrollment or are placed on a waiting list (in
the order of their selection). Any students who inquire about enrollment after the lottery is
held will be placed on the waiting list on a first come, first-served basis. Admission preferences
may only be given to:
1. Students who are siblings of a student enrolled in the charter school.
2. Students who are the children of a member of the Board of Directors of the charter school.
3. Students who are the children of an employee of the charter school.
4. Students who are the children of:
a) An employee of a business partner of a charter school in the workplace.
b) A resident of the municipality in which such charter school is located.
c) A resident of a municipality that operates a charter school in a municipality.
5. Students who are the children of an active duty member of any branch of the United States
Armed Forces.
D. Explain any student and/or family contracts that will be used as a requisite for initial and
continued enrollment in the school. Describe if and how the school will enforce such
contracts.
As part of the enrollment process, the staff will request that the student and parent (if the
student is age 17or younger) sign the Student/Parent Contract, which states that the student
and parent have read and understand the Student/Parent Handbook, including the Code of
Student Conduct, and agree to abide by the terms of these documents. The Contract will be
enforced based upon the terms and guidelines outlined in the Student/Parent Handbook and
Code of Conduct.
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E. Explain any other efforts to encourage parental and community involvement, if applicable.
In order to ensure substantial parent and community involvement, Board members will meet
with local stakeholders to explain the program and recruit representatives, including parents to
serve on a Parent Teacher Organization (SAC). The SAC, with parent participation, will be
formed during the first semester of the school's operation. The purposes of the SAC will be to:
 Provide a venue for feedback among all partners and give a voice to the community.
 Agree upon community-related goals for the school program.
 Make constructive recommendations for school improvement.
 Establish relationships with members of the broader community and recognize their
value.
 Provide information to the community about the purpose, vision, and mission of the
School.
Parents will have a number of other opportunities for involvement in their student's education.
Parents will be invited to attend an orientation session with the student during which time
opportunities, expectations, and requirements of the program are clearly explained. This will
set the stage for expected student progress and achievement. This will be supplemented by
mailings to homes, newsletters and phone calls from teaching staff, and conferences with the
student and parent(s). Parents will be encouraged to visit the school and to participate in
school functions and events throughout the year, including school sponsored workshops,
parent nights, report card conferences, and student award ceremonies.
The Principal, Assistant Principal, and Guidance Counselor will be responsible for establishing
partnerships with community agencies that provide social and intervention services to students
and families. The goal of these partnerships is to provide a broader set of services that will help
the student and family handle circumstances that interfere with learning and academic success.
MCAA will also create partnerships with local employers to facilitate internships and
employment of students.
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BUSINESS PLAN
Section 14: Facilities
If the site is not acquired:
F. Explain the school’s facility needs, including desired location, size, and layout of space.
Final desired location, design, size and layout of MCAA have not been completed, pending grant of a
charter. MCAA intends to procure a facility capable of serving 600 students in grades 9-12. MCAA will
utilize facilities that comply with the State Uniform Building Code for Public Education Facilities and the
Florida Fire Prevention Code as required by Section 1002.33(18), Florida Statutes. The facility will be
thoroughly inspected and researched before a lease is completed.
A sample floor plan designed to accommodate up to 300 students per shift is represented below:
G. Provide an estimate of the costs of the anticipated facility needs and describe how such
estimates have been derived.
* The financial plan for the proposed school should align with the facilities-related costs
described.
The forecast base rent and all other facilities costs are included for all years of the charter
contract in the proposed Budget (Attachment 2). Utilities and maintenance cost estimates are
also shown in the proposed budget. These estimates have been derived from actual historical
data from other comparable charter school facilities leased, from experienced charter school
facilities developers, updated based upon widely-reported cost escalations for land and
construction costs for the corporation's charter school programs.
MCAA’s Governing Board will lease the facilities at a fixed annual rate so that the school does
not incur construction risks, including unanticipated delay costs, cost overruns, and the like.
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Lease payments will commence upon the taking of possession of the facilities by the School.
Long-term leasing provides to MCAA the ability for the MCAA’s Governing Board to focus on its
core mission (education and educational programming), outsourcing the design, acquisition,
permitting, financing, and construction of facilities to experienced entities in those fields. In
addition, long-term leasing separates MCAA from the vagaries of real estate and financial
markets, creating long-term guaranteed access to needed physical plant without the associated
risks of ownership. The lease documents will provide that so long as MCAA is meeting its rent
and other obligations, even the foreclosure of the property by the developer’s lender will not
affect MCAA’s continuing rights to possession and use of the facilities under the lease.
H. Explain the strategy and schedule that will be employed to secure an adequate facility.
Upon charter approval from the School District, we will schedule a review with the Director of
Facilities to determine acceptability of the design and placement we are considering for the My
Choice Accelerated Academy. Final design and construction will then be completed and lease
negotiations undertaken with the owner. The design process will be completed in January of
2013 and be scheduled for construction by the Spring of 2013.
I. Describe the back-up facilities plan.
Alternative locations will include but are not limited to office/retail space, light industrial space
or other facilities that can accommodate the mission and needs of the school as stated in this
application, and by the standards of the School District and State regulations. Several potential
facilities are available in the region within which the school is being planned and these
alternatives will be evaluated with one chosen should our first choice not be satisfactory.
J. Describe the plan and methods the school will employ to comply with Florida’s
constitutional class size requirements.
The facility will be in compliance with all Florida laws, regulations and policies for a safe and
sound learning environment. The projected student-to-teacher ratio shall be consistent with
those required by Florida Law as applied to charter schools. The class size reduction will be as
follows: grades 9 through 12 up to 25 students.
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Section 15: Transportation Service
A. Describe the school’s plan for transportation, including any plans for contracting services.
Your plan should discuss, to the greatest extent possible, the issues relevant to the school’s
transportation plans.
The school will be serving students ages 15-21, and will be using public transportation passes to
meet the transportation requirements. We believe that the provision of scheduled yellow-bus
transportation is not an issue that affects enrollment and attendance for our student
population. My Choice Accelerated Academy will be located along major lines of the public
transportation system. Students who live beyond a reasonable distance from the school will
receive a public bus pass if they choose to accept it.
A reasonable walking distance for any student who is not physically disabled is any distance not
more than two miles between the home and the school or one-and-one-half miles between
the home and the assigned bus stop. Such distance shall be measured from the closest
pedestrian entry point of the assigned school building or to the bus stop. My Choice
Accelerated Academy shall determine the shortest pedestrian route whether or not it is
accessible to motor vehicle traffic.
Since the school will be using public transportation for the majority of its students, there is no
need for contingency plans related to transportation. In addition, transportation service will be
provided by the school to any student whose ILP stipulates that this must occur. Should an ESE
student require special transportation accommodations, the school will contract with the
school district or an approved private transportation provider.
The school did not budget for transportation revenue as it is impossible to predict how many
students may qualify. My Choice Accelerated Academy will ensure that transportation is not a
barrier to education and will submit all paperwork and documentation related to transportation
specific funding as needed.
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Section 16: Food Service
A. Describe the school’s plan for food services, including any plans for contracting services or
plans to participate in the National School Lunch Program.
Due to the age group of the students attending My Choice Accelerated Academy, the flexible
schedule of the school day, and the fact that many students will be coming from and leaving for
work, My Choice Accelerated Academy will not provide meals as are typically provided in a
traditional high school. The school will make healthy snacks available to all students. Students
who would qualify for free or reduced price meals will be eligible for free or reduced price
healthy snacks. The snacks will be consumed before or after school and will not interrupt the
instructional day. These healthy snacks will be in compliance with all applicable requirements.
Additionally, MCAA will have vending machines on-site for students who wish to purchase
other types of food.
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Section 17: Budget
A. Provide an operating budget covering each year of the requested charter term that
contains revenue projections, expenses and anticipated fund balances. The budget should be
based on the projected student enrollment indicated on the cover page of the application.
The proposed five-year budget based on the projected student enrollment indicated on the
cover page is included as Attachment 1.
B. Provide a start-up budget that contains a balance sheet of revenue projections, expenses
and anticipated fund balance. The start-up budget must cover any period prior to the
beginning of FTE payments in which the school will expend funds on activities necessary for
the successful start-up of the school.
My Choice Accelerated Academy School anticipates a start-up budget as shown in the following
table. The Founding Board will be moving forward once this application is approved to acquire
additional start-up funds. We anticipate that these funds will carry us until June 2013. The
School will apply for a planning and design grant, as provided by the Charter School
Implementation Grant Program. If awarded, the grant will provide the school with additional
start-up funding which will be utilized prior to the period when the school will begin to receive
operational funding from the sponsor. In the event that the start-up grant is not awarded, the
school has access to loan amounts necessary for the start-up expenditures and all start-up
personnel will not be paid until the school begins operations.
Start-Up Budget Before Schools Open
Total Revenue
Founding team has obtained a loan to cover start-up costs. Allocation
Acct.Code Description
$50,000.00
Units
Rate
Total
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
$1,000.00
General Support Services
Board (7100)
320 Insurance
Liability/Errors & Omissions/Crime
1
Officers and Directors
1
330 Governance Training
330 Travel (workshop registration, lodging, etc.)
Total Board
$3,000.00
School Administration (7300)
100 Salaries
Principal (Three months before the school opens)
$20,000.00
Total Office Personnel
$20,000.00
$20,000.00
210 Retirement
$ 20,000.00
$0.03
$600.00
220 Social Security
$ 20,000.00
$0.08
$1,530.00
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240 Workers' Compensation
$ 20,000.00
$0.01
$244.00
250 Unemployment Compensation
1
$47.25
$47.25
360 Lease-Copy Machine
3
390 Printing (includes advertising)
510 Office Supplies
643-644 Computer Equipment
1
$50.00
$150.00
$10,000.00
$10,000.00
$2,500.00
$2,500.00
$2,500.00
$2,500.00
730 Dues and Fees
Total School Administration
$37,571.25
Fiscal Services (7500)
310 Professional Services:
Bookkeeping/Accountant
1
$1,500.00
Total Fiscal Services
$1,500.00
$1,500.00
Central Services (7700)
310 Professional Services
Marketing/Staff Recruiting and Placement
Total Central Services
Total Budgeted Expenditures
Balance Start Up Funds
$3,500.00
$3,500.00
$3,500.00
$45,571.25
$4,428.75
C. Provide a detailed narrative description of the revenue and expenditure assumptions on
which the operating and start-up budget are based. The budget narrative should provide
sufficient information to fully understand how budgetary figures were determined.
The cost assumptions detailed in the start-up budget reflect typical costs. MCAA's major
budgetary assumptions include:
1. The start-up period assumes that an enrollment office will be established three months
before school opening.
2. Hiring is per the detailed schedule in the financial calculations.
3. Computer equipment will be installed the month before school begins.
4. Recruiting and marketing costs are anticipated to be heavy during this period and the first
two months of the school year.
5. Start-up costs will be funded from a combination of capital leases, landlord participation in
the tenant improvements, and lending from other sources. If CSP grant approval is obtained,
those funds will enable reduction of loan funding.
6. Capital leases will be used to acquire all computer equipment over a five-year period.
7. Computer equipment is typically refreshed every five years.
8. The other assets (furniture and leasehold improvements) and initial operating expenses will
be funded from a lender or the federal start-up grant, if funds are awarded.
9. Consulting and professional fees include audit and tax preparation fees as well as legal and
consulting expenditures.
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10. Accounts Receivable and Accounts Payable are both net 30. Start-up expenses are paid
prior to year one.
D. Explain how the governing board will monitor the budget, including a strategy for
addressing revenue shortfalls due to lower than expected enrollment.
MCAA's spending priorities are based on the need to provide quality education at the most
efficient cost. The cash flow statement provides an analysis of the items that will be focused on
by the Board of Directors, Financial Specialist, and Principal. While MCAA anticipates being able
to recruit the planned enrollment, contingencies will be incorporated to accommodate actual
enrollment. These will include ensuring that faculty and staff planned to be hired will be fully
informed of the situation regarding start-up flexibility to ensure financial stability. Should the
number of classes not meet plan, only the actual number of faculty and staff to support them
will be retained. A line of credit will be available to the school to enable cash flow capable of
sustaining on time payments to all faculty, staff, and creditors.
Especially during the start-up effort, close monitoring of all costs will ensure that adjustments
to specific line items that permit flexibility will be enacted quickly to mitigate any expenditure
issues that may arise. Should the enrollment not meet the projected number of students, any
funds that are received from the Sponsor that constitute an amount greater than that which
the school is entitled, will not be spent, and will be set aside for return to the Sponsor.
E. Provide monthly cash flow projections for the school’s start-up period (i.e. from the date
on which the application is approved to the beginning of the first fiscal year of operation)
through the first year of operation.
The monthly cash flow projections for start-up are included in the start-up budget chart in 17.B.
above and are based on the accrual method of accounting. First year of operations on a
monthly basis are detailed in Attachment 2. Expenses will be earmarked for payment once the
goods or services have been received. The accounting and reporting for My Choice Accelerated
Academy School will be under GASB 34.
F. Describe the school’s fundraising plan, if applicable. Report on the current status of any
fundraising efforts, including verification of any fundraising monies reported in the school’s
start-up or operating budgets.
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The Principal or Board of Directors may choose to have fundraising activities for specific
purposes in the future, but none are planned at this time.
Newsletter & Web Sites- The school will have two on-going communication and fundraising
vehicles: a website and a weekly newsletter. Local businesses and clubs will be able to buy
banner ads and, where appropriate, be offered a link to their web sites. The fees to be charged
and manner in which the ads will be made available will be determined by the SAC as approved
by the Board of Directors. Total revenues from these and other sources cannot be determined
at this time.
An important role of the SAC will be to develop additional fundraising efforts to offer field trip
and other educational program funding.
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Section 18: Financial Management and Oversight
A. Describe who will manage the school’s finances and how the school will ensure financial
resources are properly managed.
The Governing Board has the ultimate responsibility to ensure that the School’s finances are
managed properly. My Choice Accelerated Academy's School Board will recruit a member,
designated as a Financial Specialist, with the requisite skill sets in financial management and
accounting.
The Board will review and approve a preliminary annual budget prior to the beginning of the
fiscal year. The Principal of the School will prepare a school-site budget, which will include
anticipated revenues and expenditures based on student enrollment. Each quarter, the Board
will review the budget and make revisions, as necessary.
The Principal will manage the day-to-day operations and site-based finances, including
expenditures and receivables. The Board will adopt a policy whereby the Principal will need to
seek prior approval from the Board for expenditures over a pre-approved amount. The Principal
will report at least quarterly to the Board on the progress of the site-based budget and make
recommendations and seek approval for large expenses. The Board will oversee the Principal
and remain responsible for all financial matters delegated to the Principal.
B. Describe the financial controls, including an annual audit and regular board review of
financial statements, which will be employed to safeguard finances.
MCAA has established financial procedures to further safeguard its finances. The Board shall
annually adopt and maintain an operating budget, retain the services of a certified public
accountant or auditor for the annual independent financial audit and review, and will approve
the audit report, including audit findings and recommendations. In the event a financial
recovery plan is necessary, the Board will monitor it and ensure such plan is appropriately
maintained. The Board will also review and monitor the financial statements of the School on at
least a quarterly basis during regularly scheduled Board Meetings.
Controls The Board of Directors is responsible for establishing and maintaining a system of internal
controls in order to provide reasonable assurance that the school’s assets are safeguarded
against loss from unauthorized use or disposition, and that transactions are executed in
accordance with the school's authorization and recorded properly in the financial records.
Controls will be established in accordance with all applicable federal, state, and local laws and
in line with accepted industry standards and best practices.
My Choice Accelerated Academy at Lee - 2012
Page 120
My Choice Accelerated Academy’s Principal and Bookkeeper shall maintain the school’s
accounting records and shall work with the Board to ensure appropriate management of those
records. MCAA will utilize the standard state codification of accounts as contained in the
Financial and Program Cost Accounting and Reporting for Florida Schools, as a means of
codifying all transactions pertaining to its operations for both internal and external reporting.
Financial reporting will be subject to any directives issued by the State of Florida and Sponsor.
Internal accounting for MCAA regarding receivables and disbursements will follow the following
procedures:
ReceivablesAll cash payments will be locked, coded by source, and deposited on a daily basis. Daily deposits
will be reconciled to cash receipts logs. Disbursements will be made only after appropriately
authorized and only to approved vendors and suppliers. The School will prepare disbursement
vouchers on site and authorized by the School’s Principal. Disbursement vouchers will be
submitted to the Bookkeeper with all necessary supporting documentation detailing the
amount, purpose, and classification of the disbursement. The Principal will then receive and
approve/disapprove all vouchers. A threshold amount will be established by the Board that will
determine when more than one signature is required on a check. Checks for certain purposes
and those over the threshold amount will require the signature of the Principal and Board Chair
or a designee determined by the Board.
Bank statements will be reconciled each month and financial statements to the Board and
sponsor will be regularly provided. The statements will include revenues, expenditures,
account balances, and other data as requested by the Board or Sponsor on dates and frequency
that the Board and Sponsor require.
Funds TransfersAny fund transfers by electronic means made into any School account will be recorded in the
general ledger by journal entry along with supporting documentation.
Revenue CollectionAny funds collected at the School will be received by a designated member of the School staff.
The Bookkeeper will document the purpose and amount of funds collected and prepare a
deposit on any day funds are collected. Deposit receipts, copies of the deposit ticket, and any
other documentation necessary to properly document deposits will be maintained at the
School. No checks or cash collected will be left overnight at the School and will be deposited on
the day received.
Capital ExpensesAll capital expenditures will require a purchase order and approval by the Board Chair,
Principal, or designee determined by the Board. Capital expense limits and parameters will be
My Choice Accelerated Academy at Lee - 2012
Page 121
set by the Board. Any purchase order amount greater that the limit set by the Board will
require Board approval. The purchase order will be given to the vendor or supplier with a copy
of the PO maintained in the School office.
Operating AccountsAll operating expenses will be paid out of the operating account. The Board will establish all
parameters, limits, and approval authority. The Board will receive a reconciled monthly
accounting for their review.
Check SignersOnly individuals stipulated by the Board will be authorized to sign checks on School accounts.
Data SecurityFinancial data and records will be maintained on a secured, logon, password protected system.
The Board will determine which individuals will have access to the financial data. A secure
environment will be established in which to maintain data backup and hardcopy records.
Audit ReportsThe School will provide the Board and Sponsor annual audited financial reports. All reports will
be prepared according to generally accepted accounting principles and contain a complete set
of financial statements and notes. The School will use the standard state codification of
accounts as detailed in the Financial and Program Cost Accounting and Reporting for Florida
Schools. The School will comply with any directives issued by the State of Florida or the
Sponsor.
C. Describe the method by which accounting records will be maintained.
MCAA will maintain both student and financial records in accordance with Chapter 119, Florida
Statutes. Retention schedules established by the records and information management
program of the Division of Library and Information Services of the Department of State will be
followed.
The School will maintain both active and archival records for current and former students in
accordance with federal, state, and local laws, and with the regulations prescribed by the
Florida Department of Education. MCAA will ensure that all student records are kept
confidential as required by applicable law.
All permanent records of students leaving the school, whether by graduation or transfer to
another public or a private educational institution shall have a copy of their permanent record
forwarded to the school in which the student is enrolled. All permanent records remain in the
last school in which the student was enrolled.
My Choice Accelerated Academy at Lee - 2012
Page 122
D. Describe how the school will store student and financial records.
All student and financial records will be kept in locked, fireproof cabinets or in a fire-proofed
locked records storage vault. Only certain school personnel will have access to student records
and computerized student records will be backed up regularly and stored in a secure area.
E. Describe the insurance coverage the school will obtain, including applicable health,
workers compensation, general liability, property insurance and directors and officers liability
coverage.
The budget provides funding for health insurance options for employees as well as state
required workers’ compensation coverage, comprehensive general liability insurance, fire,
property and casualty insurance, and vehicle liability insurance where needed. Directors and
employees in leadership positions will be bonded and errors and omissions coverage will be
provided.
The insurance provider will be authorized by subsisting certificates of authority by the
Department of Financial Services or an eligible surplus lines insurer under Florida statutes. The
insurer will have a Best’s rating of “A” or better and a Financial Size category of “VI” or better,
according the Best’s Rating Guide.
The following schedule will be used as a minimum requirement for each classification of
insurance:
Automobile LiabilityA minimum $1,000,000 per occurrence, and if subject to an annual aggregate, $3,000,000.
Errors and OmissionsA minimum of $1,000,000 per claim/annual aggregate, and maximum deductible of $25,000 per
claim.
Fidelity Bonds (or crime)$1,000,000 for each person performing Principal or Financial Specialist duties and $1,000,000
for each member of the Governing Board and each person authorized to make purchases or
contract for services that exceed $5,000.
Comprehensive General Liability, Bodily Injury, Property Damage, and Personal InjuryA minimum $1,000,000 per occurrence and a $3,000,000 annual aggregate will be maintained.
Except with respect to property damage liability, coverage shall apply on a first-dollar basis with
out application of any deductible or self-insured retention. Property damage liability may be
subject to a maximum deductible of $1,000 per occurrence.
My Choice Accelerated Academy at Lee - 2012
Page 123
Workers’ Compensation and Employer LiabilityThe School’s insurance will cover the School (and its subcontractors, to the extent that it is not
otherwise insured) for those sources of liability which would be covered by the latest edition of
the standard Workers’ Compensation Policy, as filed for use in Florida by the National Council
on Compensation Insurance, without restrictive endorsements.
There shall be no maximum limit on the amount of coverage for liability imposed by the Florida
Workers’ Compensation Act or any other coverage customarily insured under part 1 of the
standard Workers’ compensation Policy. The minimum amount of coverage for those
customarily insured under part 2 of the standard Workers’ Compensation Policy shall be
$500,000 for each accident; $500,000 for each disease; and $500,000 each employee.
Fire, Property, and CasualtyThe School will obtain and maintain insurance for its building(s) and contents.
My Choice Accelerated Academy at Lee - 2012
Page 124
Section 19: Action Plan
A. Present a projected timetable for the school’s start-up, including but not limited to the
following key activities:
i. Identifying and securing facility, ii., Recruiting and hiring staff, iii. Staff training, iv. Governing Board training, v.
Policy Adoption by Board (if necessary), vi. Lottery, if necessary, vii. Student enrollment.
Activity
Site search- A preliminary search has been done in advance of the
application submission. Discussions with targeted facilities will
proceed during school district application review.
Begin Charter Application
Create School Budgets
Submit Charter Application
Application reviewed and approved by sponsor
First meeting of Board of Directors
Negotiate Lease on final location of choice
Negotiate contract with School District
Complete Board of Directors training using state approved DVD
program
Recruit and hire Principal- this will include collection and analysis
of resumes from various ad placements, phone interviews, and
face-to-face interviews starting
Sign facility lease or purchase agreement
Finalize school facility design
Negotiate Charter School Contract
Recruit staff in preparation for hiring as enrollment dictates
throughout the summer- this will include collection and analysis of
resumes from various ad placements, phone interviews, and faceto-face interviews with Principal being key decider
Begin Plans and Permits
Begin collaboration with school district regarding process and
procedures
Begin community outreach, Communication, and Enrollment
through local media outlets and community forums
Finalize School Calendar
Begin Construction/Remodeling
Enrollment office opens, recruiting continues throughout
community
Complete Faculty and Administration Staffing based on enrollment
Facility Completed
Train staff
Set up Administrative and Classroom Space
Verify all appropriate inspections and clearances including
Certificate of Occupancy
Student/Parent Orientation
My Choice Accelerated Academy Opens
My Choice Accelerated Academy at Lee - 2012
Responsible Party
Founding Team
Date
May-October
2012
Founding Team
Founding Team
Founding Team
School District
Founding Team
Founding Team
Founding Team, Board of Dir.
Board of Directors
May 2012
May 2012
August 2012
October 2012
Nov. 2012
Nov. 2012
Nov.-Dec. 2012
December,
2012
January 2012
Founding Team and Board of
Directors
Board of Directors
Board of Directors
Founding Team, Board of
Directors
Principal, Founding Team,
Board of Directors
January 2013
January 2013
February 2013
Board of Directors
Principal/Board of Directors
February 2013
February 2013
Principal, Board of Directors,
Founding Team
Principal, Board of Directors
Founding Team
Principal, Founding Team
February 2013
Principal, Founding Team
Principal, Board of Directors
Principal
Founding Team
Principal, Founding Team
June 2013
July 2013
August 2013
August 2013
August 2013
Principal
Principal
August 2013
August 2013
February May, 2012
March 2013
March 2013
June 2013
Page 125
My Choice Accelerated Academy is prepared to handle all unanticipated events that may occur.
Unanticipated events will be met with a methodologically sound response. First, the event will
be assessed to determine whether it requires an immediate response, a measured response or
no response at all. Second, a response incorporating the appropriate timeline will be devised by
the appropriate elements of the School. Third, if it is determined that the response will improve
the situation associated with the event, action will be taken. If, it is determined that no
response will be able to materially impact the event in a positive way, then no response will be
rendered.
The initial assessment will gather information and gain an understanding of the event, and
determine if anyone from the School should be involved in formulating a response. At a
minimum the Principal will be informed and lead in the development of a response. If it is
determined that a response is needed to an unanticipated event then the timeliness of the
response will be considered and the School leadership informed. Depending on the area of the
event - technology, communications, public, students, faculty, staff etc. - appropriate members
of the staff will be involved in an initial assessment. Many unanticipated events will be
informational in nature and require no response. Those events that appear to require a
response will be considered with care and deliberation with the best interest of the students,
their families and the community held in the forefront of any consideration.
All actions taken in response to unanticipated events will be designed to support and
strengthen the School’s commitment to educational excellence and the success of its programs
and our students.
My Choice Accelerated Academy at Lee - 2012
Page 126
STATEMENT OF ASSURANCES
This form must be signed by a duly authorized representative of the applicant group and
submitted with the application for a charter school.
As the authorized representative of the applicant group, I hereby certify under the penalties of
perjury that the information submitted in this application for a charter for My Choice
Accelerated Academy Charter School is accurate and true to the best of my knowledge and
belief; and further, I certify that, if awarded a charter, the school:
A. Will be nonsectarian in its programs, admission policies, employment practices and
operations.
B. Will enroll any eligible student who submits a timely application, unless the school
receives a greater number of applications than there are spaces for students, in which
case students will be admitted through a random selection process.
C. Will adhere to the antidiscrimination provisions of section 1000.05, F.S.
D. Will adhere to all applicable provision of state and federal law relating to the education
of students with disabilities, including the Individuals with Disabilities Education Act;
section 504 of the Rehabilitation Act of 1974; and Title II of the Americans with
Disabilities Act of 1990.
E. Will adhere to all applicable provisions of federal law relating to students who are
limited English proficient, including Title VI of the Civil Rights Act of 1964 and the Equal
Educational Opportunities Act of 1974.
F. Will participate in the statewide assessment program created under section 1008.22, F.S.
G. Will comply with Florida statutes relating to public records and public meetings,
including Chapter 119, Florida Statutes, and section 286.011, F.S., which are applicable
to applicants even prior to being granted a charter.
H. Will obtain and keep current all necessary permits, licenses and certifications related to
fire, health and safety within the building and on school property.
I. Will provide for an annual financial audit in accordance with section 218.39, F.S.
The governing board, at its discretion, allows _________________________________ (name),
________________________________ (title) to sign as the legal correspondent for the school.
_______________________________________
Signature
___________________________
Date
_______________________________________
My Choice Accelerated Academy at Lee - 2012
Page 127
ATTACHMENT 1. Budgets- Five Year and First Year Monthly
My Choice Accelerated Academy at Lee - 2012
Page 128
Yr1
Yr2
Yr3
Yr4
Yr5
Five Year Budget
Budget Worksheet
2012-13
My Choice Accelerated Academy Charter School
2013-14
2014-15
2015-16
2016-17
Number of Students
400
500
550
600
600
Grade Levels
9-12
9-12
9-12
9-12
9-12
101.0%
101.0%
101.0%
101.0%
Fiscal Year 2013 - 2017
Expense Inflation
Estimated Revenue
FEFP Basic Gross - 3310
$1,572,410
$1,827,436
$1,912,559
$1,983,148
$1,891,006
Instructional Materials - 3336
$30,919
$38,753
$42,628
$46,504
$46,504
Discretionary Lottery Funds - 3344
$0
$1,430
$1,573
$1,716
$1,716
Class Size Reduction - 3355
$377,503
$479,471
$527,418
$575,365
$575,365
Discretionary Local Effort - 3411
$179,530
$323,654
$356,019
$388,385
$388,385
Transportation - 3354
$26,600
$33,250
$36,575
$39,900
$39,900
Total Revenue:
$2,186,962
$2,703,994
$2,876,772
$3,035,018
$2,942,876
100
Less restricted amount from capital outlay adm. Fees
17.5% of students
Acct
Code
Description
Units
Rate
Total
Rate
Total
Rate
Total
Rate
Total
Rate
Total
Budget Notes
Classroom Instruction (5000)
100
Salaries
Classroom Teachers
15
$40,000
$600,000
19
$40,400
$767,600
21
$40,804
$856,884
23
$41,212
$947,877
23
$41,624
$957,356
$40,000 per year
Other Teachers (ESE, ESOL, Reading/Math Coaches)
1
$40,000
$40,000
1
$40,400
$40,400
2
$40,804
$81,608
2
$41,212
$82,424
2
$41,624
$83,248
$40,000 per year
Other Instructional Staff
1
$38,000
$38,000
1
$38,380
$38,380
2
$38,764
$77,528
2
$39,151
$78,303
2
$39,543
$79,086
17
$678,000
21
$846,380
25
$1,016,020
27
$1,108,604
27
17
$678,000
21
$846,380
23
$1,016,020
27
$1,108,604
27
Total Salaries & Units of Full Time Personnel
Total Instructional Personnel
$1,119,690
$1,119,690
210
Retirement
$678,000
3.00%
$20,340
$846,380
3.00%
$25,391
$1,016,020
3.00%
$30,481
$1,108,604
3.00%
$33,258
$1,119,690
3.00%
$33,591
Company match 401(k) or FRS at 7.77%
220
Social Security
$678,000
7.65%
$51,867
$846,380
7.65%
$64,748
$1,016,020
7.65%
$77,725
$1,108,604
7.65%
$84,808
$1,119,690
7.65%
$85,656
Percent of Total Salaries plus Substitutes
230
Health Insurance (includes dental, life, etc.)
17
$3,500
$59,500
21
$3,535
$74,235
25
$3,570
$89,259
27
$3,606
$97,363
27
$3,642
$98,337
Flat Company contribution of $3500/employee/yr.
240
Workers' Compensation
$678,000
1.25%
$8,475
$846,380
1.25%
$10,580
$1,016,020
1.25%
$12,700
$1,108,604
1.25%
$13,858
$1,119,690
1.25%
$13,996
Total Instructional Salaries x rate. Average rate = 1.25%
250
Unemployment Compensation
17
$189
$3,213
21
$189
$3,969
23
$189
$4,347
27
$189
$5,103
27
$189
$5,103
310
Professional Services (contracted instructional services)
Speech Therapy
400
$50
$20,000
500
$50
$25,000
550
$50
$27,500
600
$50
$30,000
600
$50
$30,000
$50 per hour
510
Classroom Supplies
400
$70
$28,000
500
$70
$35,000
550
$70
$38,500
600
$70
$42,000
600
$70
$42,000
$70 per student
520
641642
643644
Instructional Materials (textbooks, workbooks, etc.)
400
$125
$50,000
500
$125
$62,500
550
$125
$68,750
600
$125
$75,000
600
$100
$60,000
$125 per student
16
$500
$8,000
20
$500
$10,000
22
$500
$11,000
24
$500
$12,000
24
$500
$12,000
Furniture lease agreement with monthly payments
690
Software
750
Substitute Teachers
Classroom Equipment (desks, chairs, etc.)
Computer Equipment
2.7% of first $7,000 = $189 per employee
64
$750
$48,000
80
$750
$60,000
88
$750
$66,000
96
$750
$72,000
96
$750
$72,000
Average cost per computer = $750 per computer
400
$80
$32,000
500
$80
$40,000
550
$80
$44,000
600
$80
$48,000
600
$80
$48,000
Variable, based on need
75
$85
$6,375
95
$85
$8,075
105
$85
$8,925
115
$85
$9,775
115
$85
$9,775
Total Instruction
$1,013,770
$1,265,878
$1,495,207
$1,631,769
Average cost per day $85
$1,630,148
Instructional Support Services (6000)
Pupil Personnel Services (6100)
100
Salaries
ESE Contact
1
$42,000
$42,000
1
$42,420
$42,420
1
$42,844
$42,844
1
$43,273
$43,273
1
$43,705
$43,705
Guidance Counselors
1
$40,000
$40,000
1
$40,400
$40,400
1
$40,804
$40,804
1
$41,212
$41,212
1
$41,624
$41,624
Total Pupil Personnel Staff
2
$82,000
2
$82,820
2
$83,648
2
$84,485
1
$139,441
$85,330
210
Retirement
$82,000
3.00%
$2,460
220
Social Security
$82,000
7.65%
$6,273
My Choice Accelerated Academy at Lee - 2012
$
82,820
3.00%
$2,485
$83,648
3.00%
$2,509
$84,485
3.00%
$2,535
$85,330
3.00%
$2,560
Company match 401(k) or FRS at 7.77%
$82,820
7.65%
$6,336
$83,648
7.65%
$6,399
$84,485
7.65%
$6,463
$85,330
7.65%
$6,528
Percent of Total Salaries
Page 129
Yr1
230
Health Insurance (includes dental, life, etc.)
240
Workers' Compensation
250
Unemployment Compensation
Yr2
Yr3
Yr4
Yr5
2
$3,500
$7,000
2
$3,535
$7,070
2
$3,570
$7,141
2
$3,606
$7,212
1
$3,642
$3,642
Flat Company contribution of $3500/employee/yr.
$82,000
1.22%
$1,000
$82,820
1.22%
$1,010
$83,648
1.22%
$1,021
$84,485
1.22%
$1,031
$85,330
1.22%
$1,041
Total Salaries x rate. Average rate = 1.22%
$378
1
$189
2
$189
Total Pupil Personnel Services
$378
2
$189
$99,111
$378
2
$
189
$378
$100,099
2
$
189
$101,096
$102,103
$189
2.7% of first $7,000 = $189 per employee
$99,289
Media Services (6200)
100
Salaries
Media Specialist
1
Total Media Personnel
$40,000
1
$40,000
1
$40,000
1
$40,400
$40,400
1
$40,400
1
$40,804
$40,804
1
$40,804
1
$41,212
$41,212
1
$41,212
1
$41,624
$41,624
$40… per year
$41,624
210
Retirement
$40,000
3.00%
$1,200
$40,400
3.00%
$1,212
$40,804
3.00%
$1,224
$41,212
3.00%
$1,236
$41,624
3.00%
$1,249
Company match 401(k) or FRS at 7.77%
220
Social Security
$40,000
7.65%
$3,060
$40,400
7.65%
$3,091
$40,804
7.65%
$3,122
$41,212
7.65%
$3,153
$41,624
7.65%
$3,184
Percent of Total Salaries
230
Health Insurance (includes dental, life, etc.)
1
$3,500
$3,500
1
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
Flat Company contribution of $3500/employee/yr.
240
Workers' Compensation
$40,000
1.22%
$488
$40,400
$493
$40,804
1.22%
$498
$41,212
1.22%
$503
$41,624
1.22%
$508
Total Salaries x rate. Average rate = 1.22%
250
Unemployment Compensation
$189
1
$189
1
$189
$189
1
$189
$189
1
$189
$189
2.7% of first $7,000 = $189
610
Library Books
$4,000
500
$5,000
550
$10
$5,500
600
$10
$6,000
600
$10
$6,000
620
Audio-Visual Materials
$220
$0
$220
$0
$220
$0
1
400
18
$
189
$
10
$
40
$720
Total Media Services
$
3,535
1.22%
$
189
$
10
$
220
$0
$53,157
$53,919
$54,907
$55,899
$10 per student
$56,396
Staff Development (6400)
100
Workshop Stipends
220
Social Security
330
Travel (workshop registration, lodging, etc.)
15
$200
$3,000
19
$202
$3,838
21
$204
$4,284
$3,000
7.65%
$230
$3,838
7.65%
$294
$4,284
7.65%
$328
15
$200
$3,000
19
$750
$14,250
21
$750
$15,750
Total Staff Development
$6,230
$18,382
$
23
$206
$4,739
23
$208
$4,787
4,739
7.65%
$363
$4,787
7.65%
$366
Percent of Total Salaries
23
$750
$17,250
23
$750
$17,250
Variable, based on need
$20,362
$22,352
$200 per teacher
$22,403
General Support Services
Board (7100)
310
Professional Services (Legal)
320
Insurance
1
Liability/Errors & Omissions/Crime
400
$20
Officers and Directors
310
Audit
330
Governance Training
$5,000
1
$8,000
500
$20
$4,000
1
$
7,000
Total Board
$7,000
$5,000
1
$10,000
550
$20
$4,000
1
$7,000
$7,000
$5,000
1
$11,000
600
$20
$4,000
1
$7,000
$7,000
$5,000
1
$12,000
600
$5,000
$20
$4,000
1
$7,000
$7,000
1
$7,000
$12,000
$20 per student
$4,000
$4,000 per year
$7,000
$7,000 per year
$500
$500
$500
$500
$500
$24,500
$26,500
$27,500
$28,500
$28,500
General Administration (7200)
310
Professional Services-Management
$2,228,751
3%
$66,863
$ 2,773,327
9%
$249,599
$ 2,957,429
6%
$177,446
$ 3,126,199
5%
$156,310
$ 3,031,289
7%
$212,190
730
Administrative Fee
$2,228,751
5%
$69,648
$2,773,327
5%
$69,333
$ 2,957,429
5%
$67,214
$3,126,199
5%
$65,129
$3,031,289
5%
$63,152
Total General Administration
$136,511
$318,933
$244,660
$221,439
Ave. 5% per year adjusted as required
Based on total revenue for first 250 students
$275,342
School Administration (7300)
100
Salaries
Principal
1
$80,000
$80,000
1
$80,800
$80,800
1
$81,608
$81,608
1
$82,424
$82,424
1
$83,248
$83,248
Assistant Principal
1
$70,000
$70,000
1
$70,700
$70,700
1
$71,407
$71,407
1
$72,121
$72,121
1
$72,842
$72,842
Secretary / Business Manager
1
$24,961
$25,211
$25,463
$25,717
$25,974
Total Office Personnel
3
$24,961
1
$174,961
3
$25,211
1
$176,711
3
$25,463
1
$178,478
3
$25,717
1
$180,262
3
$25,974
$80,000 per year
Range: $25,000-$30,000
$182,065
210
Retirement
$174,961
3.00%
$5,249
$176,711
3.00%
$5,301
$178,478
3.00%
$5,354
$180,262
3.00%
$5,408
$182,065
3.00%
$5,462
220
Social Security
$174,961
7.65%
$13,385
$176,711
7.65%
$13,518
$178,478
7.65%
$13,654
$180,262
7.65%
$13,790
$182,065
7.65%
$13,928
Percent of Total Salaries
230
Health Insurance (includes dental, life, etc.)
3
$3,500
$10,500
3
$3,535
$10,605
3
$3,570
$10,711
3
$3,606
$10,818
3
$3,642
$10,926
Flat Company contribution of $3500/employee/yr.
My Choice Accelerated Academy at Lee - 2012
Page 130
0
Yr1
240
Workers' Compensation
250
Unemployment Compensation
360
Lease-Copy Machine
370
Postage
400
390
Printing (includes advertising)
12
510
641642
643644
Office Supplies
12
Office Equipment Lease
730
Dues and Fees
330
Travel (workshop registration, lodging, etc.)
Yr2
Yr3
Yr4
Yr5
$174,961
1.22%
$2,135
$176,711
1.22%
$2,156
$178,478
1.22%
$2,177
$180,262
1.22%
$2,199
$182,065
1.22%
$2,221
3
$189
$567
3
$189
$567
3
$189
$567
3
$189
$567
3
$189
$567
10
$1,200
$12,000
10
$1,200
$12,000
10
$1,200
$12,000
10
$1,200
$12,000
10
$1,200
$12,000
$100 per mnth
$10
$4,000
500
$10
$5,050
550
$10
$5,611
600
$10
$6,182
600
$10
$6,244
$10 per student
$2,000
$24,000
12
$2,020
$24,240
12
$2,040
$24,482
12
$2,061
$24,727
12
$2,081
$24,974
Recruitment/Report Cards/Annual Reports, etc.
$1,800
$21,600
12
$1,818
$21,816
12
$1,836
$22,034
12
$1,855
$22,255
12
$1,873
$22,477
Monthly payments
12
$500
$6,000
12
$500
$6,000
12
$500
$6,000
12
$500
$6,000
12
$500
$6,000
Monthly payments
Computer Equipment
Total Salaries x rate. Average rate = 1.22%
2.7% of first $7,000 = $189 per employee
12
$150
$1,800
12
$150
$1,800
12
$150
$1,800
12
$150
$1,800
12
$150
$1,800
Monthly payments
400
$4
$1,600
500
$4
$2,020
550
$4
$2,244
600
$4
$2,473
600
$4
$2,497
Professional association dues
2
$1,000
$2,000
2
$1,000
$2,000
2
$1,000
$2,000
2
$1,000
$2,000
2
$1,000
$2,000
$1000 per year allowance
Total School Administration
$279,796
$283,784
$287,112
$290,481
$293,162
Facilities Acquisition and Construction (7400)
360
Building Lease
680
Remodeling and Renovations
400
$500
Total Facilities Acquisition and Construction
$158,211
500
$505
$158,211
$183,167
550
$510
$183,167
$199,870
600
$515
$199,870
$217,909
600
$520
$217,909
$223,769
$500 per student per year lease
$223,769
Fiscal Services (7500)
100
Salaries
Bookkeeper
1
Total Fiscal Personnel
$22,000
1
$22,000
1
$22,000
1
$22,220
$22,220
1
$22,220
1
$22,442
$22,442
1
$22,442
1
$22,667
$22,667
1
$22,667
1
$22,893
$22,893
$22,000 per year
$22,893
210
Retirement
$22,000
3.00%
$660
$22,220
3.00%
$667
$22,442
3.00%
$673
$22,667
3.00%
$680
$22,893
3.00%
$687
220
Social Security
$22,000
7.65%
$1,683
$22,220
7.65%
$1,700
$22,442
7.65%
$1,717
$22,667
7.65%
$1,734
$22,893
7.65%
$1,751
Percent of Total Salaries
0
230
Health Insurance (includes dental, life, etc.)
Flat Company contribution of $3500/employee/yr.
240
Workers' Compensation
250
Unemployment Compensation
310
Professional Services:
730
Bank Fees/Payroll Processing Fees
1
$3,500
$3,500
1
$3,535
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
$22,000
1.22%
$268
$22,220
1.22%
$271
$22,442
1.22%
$274
$22,667
1.22%
$277
$22,893
1.22%
$279
Total Salaries x rate. Average rate = 1.22%
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
2.7% of first $7,000 = $189
$832
$832
$800 per year
$31
$18,731
Bookkeeping/Accountant
400
$800
$800
$30
$12,000
Total Fiscal Services
500
$808
$808
$30
$15,150
$41,100
550
$816
$816
$31
$16,832
$44,540
600
$824
$824
$31
$18,545
$46,513
600
$48,522
$30 per student
$49,005
Central Services (7700)
730
Dues and Fees
25
$75
Total Central Services
$1,875
29
$1,875
$76
$2,197
$0
$2,197
$150
$75,000
33
$77
$2,525
$0
$2,525
$150
$82,500
35
$77
$2,705
$0
$2,705
$150
$90,000
35
$78
$2,732
$0
$2,732
$150
$90,000
Staff Leasing Fees, Fingerprint Fees
Pupil Transportation Services (7800)
310
Public transportation bus passes
400
$150
Total Pupil Transportation Services
$60,000
500
$62,500
550
$75,000
600
$82,500
600
$90,000
Bus passes approx. $150 per student
$90,000
Operation of Plant (7900)
100
Salaries
Custodians
Total Plant Personnel
1
$10,000
1
$10,000
1
$10,000
1
$10,100
$10,100
1
$10,100
1
$10,201
$10,201
1
$10,201
1
$10,303
$10,303
1
$10,303
1
$10,406
$10,406
210
Retirement
$10,000
3.00%
$300
$10,100
3.00%
$303
$10,201
3.00%
$306
$10,303
3.00%
$309
$10,406
3.00%
$312
220
Social Security
$10,000
7.65%
$765
$10,100
7.65%
$773
$10,201
7.65%
$780
$10,303
7.65%
$788
$10,406
7.65%
$796
230
Health Insurance (includes dental, life, etc.)
240
Workers' Compensation
250
Unemployment Compensation
320
Property Insurance
My Choice Accelerated Academy at Lee - 2012
1
$
3,500
$10000 per year
$10,406
0
Percent of Total Salaries
$3,500
1
$3,535
$3,535
1
$3,570
$3,570
1
$3,606
$3,606
1
$3,642
$3,642
$10,000
8.38%
$838
$10,100
8.38%
$846
$10,201
8.38%
$855
$10,303
8.38%
$863
$10,406
8.38%
$872
Total Salaries x rate. Average rate = 8.38%
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
1
$189
$189
2.7% on first $7000
$5,000
$5,000
$5,050
$5,050
$5,101
$5,101
$5,152
$5,152
$5,203
$5,203
Page 131
Flat Company contribution of $3500/employee/yr.
$5000 per year
Yr1
371
Phone
381
Yr2
Yr3
Yr4
Yr5
8
$1,000
$8,000
8
$1,010
$8,080
8
$1,020
$8,161
8
$1,030
$8,242
8
$1,041
$8,325
$1000 per year per phone
Water and Sewage
12
$400
$4,800
12
$404
$4,848
12
$408
$4,896
12
$412
$4,945
12
$416
$4,995
$400 per month
382
Garbage
12
$250
$3,000
12
$253
$3,030
12
$255
$3,060
12
$258
$3,091
12
$260
$3,122
$250 per month
390
Other Purchased Services
$200 per month
12
$200
$2,400
12
$202
$2,424
12
$204
$2,448
12
$206
$2,473
12
$208
$2,497
Security System Monitoring
Fire Alarm Monitoring
4
$375
$1,500
4
$379
$1,515
4
$383
$1,530
4
$386
$1,545
4
$390
$1,561
Fire Inspections
4
$250
$250
4
$253
$253
4
$255
$255
4
$258
$258
4
$260
$260
Grounds Maintenance
12
$400
$4,800
12
$404
$4,848
12
$408
$4,896
12
$412
$4,945
12
$416
$4,995
Pest Control
12
$75
$900
12
$76
$909
12
$77
$918
12
$77
$927
12
$78
$937
12000
$2
$24,000
12,000
$2
$24,000
15,000
$2
$30,300
18,000
$2
$36,724
18,000
$2
$37,091
1
$1,500
$1,500
1
$1,515
$1,515
1
$1,530
$1,530
1
$1,545
$1,545
1
$1,561
$1,561
430
Electricity
510
Supplies
Total Operation of Plant
$71,742
$72,218
$78,998
$85,907
$375 per quarter
$250 per year
$4800/yr
$75 per month
Average: $2 per square foot
$1500 per year
$86,764
Maintenance of Plant (8100)
350
Repairs and Maintenance
510
Supplies
$ 6,000
Total Maintenance of Plant
$90,000
$0
$20,000
$0
$10,000
$0
$10,000
$0
$10,000
$6,000
$6,060
$6,060
$6,121
$6,121
$6,182
$6,182
$6,244
$6,244
$96,000
$0
$26,060
$0
$16,121
$0
$16,182
$0
$16,244
A/C, Plumbing, Electrical Repairs
Paint,Supplies, etc.
Administrative Technology Services (8200)
510
641642
643644
Supplies
1
$2,400
$2,400
1
$2,400
$2,400
1
$2,424
$2,424
1
$2,448
$2,448
1
$2,473
$2,473
Offcie Equipment
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
Lease 4 pieces of equipment and peripherals at $125/month
Computer Equipment
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
4
$375
$1,500
Lease 4 pieces of equipment and peripherals at $125/month
690
Software
4
$200
$800
4
$200
$800
4
$202
$808
4
$204
$816
4
$206
$824
Total Administrative Technology Services
1
$3,350
$6,200
1
$6,200
1
$3,417
$6,232
1
$9,584
$6,264
1
6%
$3,000
$3,000
$3,000
$3,000
$3,000
$3,000
####
####
Network Software lease
$6,297
Debt Service (9200)
710
Redemption of Principal
720
Interest Expense
$50,000
Total Debt Service
Reserve Fund
$2,228,751
Total Budgeted Expenditures
Balance
My Choice Accelerated Academy at Lee - 2012
5.00%
$111,438
$2,773,327
5.00%
$138,666
$2,957,429
5.00%
$147,871
Payment of Principal
Debt interest
$50,000
$3,126,199
5.00%
$156,310
$0
$3,031,289
2%
$60,626
$2,165,141
$2,618,542
$2,814,474
$3,026,342
$2,940,676
$21,821
$85,452
$62,298
$8,676
$2,200
Page 132
2-5% of Revenue
July
August
September
October
November
December
January
February
March
April
May
June
TOTAL
Year 1 Monthly Cash Flow
100
FEFP Basic Gross - 3310
$1,572,410
$131,034
$131,034
$131,034
$131,034
$131,034
$131,034
$131,034
$131,034
$131,034
$131,034
$131,034
$131,034
$1,572,410
Instructional Materials - 3336
$30,919
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$2,577
$30,919
Class Size Reduction - 3355
$377,503
$31,459
$31,459
$31,459
$31,459
$31,459
$31,459
$31,459
$31,459
$31,459
$31,459
$31,459
$31,459
$377,503
Discretionary Local Effort - 3411
$179,530
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$14,961
$179,530
Transportation - 3354
$26,600
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$2,217
$26,600
Total Revenue:
$2,186,962
$182,247
$182,247
$182,247
$182,247
$182,247
$182,247
$182,247
$182,247
$182,247
$182,247
$182,247
$182,247
$2,186,962
Salaries
Classroom Teachers
$600,000
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$54,545
$600,000
Classroom Assistants
$40,000
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
Other Instructional Staff
$38,000
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$3,455
$38,000
Total Instructional Personnel
$678,000
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$61,636
$678,000
$0
210
Retirement
$20,340
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$1,849
$20,340
220
Social Security
$51,867
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$4,715
$51,867
230
Health Insurance (includes dental, life, etc.)
$59,500
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$5,409
$59,500
240
Workers' Compensation
$8,475
$770
$770
$770
$770
$770
$770
$770
$770
$770
$770
$770
$8,475
250
$3,213
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$3,213
310
Unemployment Compensation
Professional Services (contracted instructional
services)
Speech Therapy
$20,000
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$1,818
$20,000
510
Classroom Supplies
$28,000
$14,000
$14,000
520
Instructional Materials (textbooks, workbooks, etc.)
$50,000
$16,667
$16,667
$8,000
$8,000
$28,000
$16,667
$50,000
641-642
Classroom Equipment (desks, chairs, etc.)
643-644
Computer Equipment
$48,000
$16,000
$16,000
$16,000
690
Software
$32,000
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
$2,909
750
Substitute Teachers
$6,375
$580
$580
$580
$580
$580
$580
$580
$580
$580
$580
$580
$6,375
$95,979
$134,646
$126,646
$96,646
$79,979
$79,979
$79,979
$79,979
$79,979
$79,979
$79,979
$1,013,770
Total Instruction
100
$1,013,770
$0
$8,000
$48,000
$32,000
Salaries
Guidance Counselors
$42,000
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$3,818
$42,000
Guidance Counselors
$40,000
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
Total Pupil Personnel Staff
$82,000
$7,455
$7,455
$7,455
$7,455
$7,455
$7,455
$7,455
$7,455
$7,455
$7,455
$7,455
$82,000
210
Retirement
$2,460
$224
$224
$224
$224
$224
$224
$224
$224
$224
$224
$224
$2,460
220
Social Security
$6,273
$570
$570
$570
$570
$570
$570
$570
$570
$570
$570
$570
$6,273
230
Health Insurance (includes dental, life, etc.)
$7,000
$636
$636
$636
$636
$636
$636
$636
$636
$636
$636
$636
$7,000
240
Workers' Compensation
$1,000
$91
$91
$91
$91
$91
$91
$91
$91
$91
$91
$91
$1,000
250
Unemployment Compensation
$378
$34
$34
$34
$34
$34
$34
$34
$34
$34
$34
$34
$378
My Choice Accelerated Academy at Lee - 2012
$0
Page 133
Total Pupil Personnel Services
100
$99,111
July
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$0
$9,010
$9,010
$9,010
$9,010
$9,010
$9,010
$9,010
$9,010
$9,010
$9,010
$9,010
$99,111
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$3,636
$40,000
Salaries
Library Aide
Total Media Personnel
$40,000
$40,000
$0
210
Retirement
$1,200
$109
$109
$109
$109
$109
$109
$109
$109
$109
$109
$109
$1,200
220
Social Security
$3,060
$278
$278
$278
$278
$278
$278
$278
$278
$278
$278
$278
$3,060
230
Health Insurance (includes dental, life, etc.)
$3,500
$318
$318
$318
$318
$318
$318
$318
$318
$318
$318
$318
$3,500
240
Workers' Compensation
$488
$44
$44
$44
$44
$44
$44
$44
$44
$44
$44
$44
$488
250
Unemployment Compensation
610
Library Books
620
$189
$17
$17
$17
$17
$17
$17
$17
$17
$17
$17
$17
$189
$4,000
$667
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$4,000
Audio-Visual Materials
$720
$120
$60
$60
$60
$60
$60
$60
$60
$60
$60
$60
$720
Total Media Services
$53,157
$5,190
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$4,797
$53,157
$3,000
$3,000
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$3,000
$230
$230
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$230
$1,000
$0
$1,000
$0
$1,000
$0
$0
$0
$0
$0
$0
$3,000
$4,230
$0
$1,000
$0
$1,000
$0
$0
$0
$0
$0
$0
$6,230
100
Workshop Stipends
220
Social Security
330
Travel (workshop registration, lodging, etc.)
$3,000
Total Staff Development
$6,230
310
Professional Services (Legal)
$5,000
320
Insurance
$0
$0
$5,000
Liability/Errors & Omissions/Crime
$8,000
$2,000
$750
$750
$750
$750
$750
$750
$750
$750
$0
$0
$0
$8,000
Officers and Directors
$4,000
$4,000
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$4,000
$7,000
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$7,000
$0
$7,000
$500
$500
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$500
Total Board
$24,500
$6,500
$750
$750
$750
$750
$5,750
$750
$750
$750
$0
$7,000
$0
$19,500
310
Professional Services-Management
$66,863
$5,572
$5,572
$5,572
$5,572
$5,572
$5,572
$5,572
$5,572
$5,572
$5,572
$5,572
$5,572
$66,863
730
Administrative Fee
$69,648
$5,804
$5,804
$5,804
$5,804
$5,804
$5,804
$5,804
$5,804
$5,804
$5,804
$5,804
$5,804
$69,648
$136,511
$11,376
$11,376
$11,376
$11,376
$11,376
$11,376
$11,376
$11,376
$11,376
$11,376
$11,376
$11,376
$136,511
Principal
$80,000
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$6,667
$80,000
Assistant Principal
$70,000
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$5,833
$70,000
Secretary / Business Manager
$24,961
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$2,080
$24,961
$174,961
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$14,580
$174,961
$5,249
$437
$437
$437
$437
$437
$437
$437
$437
$437
$437
$437
$437
$5,249
$13,385
$1,115
$1,115
$1,115
$1,115
$1,115
$1,115
$1,115
$1,115
$1,115
$1,115
$1,115
$1,115
$13,385
310
Audit
330
Governance Training
Total General Administration
100
Salaries
Total Office Personnel
210
Retirement
220
Social Security
My Choice Accelerated Academy at Lee - 2012
Page 134
230
Health Insurance (includes dental, life, etc.)
240
Workers' Compensation
250
Unemployment Compensation
360
Lease-Copy Machine
370
Postage
390
510
July
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$10,500
$875
$875
$875
$875
$875
$875
$875
$875
$875
$875
$875
$875
$10,500
$2,135
$178
$178
$178
$178
$178
$178
$178
$178
$178
$178
$178
$178
$2,135
$567
$47
$47
$47
$47
$47
$47
$47
$47
$47
$47
$47
$47
$567
$12,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$12,000
$4,000
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$333
$4,000
Printing (includes advertising)
$24,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$24,000
Office Supplies
$21,600
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$1,800
$21,600
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$6,000
641-642
Office Equipment
$6,000
643-644
Computer Equipment
$1,800
$150
$150
$150
$150
$150
$150
$150
$150
$150
$150
$150
$150
$1,800
730
Dues and Fees
$1,600
$1,600
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$1,600
330
Travel (workshop registration, lodging, etc.)
$2,000
$0
$0
$0
$1,000
$0
$0
$0
$0
$1,000
$0
$0
$0
$2,000
Total School Administration
$279,796
$24,616
$23,016
$23,016
$24,016
$23,016
$23,016
$23,016
$23,016
$24,016
$23,016
$23,016
$23,016
$279,796
Building Lease
$158,211
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$158,211
Total Facilities Acquisition and Construction
$158,211
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$13,184
$158,211
$22,000
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$22,000
$22,000
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$1,833
$22,000
$660
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$55
$660
360
100
Salaries
Bookkeeper
Total Fiscal Personnel
210
Retirement
220
Social Security
$1,683
$140
$140
$140
$140
$140
$140
$140
$140
$140
$140
$140
$140
$1,683
230
Health Insurance (includes dental, life, etc.)
$3,500
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$3,500
240
Workers' Compensation
$268
$22
$22
$22
$22
$22
$22
$22
$22
$22
$22
$22
$22
$268
250
Unemployment Compensation
$189
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$189
310
Professional Services:
$800
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$800
$800
730
Bank Fees/Payroll Processing Fees
$12,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$12,000
Total Fiscal Services
$41,100
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$3,358
$4,158
$41,100
Bookkeeping/Accountant
310
Professional Services
730
Dues and Fees
$1,875
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$1,875
Total Central Services
$1,875
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$156
$1,875
$60,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$5,000
$60,000
$2,500
$208
$208
$208
$208
$208
$208
$208
$208
$208
$208
$208
$208
$2,500
$62,500
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$5,208
$62,500
310
Public Transportation Bus Passes
320
Insurance
Total Pupil Transportation Services
My Choice Accelerated Academy at Lee - 2012
Page 135
July
August
September
October
November
December
January
February
March
April
May
June
TOTAL
100
Salaries
$10,000
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$833
$10,000
210
Retirement
$300
$25
$25
$25
$25
$25
$25
$25
$25
$25
$25
$25
$25
$300
220
Social Security
$765
$64
$64
$64
$64
$64
$64
$64
$64
$64
$64
$64
$64
$765
230
Health Insurance (includes dental, life, etc.)
$3,500
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$292
$3,500
240
Workers' Compensation
$838
$70
$70
$70
$70
$70
$70
$70
$70
$70
$70
$70
$70
$838
250
Unemployment Compensation
$189
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$16
$189
320
Property Insurance
$5,000
$417
$417
$417
$417
$417
$417
$417
$417
$417
$417
$417
$417
$5,000
371
Phone
$8,000
$667
$667
$667
$667
$667
$667
$667
$667
$667
$667
$667
$667
$8,000
381
Water and Sewage
$4,800
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$4,800
382
Garbage
$3,000
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$3,000
390
Other Purchased Services
Fire Alarm Monitoring
$2,400
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$2,400
Security System Monitoring
$1,500
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$1,500
Custodians
Fire Inspections
Grounds Maintenance
Pest Control
$250
$21
$21
$21
$21
$21
$21
$21
$21
$21
$21
$21
$21
$250
$4,800
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$400
$4,800
$900
$75
$75
$75
$75
$75
$75
$75
$75
$75
$75
$75
$75
$900
$24,000
430
Electricity
$24,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
$2,000
510
Supplies
$1,500
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$125
$1,500
Total Operation of Plant
$71,742
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$5,979
$71,742
350
Repairs and Maintenance
$90,000
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$7,500
$90,000
510
Supplies
$6,000
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$500
$6,000
$96,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$8,000
$96,000
Total Maintenance of Plant
Supplies
$2,400
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$200
$2,400
641-642
510
Offcie Equipment
$1,500
$0
$0
$0
$0
$1,500
$0
$0
$0
$0
$0
$0
$0
$1,500
643-644
Computer Equipment
$1,500
$0
$1,500
690
720
Software
$800
$0
$1,500
$0
$0
$0
$0
$0
$0
$0
$0
$0
$800
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$800
Total Administrative Technology Services
$6,200
$200
$1,000
$1,700
$200
$1,700
$200
$200
$200
$200
$200
$200
$200
$6,200
Interest Expense
$3,000
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$3,000
Total Debt Service
$3,000
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$250
$3,000
$111,438
$9,286
$9,286
$9,286
$9,286
$9,286
$9,286
$9,286
$9,286
$9,286
$9,286
$9,286
$9,286
$111,438
Reserve Fund
My Choice Accelerated Academy at Lee - 2012
Page 136
Total Budgeted Expenditures
Balance
My Choice Accelerated Academy at Lee - 2012
July
August
September
October
November
December
January
February
March
April
May
June
TOTAL
$2,165,141
$88,114
$195,973
$230,717
$223,217
$192,717
$180,550
$174,550
$174,550
$175,550
$173,800
$180,800
$174,600
$2,160,141
$21,821
$94,132
$80,406
$31,936
-$9,034
-$19,504
-$17,808
-$10,111
-$2,415
$4,282
$12,728
$14,175
$21,821
$21,821
Page 137